Worldview Teacher Manual samples - Summit Ministries

Building 

on the 

Rock 

A Biblical Christian Worldview and Bible Survey Curriculum for Grades 1-6 

“The wise man built his house on rock.” Matthew 7:24b ICB 

by 

John F. Hay, Jr. 

A World of Worldviews 

An Introduction to Biblical and Unbiblical Beliefs About Truth, 

God, Human Beings, the Universe, and Values 

Teacher Manual 

Volume 1 

Level 6 

® 

A Summit Ministries® Curriculum 

For more information please visit www.summit.org or call: 719-685-9103

Credits 

Editors 

Nancy Hay 

Amanda Lewis 

Illustrators 

Pat Edwards 

Justin Hotz 

Vance Warwick 

Design Layout 

Joel Putnam 

Chris White 

Video 

Todd Cothran 

Worldview Model Design 

Steven Myasato 

Go Organic India 

Music Composition and Recording 

Brad Nyght 

Scriptures taken from the Holy Bible, New International Version® NIV®. Copyright© 1973, 1978, 1984 by International Bible 

Society. Used by permission. All rights reserved worldwide. 

Scriptures marked ESV are taken from The Holy Bible, English Standard Version, copyright© 2001 by Crossway Bibles, a 

division of Good News Publishers. Used by permission. All rights reserved. 

Scriptures marked God's Word are taken from God's Word. God's Word is a copyrighted work of God's Word to the Nations 

Bible Society. Quotations are used by permission. Copyright 1995 by God's Word to the Nations Bible Society. All rights 

reserved. 

Scriptures marked ICB are taken from the International Children’s Bible®. Copyright© 1986, 1988, 1999 by Tommy Nelson 

®, a division of Thomas Nelson, Inc. Used by permission. All rights reserved. 

Scriptures marked NASB are taken from the New American Standard Bible®. Copyright© 1960, 1962, 1963, 1968, 1971, 

1972, 1973, 1975, 1995 by The Lockman Foundation. Used by permission. (www.Lockman.org) 

Scriptures marked NKJV are taken from the New King James Version. Copyright© 1982 by Thomas Nelson, Inc. Used by 

permission. All rights reserved. 

Scriptures marked NLT are taken from the New Living Translation. Copyright 1996 by Tyndale Charitable Trust. Used by 

permission. All rights reserved. 

Artwork used with permission. ©Bill Noller International Publishing. San Dimas, CA 91773. Illustrations by Allan Parry. 

Copyright© 2009 Summit Ministries®, Manitou Springs, Colorado 

All rights reserved. No part of this publication may be reproduced (with the exception of the specified Blackline Masters 

included), transmitted, transcribed, stored in a retrieval system, or translated into any language in any form by any means 

without the written permission of Summit Ministries, Manitou Springs, Colorado. 

ISBN 0-936163-77-1 (Volume 1) 

Published by Summit Press, P.O. Box 207, Manitou Springs, CO 80829 

Printed in India 

ii

contents 

Contents ............................................................................................................................................................................ iii 

Foreword ............................................................................................................................................................................. v 

Introduction .................................................................................................................................................................... vii 

General Format for the Worldview Curriculum ..................................................................................................... viii 

Materials for the Worldview Curriculum .................................................................................................................. xi 

Syllabus for Units 1-5 ................................................................................................................................................... xv 

volume 1 

UNIT 1: What in the world is a worldview? 

Lesson 1: What is a worldview? Why does it matter? 

The Definition and the Characteristics of a Worldview .......................................................................... 1 

Lesson 2: a world of worldviews 

An Introduction to Three Major Categories of Worldviews ............................................................... 29 

UNIT 2: Biblical Christianity—the True view of god and the world 

Lesson 3: god's great story 

Creation, Fall, and Redemption—A Cosmic Drama in Three Acts ............................................................ 47 

Lesson 4: the house of truth—the foundation of wisdom 

A Model of God's Great Story .................................................................................................................... 69 

Lesson 5: The house of truth—the fellowship wall 


Lesson 6: The house of truth—the image-bearing wall 


lesson 7: the house of truth—the servanthood wall 

A Model of God's Great Story .................................................................................................................. 109 

lesson 8: the house of truth—the stewardship wall 


lesson 9: the house of truth—the roof of character 


Lesson 10: "I, THE LORD, SPEAK THE TRUTH" Isaiah 45:19 

The Biblical Christian View of Truth ........................................................................................................ 149 

Lesson 11: "I AM God, and there is no other" Isaiah 46:9 

The Biblical Christian View of God—Part 1 .............................................................................................. 191 

Lesson 12: In the Name of the father, son, and holy spirit Matthew 28:19 

The Biblical Christian View of God—Part 2 ............................................................................................ 231 

Lesson 13: "let us make man in our image" Genesis 1:26 

The Biblical Christian View of People—Part 1 ........................................................................................ 267 

Lesson 14: "for the glory of god" 1 Corinthians 10:31 

The Biblical Christian View of People—Part 2 ....................................................................................... 299 

iii

Lesson 15: "for by him all things were created" colossians 1:16 

The Biblical Christian View of the Universe ........................................................................................... 321 

Lesson 16: "Be holy, because i am holy" 1 peter 1:16 

The Biblical Christian View of Moral Laws and Values ........................................................................ 353 

iv

FOREWORD 

Opinions vary about Christian schools and the educational movement of which they are a part. From a negative 

perspective, Christian schools are regarded as reactionary institutions attempting to cocoon students from the 

perceived corrupting influences and problems of modern society. From a positive perspective, however, Christian 

schools can be models for educational excellence preparing students to enter society with a distinctively Christian 

worldview through which they can integrate their faith and academic knowledge. An integrated approach 

to education enables students not only to remain firm in their faith, but also to make valuable contributions to 

society throughout their lives. 

The goal of fusing students’ Christian faith with a commitment to action in the marketplace of life is not easy to 

achieve, even for Christian schools committed to such an ideal. Three factors seem to inhibit students from developing 

an integrated Christian worldview. The first factor Christian schools are working against is the popular 

belief that both truth and the activities of life are either sacred or secular. This dichotomous view of truth and life 

is so culturally entrenched that students are unable to develop a holistic view of life and for life. They act out 

their daily routines in one or both of two distinct realms, the public secular arena and/or the private sacred arena, 

rather than pursuing all activities with an understanding of the integrity of all dimensions of reality. 

A second factor inhibiting students from developing an integrated Christian worldview comes from within the 

Christian school curriculum itself. It is a failure to develop a cohesive approach to the academic subjects and 

the religious subjects in the curriculum. The “spiritual dimensions” such as Bible study and chapel services are 

deemed sufficient in and of themselves to instill the right worldview and motivate students to Christian action. 

