Worldview, Ideology and Education
Worldview is most simply described as a person’s or a people’s way of viewing and thinking about the world. It includes beliefs about a creator (God), the physical world, humankind, the beginnings and continuance of human life, death and the end of human life and afterlife. It also includes beliefs about peoples’ interaction with a creator, the physical world and other people. Worldview matters, particularly when considering the role it plays in education. While often not explicitly discussed, the beliefs and assumptions that form worldview affect every aspect of curriculum, instruction and administration.
The Myth of Neutrality
The notion of neutrality with respect to worldview is a fallacy. Everyone and every educational system operates with a comprehensive set of assumptions and beliefs guiding how they see and interact with the world around them. There has never been complete societal agreement on worldview in the United States. Americans are and have always been a collection of diverse people with differing perspectives. That said, throughout much of the 20th century, there existed enough societal consensus on basic norms and assumptions that parents trusted that their children’s education was grounded in a generally accepted worldview, and that at the very least, the worldview informing the design and delivery of education for their children was not antagonistic toward their Judeo-Christian beliefs and values.
Today, however, as Marxism, critical theory, relativism and gender ideology have gained greater prominence and become normative in many P12 schools and in higher education, parents of faith find that their children are learning in environments where core tenets of their religious faith are mocked, belittled and misconstrued.
So much so, that it is not uncommon for students to tell of the act they are forced to put on in classrooms, pretending to be people they are not out of fear that openly espousing positions aligned with their religious faith will bring the wrath of teachers or professors who subscribe to and propagate Marxist aligned ideologies.
The Foundation of a Christ-centered Education
Worldviews, whether named or unnamed, are foundational for all educational experiences. Different than public institutions that often espouse ideological neutrality, Christ-centered institutions like Houghton University are explicit about their worldview. Students at Christian institutions study and receive diplomas, degrees and credentials in many of the same areas as their peers at public institutions, including the humanities, natural sciences, computer science, education, business and the arts. Of course, some students at Christian institutions are preparing for lives and careers in vocational ministry. But regardless of their selected area of study, from education to exercise science, a Bible-based set of assumptions and beliefs underly a Christian education. Many of those core assumptions that are foundational to such a Christian worldview are summarized succinctly with the Apostles’ Creed:
[We] believe in God, the Father almighty,
creator of heaven and earth.
[We] believe in Jesus Christ, God’s only Son, our Lord,
who was conceived by the Holy Spirit,
born of the virgin Mary,
suffered under Pontius Pilate,
was crucified, died, and was buried;
he descended to the dead.
On the third day he rose again;
he ascended into heaven,
he is seated at the right hand of the Father,
and he will come to judge the living and the dead.
[We] believe in the Holy Spirit,
the holy catholic church,
the communion of saints,
the forgiveness of sins,
the resurrection of the body,
and the life everlasting. Amen.
In Christian education, these truths form our worldview and are consequential to how students are educated. Our belief as Christians about who God is, who we are as men and women, God’s relationship with us, the mystery of the Trinity, the virgin birth, death and bodily resurrection of Jesus Christ, and the 2nd coming of Jesus Christ all have implications for how we live, love, learn, worship and what we believe our purpose to be in the world.
Most Christians in the U.S. will attend public institutions to receive all or some portion of their elementary, secondary or postsecondary education. As Americans and taxpayers, they have every right to do so. While it would be unreasonable for Christians to expect public institutions to educate students through a Christian worldview, it is more than reasonable to expect that public institutions funded by taxpayer dollars will educate students through a worldview that is at the very least not antagonistic toward the basic, historic tenets of Christian faith. As Houghton’s president, I will continue to use my voice to not only advocate for the religious liberty of Christian homeschooling families, Christian schools, and Christian postsecondary institutions, but also for students and families of faith who have the right to openly exercise their religious faith in taxpayer-funded public institutions, without fear of reprisal.
Houghton’s Commitment
In an educational environment where some public institutions are openly hostile to students and families of faith, Houghton treasures the opportunity to provide an outstanding, affordable Christ-centered educational option where students are equipped, nurtured, and discipled for the various places and positions God is calling them to. We thank God for the federal and state constitutional and statutory religious liberty protections in the U.S. that allow us to serve students in the manner that we do, with a decidedly Christian worldview. We will continue to boldly and courageously serve and advocate for students and families, all for the glory of our God.
About the Author
A noted teacher, scholar and leader in higher education, government and P12 schools, Wayne D. Lewis, Jr. serves as the 6th President of Houghton University. He is recognized as being a champion for students and families. He writes, speaks and teaches on Christian leadership, organizational leadership and federal and state education policy.