This lack of an integrated curriculum further entrenches dichotomous sacred/secular thinking. 

A third factor inhibiting students from developing a distinctively Christian worldview results from the previous 

two: without an ability to think Christianly, students influenced by cultural and philosophical pluralism develop 

an eclectic worldview. Without a definitive worldview, students incorporate not only the predominate worldview 

of the culture, but also elements of other views found in the global marketplace of ideas. 

In his book Subversive Christianity, Brian Walsh confronts this inability to think Christianly when he writes that 

“our consciousness, our imagination, our vision have been captured by idolatrous perceptions and ways of life. 

The dominant worldview, the all-pervasive secular consciousness, has captured our lives.” 1 Harry Blamires, a 

Christian apologist, echoes the same thought in his book The Christian Mind when he says that “except over a 

very narrow field of thinking, chiefly touching questions of strictly personal conduct, we Christians in the modern 

world accept, for the purpose of mental activity, a frame of reference constructed by the secular mind and a set 

of criteria reflecting secular evaluations.” 2 

Regretfully, the observations of Walsh and Blamires are confirmed by the fact that many Christian school students 

and graduates cannot articulate or apply the Biblical Christian worldview in their daily lives. Many waver in 

their faith when confronted with the carefully articulated arguments for secular humanism, Marxism, pantheism, 

and other non-Christian views. 3 Swayed by popular culture, they have been taken “captive through hollow and 

deceptive philosophy which depends on human tradition and the basic principles of this world rather than on 

Christ” (Colossians 2:8 NIV). 

Aware of this intense spiritual warfare for the minds of children and youth, Summit Ministries is committed to 

developing curricula that can help students articulate and apply the Christian worldview to every aspect of reality. 

A key strategy in this battle for the mind is the development of Building on the Rock, a worldview and Bible 

survey curriculum for children ages 6 to 12 that cohesively presents the affirmations of the Christian worldview 

within the historic biblical truths of creation, fall, and redemption. My prayer is that those who embark on this 

educational endeavor will find it not only rewarding, but will know that their investment in the children they teach 

will not return void, either in this world or in the world to come. 

John Hay 

Summit Ministries 

January 2009 

v

Notes 

1. Brian Walsh, Subversive Christianity (Bristol: Regis Press, 1992), p. 28. 

2. Harry Blamires, The Christian Mind (1963, Ann Arbor, Servant Books, reprinted., 1978), p. 4. 

3. Gary Railsback, An Exploratory Study of the Religiosity and Related Outcomes Among College Students: 

A Ph.D. Dissertation (Los Angeles: UCLA, 1994). 

vi

introduction 

Summit Ministries 

Established in 1962, Summit Ministries exists to train Christian leaders to understand our times and to know 

what it means to think Christianly in every area of life. A key strategy for training has been the development 

of comparative worldview curriculum materials, including the centerpiece, Understanding the Times (revised 

2nd edition) by Dr. David Noebel. This comprehensive text for older teens and adults examines ten academic 

disciplines within a framework of six worldviews including Marxism, Secular Humanism, Cosmic Humanism, 

Postmodernism, Islam, and Biblical Christianity. Curriculum materials for the one-year course include the student 

text and study guide, a teacher’s guide, and videotapes related to contemporary issues. 

For younger teens, Lightbearers provides an introduction to comparative worldview studies using an abridged edition 

of Understanding the Times. This one-year curriculum also includes videos and supplemental materials. 

Building on the Rock is designed for students 6 to 12 years old. The purpose of this unique curriculum is to 

help children begin to formulate and apply a biblical worldview at an early age. It lays the groundwork for later 

comparative worldview studies at the secondary and higher levels of education. 

The Rationale 

Children form beliefs and values early in life and bring these to school and into the classroom. These foundational 

beliefs and values influence how students interpret knowledge and govern how they act. Building on the Rock 

is designed to help students interpret knowledge and build foundational beliefs and values from a Christian 

perspective. In an age of competing worldviews, this curriculum will help young students formulate a biblical 

perspective of the world and then live accordingly. 

The Goals 

The goals for Building on the Rock are based on the understanding that no worldview curriculum can or should 

provide an exact model for Christian thinking and action. Rather, a worldview curriculum must present a framework 

of biblical truth and values, encourage students to reflect upon it, and provide opportunities in various formats 

for them to apply what they have learned. Ultimately, students must individually embrace biblical truth and act 

on it as they are enabled by the power of the Holy Spirit. Within these parameters, the goal of this curriculum 

is to help young students begin to develop a cohesive Christian worldview through which they can interpret the 

world around them and respond biblically to it in their thinking and doing. 

The Design 

A Correlated Worldview and Bible Survey Curriculum 

A common concern among many Christian school Bible teachers is that after several years of religious education 

or biblical studies, students neither understand the relationships between the Bible facts they have memorized, 

nor can they link them with a clearly defined Christian worldview. Bible stories such as the exodus, David and 

Goliath, and Paul’s missionary journeys remain unrelated to real-life issues. This disjointed perspective reinforces 

the sacred/secular dichotomy and inhibits the development of a Christian worldview. Building on the Rock is a 

correlated worldview and Bible survey curriculum that examines the major events and truths of the Bible holistically 

within the Christian worldview. The worldview component is designed to be taught in the first two-thirds of the 

school year, providing the framework for the Bible survey, designed to be taught in the last third. 

A correlated worldview and Bible survey curriculum accommodates the limited time slots Christian schools have 

for incorporating Bible or religious studies into schedules already filled with state required subjects. Schools that 

already offer a Bible survey course and want to add specific worldview studies often encounter a time factor 

dilemma. The correlated approach of Building on the Rock, which can be taught in a single time slot, provides 

a workable solution. 

vii

General Format for the worldview curriculum 

The SIX Sections of building on the rock 

The worldview curriculum for Levels 1 through 6 is divided into six Sections designed to help students understand 

the essential affirmations of the Biblical Christian worldview within a framework of the four relationships of 

creation—our relationship with God, with self, with others, and with the earth. The worldview study for Level 6 is 

packaged in two Teacher Manuals entitled A World of Worldviews, Volume 1 and A World of Worldviews, Volume 

2. The worldview study is designed to be taught first, usually within the first six months of the school year. The 

Bible Survey for Level 6 is packaged in one Teacher Manual entitled God's New Family: The Birth and Early 

History of the Church, Volume 3 and is designed to be taught during the last three months of the school year. 

Section 1, entitled Wisdom (Level 1), lays the foundation for the curriculum by presenting the biblical perspective 

of God and truth, emphasizing the relational nature of God and the personal nature of truth as expressed in 

Christ. 

Sections 2 through 5, entitled Fellowship (Level 2), Image-Bearing (Level 3), Servanthood (Level 4), and Stewardship 

(Level 5) focus on the four relationships of creation. Each section contains four Units of study developed within 

the biblical framework of creation, fall, and redemption. The first two Units within each Section address God’s 

creational intent for the relationship. The third Unit focuses on the effects of the fall on the relationship, and the 

fourth on the redemption and restoration of the relationship through the atoning work of Christ. 

Section 6, entitled A World of Worldviews (Level 6), introduces students to the essential components of all 

worldviews, laying the groundwork for Lightbearers in the middle grades and further comparative worldview 

studies. 

Below is an overview of Building on the Rock's content for Sections 1-5 (Grade Levels 1-5). Section 6 (Grade 

Level 6) is a stand-alone curriculum in that it does not review Sections 1-5 systematically. 

Section 1: WISDOM (Purple) 

Building the Foundation of My Life on God, My Rock, by Knowing, Loving, and Obeying 

Him 

The fear of the Lord is the beginning of wisdom and knowledge of the Holy One is understanding. Proverbs 9:10 

“Everyone who hears my words and obeys them is like a wise man who built his house on rock.” Matthew 7:24 NCV 

Key Themes 

The nature and apprehension of truth 

The revelation of truth 

The attributes and character of God 

The Trinity 

God the Creator 

The aspects and nature of creation 

Section 2: FELLOWSHIP (Red) 

Building a Relationship of Harmony With God When I Believe Jesus Is God’s Son and My 

Savior 

. . . the Father sent his Son to be the Savior of the world. Whoever confesses that Jesus is the Son of God has God 

living inside, and that person lives in God. 1 John 4:14-15 NCV 

And our fellowship is with the Father and with his Son, Jesus Christ. 1 John 1:3 

Key Themes 

The origin of people 

The purpose of people 

The finite, dependent nature of people 

The nature of fellowship with God 

viii

The fall and fellowship 

The moral nature of people 

The origin and nature of sin 

The consequences of sin 

Redemption and fellowship 

The meaning and purpose of the atonement 

The nature of the new birth and fellowship with God 

Section 3: IMAGE-BEARING (Yellow) 

Building a Relationship of Harmony With Myself as I Become More Like Jesus 

We all show the Lord's glory, and we are being changed to be like him. 2 Corinthians 3:18 ICB 

So God created man in his own image, in the image of God he created him. Genesis 1:27 

And we have seen and testify that the Father has sent his Son to be the Savior of the world. If anyone acknowledges 

that Jesus is the Son of God, God lives in him and he in God. 1 John 4:14-15 

Key Themes 

People as image-bearers of God 

The worth and dignity of people 

The basis of self-worth 

The nature of our relationship with self 

The fall and image-bearing 

The nature of our marred image 

The consequences of sin on our relationship with self 

Redemption and image-bearing 

The positional characteristics of the new creation in Christ 

The renewing and maturing of the new creation in Christ 

Section 4: SERVANTHOOD (Blue) 

Building a Relationship of Harmony With Others as I Serve Them in Love 

“. . . whoever wants to become great among you must be your servant.” Mark 10:43 

“. . . serve one another in love.” Galatians 5:13 

Key Themes 

The social nature of people 

The family 

The government 

The nature of the social/servant relationship with others 

The fall and servanthood 

The characteristics of broken relationships with others 

The family and the nation as affected by the fall 

Redemption and servanthood 

The origin and nature of the church 

The role of the church including the Great Commandment and the Great Commission 

Section 5: STEWARDSHIP (Green) 

Building a Relationship of Harmony With God's Creation as I Appreciate It and Rule Over 

It 

God blessed them and said to them, “Be fruitful and increase in number; fill the earth and subdue it.” Genesis 1:28 

You made him ruler over the works of your hands; you put everything under his feet. Psalm 8:6 

Key Themes 

The dimensions and nature of the creation 

God’s sustaining relationship with creation 

The cultural mandate and stewardship 

The fall and stewardship 

ix

The effects of the fall on nature 

The sin nature of people and stewardship of the earth 

Redemption and stewardship 

The nature of the atonement in relation to the earth 

The role of people in the redeemed order prior to the return of Christ 

The glorified order and the restoration of nature 

Section 6: A WORLD OF WORLDVIEWS 

An Introduction to Biblical and Unbiblical Beliefs About God, the Universe, Human Beings, 

Truth, and Values 

See to it that no one takes you captive through hollow and deceptive philosophy, which depends on human tradition 

and the basic principles of the world rather than on Christ. Colossians 2:8 

Key Themes 

The meaning of worldview 

Biblical Christianity as the true view of God and the world 

Islam as an unbiblical view of God and the world 

Naturalism as an unbiblical view of God and the world 

The New Age as an unbiblical view of God and the world 

A Five-Year Spiral Curriculum Sequence 

Designed to coordinate with the first six years of primary American education (ages 6-11), Building on the Rock 

includes six Sections of study in both the Worldview and Bible Survey components. A spiral sequence for Levels 

1 through 5 assures that students receive continuing worldview and correlating Bible content at age-appropriate 

levels of difficulty. Each grade level concentrates on one of the five Sections of the curriculum and either reviews 

or introduces the other four. This approach helps students see the “big picture” of the five-year study and assures 

that concepts are developed and reinforced at each grade level. The spiral sequence also benefits students who 

enter the curriculum at different grade levels. The Level 6 introduction to worldviews stands alone and prepares 

students for Lightbearers in the middle grades and further comparative worldview studies. 

WISDOM FELLOWSHIP IMAGE- 

BEARING 

SERVANT- 

HOOD 

STEWARD- 

SHIP 

WORLDVIEW 

Level 1 FOCUS Intro Intro Intro Intro - 

Level 2 Review FOCUS Intro Intro Intro - 

Level 3 Review Review FOCUS Intro Intro - 

Level 4 Review Review Review FOCUS Intro - 

Level 5 Review Review Review Review FOCUS - 

Level 6 - - - - - FOCUS 

x

materials for the worldview curriculum 

TEACHER TRAINING DVD 

The Teacher Training DVD contains important foundational material to help you understand the philosophy, 

structure, and scope and sequence of Building on the Rock. It also includes useful teaching tips. 

THE TEACHER MANUAL 

The worldview curriculum for Level 6 is packaged in two Teacher Manuals entitled A World of Worldviews, Volume 

1 and A World of Worldviews, Volume 2. The worldview study is designed to be taught first, usually within the 

first six months of the school year. The two-volume Teacher Manual for the worldview component of Building on 

the Rock includes the following features: 

syllabus 

A syllabus or suggested timetable for teaching the worldview curriculum is included in the introductory pages 

of each volume of the Teacher Manual. The syllabus includes suggested correlating activities from the Student 

Worktext. 

Lesson Plans 

Detailed plans are included for every Lesson in Building on the Rock. Lesson plans are not scripted and include 

more material than you may be able to use; once you have internalized the concepts, feel free to use your own 

words as you teach. Lesson plans include the following helpful features to guide you: 

Lesson Number, Title, and Subtitle—an informal Title and a formal Subtitle 

Preparing to Teach—includes the following preparatory information: 

Introduction—a brief overview of the content of the lesson 

Memory Verse—a Bible verse applicable to the Lesson content 

Objectives—a list of goals specific to the lesson 

Materials—an itemized list of teaching materials you will need for each lesson, including the Worldview 

Model, Posters, Blackline Masters to duplicate, and items for you to collect or prepare before teaching 

the lesson 

Comprehension and Application Activities—a list of suggested Activity Sheets in the Student Worktext 

and suggestions for Group Activities, Discussions, and Community Extensions designed to reinforce 

comprehension of lesson content and help students apply it to real life 

Teaching the Lesson—a carefully designed sequence of visual presentations, discussion questions, and 

activities to provide guidance for an orderly presentation of the lesson concepts. The lesson sequences 

frequently include the following prompts: 

Explain . . . allowing you to use your own words to bring understanding to a concept 

Lead the discussion to focus on . . . allowing you to direct student responses toward an 

essential concept being presented 

xi

Ascertain students’ understanding . . . allowing you to use certain activities and questions to 

determine students’ readiness for learning a concept 

Note: The lesson outline is not intended to be a verbatim teacher script. 

Lesson presentation includes the following organizational features: 

Getting Started—Includes general background information for the teacher and student activities to 

set the stage for the lesson content 

Teacher-Student Worktext Discussions—Follows the content of the Student Worktext topic by topic 

and includes Suggested Discussion Questions for each section 

Background for the Teacher—Includes background information and explanations not included in the 

Student Worktext 

THE STUDENT WORKTEXT 

The Worldview Student Worktext that accompanies Building on the Rock includes instructional material and 

Activity Sheets for developing comprehension and applying the concepts emphasized in each Lesson. Activity 

Sheets include student directions. 

The Worldview Student Worktext includes the following: 

Getting Started—Includes general background information for the student and activities intended to set 

the stage for the lesson content 

Topics—Lesson content written for students to read and study independently or as a class; includes definitions 

of key words and phrases and the Lesson Memory Verse; Topics (or groups of Topics) are followed by 

learning activities to be completed independently, in small groups, or as a class after you develop the lesson 

concepts (Teacher Manual and Student Worktext work in tandem with each other) 

The Main Points—activities to reinforce lesson concepts 

Scripture Search— activities to reinforce lesson concepts specifically through Scriptures 

Hiding God’s Word—activities to reinforce memorization of Bible verses 

Thinking About It—activities to promote personal application of lesson concepts 

Writing About It—writing prompts to elicit personal application of lesson concepts 

THE STUDENT WORKTEXT ANSWER KEY 

An answer key for Student Worktext Activity Sheets is provided in a separate spiral binder. 

The following Visual Aids are provided: 

VISUALS 

Blackline Master (BLM) Memory Verse Cards—photocopying masters for the Lesson Memory Verse 

xii

Blackline Master (BLM) Word/Phrase Cards—photocopying masters for key vocabulary words 

Blackline Master (BLM) Definition Cards—photocopying masters for key definitions 

Note: For large classes, overhead transparencies may be created from the Visual Aid Cards. 

THE WORLDVIEW MODEL 

The basic framework of biblical thought within the Christian worldview contends that God interacts personally 

with His creation. Based on this framework, Building on the Rock emphasizes the relationships expressed in 

the doctrines of God, creation, the fall, and redemption. The relational unity of the Godhead is reflected in the 

integrity of all aspects of creation. This unity is experienced personally in the harmonious relationships God 

ordained us to have with Him, with self, with others, and with nature. As a result of the fall, each of these personal 

relationships is marred. In redemption, each relationship is restored in harmony as God’s shalom and healing 

is channeled through the atoning work of Christ. 

The Worldview Model or House of Truth that accompanies Building on the Rock is designed to portray the 

essential tenets of Christian belief within the context of relationships. Specifically it is designed to illustrate God’s 

creational intent for each relationship, the effects of the fall on each relationship, and the effects of redemption 

on each relationship. The Worldview Model, when used properly, will enable students to “see” representationally 

the essential affirmations of the Christian worldview. 

The Worldview Model is designed as a house that you and your students will build together. Each component of 

the house represents one or more affirmations of the Biblical Christian worldview. Students are encouraged to 

follow Wise William as he constructs his House of Truth upon the Rock of Truth, God and His Word. As you teach 

each Section of Building on the Rock, you will build parts into the House of Truth. The blocks are color-coded to 

correspond to the Section color. You are encouraged to allow your students to work with Wise William’s House 

of Truth not only during the lesson, but also at other times of the day when appropriate. The Teacher Manual 

and Curriculum Kit provide instructions for assembling and caring for the Worldview Model. 

The Worldview Model includes the following building blocks: 

The Rock of Truth Representing God and His Word—Gold (1 piece) 

The Rock is the foundation upon which Wise William builds his house. 

The Foundation of Wisdom Representing the Nature and Character of God—Purple (5 blocks) 

One block defines Wisdom, and four blocks representing Biblical Truths 1 through 4 display truths about God. 

The Fellowship Wall Representing Our Relationship With God—Red (6 blocks) 

The base block defines Fellowship. Two pillars representing Biblical Truths 5 and 6 display truths about 

God’s design for our relationship with Him. A third pillar representing Biblical Truth 7 describes the effects 

of the fall on fellowship. A fourth pillar representing Biblical Truth 8 describes the effects of redemption. The 

header block includes the curriculum theme verse, Matthew 7:24. 

The Image-Bearing Wall Representing Our Relationship With Self—Yellow (6 blocks) 

The base block defines Image-Bearing. Two pillars representing Biblical Truths 9 and 10 display truths about 

God’s design for our relationship with self. A third pillar representing Biblical Truth 11 describes the effects of 

the fall on image-bearing. A fourth pillar representing Biblical Truth 12 describes the effects of redemption. 

The header block includes the curriculum theme verse, Matthew 7:24. 

The Servanthood Wall Representing Our Relationships With Others—Blue (6 blocks) 

The base block defines Servanthood. Two pillars representing Biblical Truths 13 and 14 display truths about 

God’s design for our relationship with others. A third pillar representing Biblical Truth 15 describes the effects 

of the fall on servanthood. A fourth pillar representing Biblical Truth 16 describes the effects of redemption. 


xiii

The Stewardship Wall Representing Our Relationship With the Earth—Green (6 blocks) 

The base block defines Stewardship. Two pillars representing Biblical Truths 17 and 18 display truths about 

God’s design for our relationship with the earth. A third pillar representing Biblical Truth 19 describes the 

effects of the fall on stewardship. A fourth pillar representing Biblical Truth 20 describes the effects of redemption. 


The Roof of Character—Gold (1 piece) 

The roof bears the names of the Twenty Character Traits learned in conjunction with the Twenty Biblical 

Truths presented throughout Building on the Rock. 

SYMBOL CARDS 

Twenty laminated Symbol Cards represent the Twenty Biblical Truths presented in Sections/Grade Levels 1-5 of 

Building on the Rock. The nature of God and truth and the concepts of harmony, disharmony, and the restoration 

of harmony within the four relationships of creation are depicted by musical note symbols. Symbol Cards are 

color-coded to correlate with the Section in which they are taught. 

Section 1—Wisdom: Four purple-bordered Symbol Cards representing Biblical Truths 1-4 

Section 2—Fellowship: Four red-bordered Symbol Cards representing Biblical Truths 5-8 

Section 3—Image-Bearing: Four yellow-bordered Symbol Cards representing Biblical Truths 9-12 

Section 4—Servanthood: Four blue-bordered Symbol Cards representing Biblical Truths 13-16 

Section 5—Stewardship: Four green-bordered Symbol Cards representing Biblical Truths 17-20 

Instructions for using the Symbol Cards are included in the Teacher Manual. As you construct the Worldview 

Model or House of Truth during the term, you are encouraged to allow students to match the Symbol Cards with 

the respective building blocks of the Model. Symbol Cards can be reproduced and mounted on the four walls 

of the classroom, corresponding to the four walls and foundation of the Model, thus creating a visual reminder 

of the essential affirmations of the Biblical Christian worldview. As students explore concepts in other subjects 

of the school curriculum, they can begin to interpret and integrate them into the framework of the Christian 

worldview. 

POSTERS 

The following laminated poster sets are included in the curriculum package: 4 Worldview Posters; 11 Days of 

Creation posters; 5 Books of the Bible posters; and 1 Cross and Crown poster. Suggestions for their use are 

included in the Teacher Manuals. 

BIBLICAL TRUTH COUPLETS CD 

Each curriculum package contains a CD of the Twenty Biblical Truth Couplets set to music to aid in student 

memorization. 

3 IN ONE, A PICTURE OF GOD 

Joanne Marxhausen's book is provided to supplement instruction on the Trinity. 

TUNING FORK 

A tuning fork is provided to illustrate the attributes of God and the concepts of harmony and disharmony in the 

relationships of creation. Suggestions for its use are provided in the Teacher Manual. 

xiv

A WORLD OF WORLDVIEWS 

Syllabus Days 1-50 

UNIT 1: WHAT IN THE WORLD IS A WORLDVIEW? 

Lessons 1-2 

DAY 

UNIT 

LESSON 

TEACHER MANUAL 

STUDENT WORKTEXT 

AND ACTIVITIES 

1 

1 

1 

Preparing to Teach: pp. 1-3 

Getting Started: pp. 3-9 

Unit 1 Title Page: p. 1 


The Main Points: pp. 5-6 

Thinking About It: pp. 7-8 

Group Activities & Discussions: TM p. 3 

2 

1 

1 

Topic 1: pp. 9-12 

Topic 2: pp. 12-13 

Topic 3: pp. 14-16 

Topic 1: p. 9 

Topic 2: p. 10 

Topic 3: pp. 11-12 

Thinking About It: p. 13 

The Main Points: p. 14 

Writing About It: pp. 15-16 

3 

1 

1 

Topic 4: pp. 16-19 

Topic 5: pp. 19-22 

Topic 4: pp. 17-18 

Topic 5: pp. 18-20 

Writing About It: p. 21 


4 

1 

1 

Topic 6: pp. 22-28 

Topic 6: pp. 23-26 

Lesson 1 Memory Verse: p. 26 



Hiding God's Word: pp. 31-32 

5 

1 

2 




Group Activities & Community 

Extensions: TM p. 31 

6 

1 

2 

Topic 1: pp. 35-40 

Topic 1: pp. 36-39 


7 

1 

2 

Topic 2: pp. 41-43 

Topic 3: pp. 43-46 



Topic 3: pp. 44-45 




xv

UNIT 2: BIBLICAL CHRISTIANITY— 

THE TRUE VIEW OF GOD AND THE WORLD 

Lessons 3-16 

DAY 

UNIT 

LESSON 




8 

2 

3 



Topic 1: pp. 52-55 

Topic 2: pp. 55-59 

Unit 2 Title Page: p. 51 


Topic 1: pp. 54-55 

Topic 2: pp. 56-57 


9 

2 

3 

Topic 3: pp. 59-63 

Topic 4: pp. 63-67 

Topic 3: pp. 58-59 

Topic 4: pp. 60-62 



10 

2 

3 

No TM Material 





11 

2 

4 



Topic 1: pp. 72-74 

Topic 2: pp. 74-75 

Topic 3: pp. 75-81 

Getting Started: pp. 69 



Topic 3: pp. 71-73 



Scripture Search: p. 76 


Group Activities: TM pp. 70-71 

12 

2 

5 



Topic 1: pp. 85-87 

Topic 2: pp. 87-96 

Getting Started: p. 79 


Topic 2: pp. 80-84 




Group Activities: TM p. 84 

13 

2 

6 


Topic 1: pp. 98-100 

Topic 2: pp. 100-108 


Topic 2: pp. 90-94 





xvi

DAY 

UNIT 

LESSON 




14 

2 

7 


Topic 1: pp. 110-112 

Topic 2: pp. 112-121 


Topic 2: pp. 100-104 






15 

2 

8 


Topic 1: pp. 124-126 

Topic 2: pp. 126-136 

Topic 1: p. 109 

Topic 2: pp. 110-115 





16 

2 

9 


Topic 1: pp. 139-140 

Topic 2: pp. 141-142 

Topic 3: pp. 143-144 

Topic 1: p. 121 

Topic 2: pp. 122-123 

Lesson 9 Memory Verse: pp. 122, 124 

Topic 3: pp. 124-125 



17 

2 

9 

Topic 4: pp. 145-146 

Topic 5: pp. 147-148 

Topic 4: pp. 126-127 

Lesson 9 Memory Verse: pp. 126, 128 

Topic 5: pp. 128-129 




18 

2 

10 



Topic 1: pp. 154-159 


Topic 1: pp. 139-142 



19 

2 

10 

Topic 2: pp. 159-164 

Topic 3: pp. 165-167 

Topic 2: pp. 145-148 

Lesson 10 Memory Verse 1: p. 148 

Topic 3: pp. 149-150 




Hiding God's Word: p. 154 


20 

2 

10 

Topic 4: pp. 168-177 

Topic 4: pp. 155-162 



21 

2 

10 

Topic 5: pp. 177-186 

Topic 5: pp. 165-171 

Scripture Search: pp. 173-174 



xvii

DAY 

UNIT 

LESSON 




22 

2 

10 

Topic 6: pp. 186-189 

Topic 6: pp. 177-178 





23 

2 

11 

Preparing to Teach: pp. 191--193 


Topic 1: pp. 195-201 


Topic 1: pp.181-185 





24 

2 

11 

Topic 2: pp. 201-206 

Topic 2: pp. 191-194 



25 

2 

11 

Topic 3: pp. 206-209 

Topic 4: pp. 209-211 

Topic 3: pp. 197-198 

Topic 4: pp. 199-200 




26 

2 

11 

Topic 5: pp. 211-213 

Topic 6: pp. 213-218 

Topic 5: pp. 203-204 

Topic 6: pp. 205-208 




27 

2 

11 

Topic 7: pp. 219-226 

Topic 7: pp. 211-216 



28 

2 

11 

Topic 8: pp. 226-230 

Topic 8: pp. 219-221 



29 

2 

12 



Topic 1: pp. 236-239 


Topic 1: pp. 226-228 




30 

2 

12 

Topic 2: pp. 239-243 

Topic 3: pp. 243-246 

Topic 2: pp. 231-233 

Topic 3: pp. 234-235 



xviii

DAY 

UNIT 

LESSON 




31 

2 

12 

Topic 4: pp. 246-251 

Topic 4: pp. 239-242 






32 

2 

12 

Topic 5: pp. 251-255 

Topic 5: pp. 247-250 



33 

2 

12 

Topic 6: pp. 255-262 

Topic 6: pp. 253-257 


Group Activities: TM p. 233-234 

34 

2 

12 

Topic 7: pp. 262-266 

Topic 7: pp. 261-264 



35 

2 

13 


Before Getting Started: pp. 269-270 


Topic 1: pp. 272-277 

Before Getting Started: p. 267 


Topic 1: pp. 268-272 






36 

2 

13 

Topic 2: pp. 277-286 

Topic 2: pp. 277-282 






37 

2 

13 

Topic 3: pp. 286-289 

Topic 4: pp. 289-294 

Topic 3: pp. 287-288 

Topic 4: pp. 289-291 




38 

2 

13 

Topic 5: pp. 294-297 

Topic 5: pp. 295-296 




39 

2 

14 



Topic 1: pp. 303-306 


Topic 1: pp. 299-302 



xix

DAY 

UNIT 

LESSON 




40 

2 

14 

Topic 2: pp. 307-311 

Topic 2: pp. 305-308 





41 

2 

14 

Topic 3: pp. 311-315 

Topic 3: pp.311-313 



Group Activities: TM p. 300-301 

42 

2 

14 

Topic 4: pp. 315-319 

Topic 4: pp. 317-320 





43 

2 

15 



Topic 1: pp. 324-328 


Topic 1: pp. 325-327 





44 

2 

15 

Topic 2: pp. 328-334 

Topic 2: pp. 333-338 





45 

2 

15 

Topic 3: pp. 334-343 

Topic 3: pp. 343-350 



46 

2 

15 

Topic 4: pp. 343-346 

Topic 5: pp. 347-352 

Topic 4: pp. 353-354 

Topic 5: pp. 355-357 






47 

2 

16 



Topic 1: pp. 358-363 


Topic 1: pp. 364-369 



48 

2 

16 

Topic 2: pp. 363-369 

Topic 2: pp. 373-376 



xx

DAY 

UNIT 

LESSON 




49 

2 

16 

Topic 3: pp. 370-376 

Topic 3: pp. 379-383 




50 

2 

16 

Topic 4: pp. 377-383 

Topic 4: pp. 389-392 

Lesson 16 Memory Verses: p. 392 




xxi

xxii

LESSON 1 

what is a worldview? why does it matter? 

The Definition and Characteristics of a Worldview 

Introduction 

PREPARING TO TEACH 

All people observe, interpret, and respond to life and the world based on deeply 

held beliefs or presuppositions. These beliefs are so internalized they are seldom 

thought about, much less analyzed. They are like eye glasses in that they are seldom 

if ever thought about by those who wear them, yet they bring visual objects in the 

world into focus. In the same sense, our presuppositions interpret or bring the world 

into a particular focus. How we see or perceive the world in turn gives rise to our 

values and ultimately to our choices and actions. 

The set of complex, deeply held (and diverse) beliefs by which people interpret life 

and the world and that in turn determine their behavior is called a worldview. When 

we observe cultures and human behaviors around the world we see that people do 

not all embrace the same worldview. People do not see the world and the various 

aspects of reality in the same way. People see life and the world differently because 

their deeply held beliefs or presuppositions are not all the same. Throughout the 

span of history, divergent and deeply held worldviews have led not only to diverse 

cultures, but also to cultural conflict within and between nations and conflict between 

individuals within nations. 

Lesson 1 introduces students to the concept of worldview and the powerful role 

worldviews play in their lives. They will learn the essential questions all worldviews 

ask and why truthful answers to these questions are of such vital importance. 

Throughout the lessons of A World of Worldviews, students will explore the diversity 

of beliefs among the major and most influential worldviews. They will see that 

worldviews shape individual behaviors as well as the corporate behaviors of nations. 

In essence, they will come to understand that worldviews matter a great deal and 

that ideas do, indeed, have consequences. 

Teacher’s Notes 

Suggested timetable for 

Lesson 1: 4 days 

See Syllabus, p. xv 

Teacher Manual and Student 

Worktext pages to cover each 

day are noted within each 

lesson. 

Suggestions for Teaching 

1. Get the big picture of the 

lesson by surveying its major 

topics. 

2. Refer to the Syllabus for a 

suggested timetable for each 

topic within the lesson. 

3. Read the background information 

for each topic in the 

lesson. 

4. Select visual aids, demonstrations, 

discussion questions, and 

any worktext activities you wish 

to use to develop the concepts of 

each topic. Feel free to use some 

or all of the material suggested 

in the Teacher Manual and/or 

develop your own material. 

Remember: A teacher manual 

is only a guide to help you teach 

creatively in response to your 

particular setting and the needs 

of your students. 

lesson 1 Memory Verse 

See to it that no one takes you captive through hollow and deceptive philosophy, 

which depends on human tradition and the basic principles of this world rather 

than on Christ. Colossians 2:8 

Objectives 

• Students will study optical illusions to see how people's visual perceptions differ 

as an introduction to the different ways people perceive the meaning of life and 

the world. 

The World of Worldviews 

1

Unit 1 Lesson 1 


• Students will identify five major categories of questions people ask and beliefs 

they hold regarding their interpretation of life and the world. 

• Students will identify the relationship between beliefs and behaviors and incorporate 

the relationship into a definition of worldview. 

• Students will identify the major means by which people acquire their worldviews. 

• Students will explain why worldviews are difficult to articulate and difficult to 

change. 

• Students will identify three reasons why worldviews matter. 

• Students will identify four major influences that consciously and unconsciously 

affect their worldview and give examples of each. 

Materials 

Teacher Made or Procured 

Getting Started: Two or three pairs of inexpensive plastic sunglasses, 

each with different colored lenses 

Topic 5: Small yellow pound cake or miniature cup cakes 

Blackline Masters (Photocopy only. Do not cut or use originals in class.) 

Lesson 1 Memory Verse Colossians 2:8 

Definition 1a 

Worldview: The set of beliefs through which we 

view and interpret life and the world and that 

guides our choices and behaviors 

Select from the worktext activities 

suggested here or create 

your own to support the topics 

and concepts developed in the 

lesson. 

Consider spending time in creative 

group activities and discussions 

in addition to independent 

worktext activities. 

Some worktext activities may be 

suitable for individual assessment 

of student comprehension 

and application of lesson 

concepts. 

A Student Worktext Key is 

provided in a separate spiral 

binder. 

comprehension and application Activities 

Student Worktext Activities for Independent Work and Review 

Getting Started 



Topics 1, 2, and 3 




Topics 4 and 5 



Topic 6 




2 The World of Worldviews

What Is a Worldview? Why Does It Matter? 

Group Activity 

Worldviews in Advertising: Display several advertisements that promote 

various products (with discretion). Have students identify what each ad 

is appealing to in order to sell the product. Have them identify values and 

attitudes portrayed in the ads. Have them give reasons for agreeing or 

disagreeing with the values and attitudes portrayed. 


Group Discussions 

Cultural Influences: Have students discuss the impact on their lives of TV, 

films, internet web sites, music, and various kinds of printed materials. 

Have them identify specific influences (i.e., sports teams, music groups, 

movies, books, etc.) and share whether these influences have been positive 

or negative. 

The Big Questions: Review and discuss the major categories of questions 

related to all worldviews. Have students identify, if they are able, how they 

have come to acquire the beliefs they hold in each category. 

about the student worktext 

The Student Worktext for Level 6 is designed to be used in tandem with teacher 

directed instruction. Text from the Student Worktext is included in the Teacher Manual 

and is printed in color to distinguish it from teacher material, which is printed in black. 

Keep in mind that worktext text and pictures in the Teacher Manual do not appear 

exactly as they do in the Student Worktext. Thumbnail pages are exact replicas. 

Suggested discussion questions are highlighted within a tinted box. 

TEACHING THE LESSON 

DAY 1 (Syllabus Day 1) 

Teacher Manual: pp. 3-9 Student Worktext: pp. 1-8 

getting started—Looking at the world 

Background for the Teacher 

A common analogy for a worldview is a pair of glasses. People's beliefs and 

presuppositions are like a pair of glasses through which they see life and the world. 

Their "belief glasses" help them make sense of life and the world and determine their 

behavior. Just as a correct lens prescription is essential to seeing the physical world 

clearly and navigating safely through it, so, too, correct beliefs about all aspects of 

reality are essential for understanding life and the world and responding correctly. 

Although people who wear only rose-colored glasses may insist on and defend their 

belief that everything in the world has a rosy tint, their perception of the colorful 

diversity of the world would be incorrect. And while people with less than 20/20 

vision may insist on and defend their belief that the world is actually fuzzy, they, 

too, would be incorrect. In order to see the shapes and colors of the world correctly, 

people must have 20/20 vision and remove their tinted glasses. 


3



Most people in all cultures see the physical world correctly. There is little argument 

that a banana is a banana and that its peel is yellow when ripe. But people striving 

to make sense of the world and their lives probe more subjective questions about 

reality than what a banana looks like. They probe for answers to questions about 

God, the cosmos, humanity, truth, and moral and aesthetic values. They strive to 

understand how all dimensions of life and the cosmos and God (if they believe in 

God) interrelate. The core beliefs and presuppositions they come to hold deeply 

and usually unconsciously become the pair of glasses through which they interpret 

life and the world around them. How they interpret life and the world around them 

in turn determines their choices and resulting behaviors. 

Teacher-Student Worktext Discussion (SWT p. 1) 

1 

UNIT 1 

WHAT IN THE WORLD 

IS A WORLDVIEW? 

Have students turn to the Unit 1 title page (SWT p. 1). Have them study the title 

and icon for Unit 1. Discuss to ascertain students' understanding. 

Suggested Discussion Questions: 


1 

What kind of view of the world might the man in the picture have? 

Could another person standing on the same rock and looking in the 

same direction get a different view of the world? How? 

What kind of view might a person standing at the bottom of the rock 

and looking in the same direction have? 

Why can people looking in the same direction at the same world see 

it differently? 

What in the world do you think a worldview is? 

Explain that Unit 1 explores the answer to the last question. 

LESSON 1 



Getting Started--Looking at the World 

Optical Illusions: People often don’t see or un- 

Did everyone see a young girl first? Or did everyone 

see an old lady first? Can you now see both? 

derstand things the same way others do. Even 

when two people are looking at exactly the same What had to happen before you could see both 

thing, each one may see it differently. For example, a 

young girl and an old lady? Did someone have 

look at Picture 1 below. What is the first thing you to 

help you see both? 

see? On the line under the picture, write what you 

see first. 

Repeat this activity by looking at Picture 2 below. 

On the line under the picture, write what you see 

first. r 

1 

2 

2 

 

Have students turn to Getting Started (SWT p. 2). Have them read the first 

paragraph of Optical Illusions and identify what they see first in Picture 1. 

Optical Illusions: People often don’t see or understand things the same way 

others do. Even when two people are looking at exactly the same thing, each 

one may see it differently. For example, look at Picture 1 below. What is the first 

thing you see? On the line under the picture, write what you see first. 

Next, discuss the picture to find out what your 

classmates saw first. Write their responses and the 

number of each response on the lines below. What My Classmates Saw First Number 

__________________________ 

_______ 

What My Classmates Saw First Number 

__________________________ 

_______ 

__________________________ _______ 

__________________________ _______ As 

you can see from this activity, our eyes often 

play tricks on us. Pictures like the ones above are 

2 The World of Worldviews 

 

Help students tally the class responses to the first picture. 

Next, discuss the picture to find out what your classmates saw 

first. Write their responses and the number of each response on 

the lines below. 

 

What My Classmates Saw First 

__________________________ 

__________________________ 

Number 

_______ 

_______ 



 

The following questions are in the SWT. Use these or create your own. 

Did everyone see a young girl first? Or did everyone see an old lady first? Can 

you now see both? What had to happen before you could see both a young girl 

and an old lady? Did someone have to help you see both? 

Have students identify what they see first in Picture 2, and then tally the class 

responses. 


Optical Illusions: People often don’t see or understand 

things the same way others do. Even 

when two people are looking at exactly the same 

thing, each one may see it differently. For example, 

look at Picture 1 below. What is the fi rst thing you 

see? On the line under the picture, write what you 

see fi rst. 

LESSON 1 



Getting Started--Looking at the World 

Did everyone see a young girl first? Or did everyone 

see an old lady first? Can you now see both? 

What had to happen before you could see both 

a 

young girl and an old lady? Did someone have 

to 

help you see both? 

Repeat this activity by looking at Picture 2 below. 

On the line under the picture, write what you see 

first. r 

2 

1 

 

Repeat this activity by looking at Picture 2 below. On the line under 

the picture, write what you see first. 

2 

Next, discuss the picture to fi nd out what your 

classmates saw first. Write their responses and the 


Number 

number of each response on the lines below. 


__________________________ 

Number 

_______ 


__________________________ 

__________________________ 

Number 

_______ 

_______ 

__________________________ 

_______ 

As 

you can see from this activity, our eyes often 

play tricks on us. Pictures like the ones above are 

 

__________________________ 

__________________________ 

_______ 

_______ 


Have students read the rest of Optical Illusions and discuss as needed (SWT 

pp. 2-3). 

 

As you can see from this activity, our eyes sometimes play tricks on us. Pictures 

like the ones above are called optical illusions. We can see them in more than 

one way, depending on how our eyes focus on the picture. In the case of optical 

illusions, the object one person sees is just as right as the object another 

person sees. 

 

Have students read A World of a Different Color (SWT p. 3). 

A World of a Different Color: Optical illusions are fun to look at. Even though 

some see one thing and others see something else, everyone can agree to 

disagree since what each person sees is right. However, there are ways of 

looking at things in different ways that are not optical illusions. In these cases, 

how a person sees and describes something may be right, or it may be completely 

wrong. 

Imagine, for example, people who always wear only green, yellow, 

or pink sunglasses. Do they see the world the same way 

you see it? How do they describe the world they see? 

3 


called optical illusions. We can see them in more 

is filled with many beautiful colors. 

than one way, depending on how our eyes focus 

on the picture. In the case of optical illusions, 

A World Out of Focus: Have you ever had an 

the object one person sees is just as right as the 

eye exam? Were you able to read all the letters 

object another person sees. 

on 

the eye chart, or 

were some blurry or 

A World of a Different Color: Optical illusions 

out of focus? Did your 

are fun to look at. Even though some see one 

eye exam reveal that 

thing and others see something else, everyone 

you needed glasses? 

can agree to disagree since what each person If so, do your glasses 

sees is right. However, there are ways of looking 

now bring everything 

at things in different ways that are not optical il- 

you see into focus? 

lusions. In these cases, how a person sees and 

describes something may be right, or it may be 

Until people who 

completely wrong. 

need glasses wear 

them, they don’t real- 

Imagine, for example, 

ize 

they’re seeing the 

people who always wear 

world out of focus. But 

only green, yellow, or 

after they get their 

pink sun glasses. Do 

first pair, they are likely to exclaim, “Wow! I didn’t 

they see the world the 

know everything in the world was so sharp and 

same way you see it? If 

clear. Now I’m seeing the beautiful world as God 

so, how do they describe 

created it!” 

it? 

Making Sense of Life and the World: Most 

Now think about people people see the physical world correctly. Without 

who wear clear eye glasses 

or who have perfect distinguish clearly between people and horses, 

colored glasses and with good vision, they see and 

vision and don’t wear mountains and prairies, trees and flowers, and 

glasses at all. Do they see rivers and lakes. And they can accurately describe 

the world the same way the colors of a rainbow. But making sense of life 

you see it? If so, how do they describe it? and the world we live in involves much more than 

being able to see and describe everything in the 

Whose description of the real world is correct--the physical world correctly. Making sense of life and 

people wearing colored glasses or the people the world requires finding answers to questions 

wearing clear glasses or no glasses? Why? much more difficult and important than “What color 

is a pine tree, and what does one look like?” T o 

Even though the people wearing colored glasses make sense of life and the world, people want 

see the same world as the people wearing clear 

and need to know answers to many questions 

glasses or no glasses, they don’t see the world 

like the ones on the next page. As you read each 

with all of its true colors. They see the world and 

question, think about what you believe is the true 

everything in it as green, yellow, or pink. Not until 

answer. 

they take off their colored glasses will they see the 

truth about the real world--the truth that the world 

Now think about people who wear clear eye glasses or who have 

perfect vision and don’t wear glasses at all. Do they see the world 

the same way you see it? If so, how do they describe it? 


3 

Whose description of the real world is correct—the people wearing colored 

glasses or the people wearing clear glasses or no glasses? Why? 

Even though the people wearing colored glasses see the same world as the 

people wearing clear glasses or no glasses, they don’t see the world with its 

true colors. They see the world and everything in it as green, yellow, or pink. 

Not until they take off their colored glasses will they see the truth about the real 


5



world—the truth that the world is filled with many beautiful colors. 

DISPLAY pairs of sunglasses with different colored lenses. Allow students to 

try on different pairs and observe things inside the room and outside through 

the windows. 


Which pair of sunglasses did you prefer looking through? Why? 

Through which pair of glasses did you see things inside the room 

and outside as they really are? 

Which do you prefer—seeing the world through colored glasses or 

with no glasses? Why? 

If a friend of yours wore dark green sunglasses all the time, do you 

think you could convince him or her that the world was full of different 

colors? Why? Why not? 

What would have to happen for your friend wearing dark green sunglasses 

to see the real world of multiple colors? 

3 


Have students read A World Out of Focus (SWT p. 3). 

called optical illusions. We can see them in more 

is filled with many beautiful colors. 

than one way, depending on how our eyes focus 

on the picture. In the case of optical illusions, 

A World Out of Focus: Have you ever had an 

the object one person sees is just as right as the 

eye exam? Were you able to read all the letters 

object another person sees. 

on 

the eye chart, or 

were some blurry or 

A World of a Different Color: Optical illusions 

out of focus? Did your 

are fun to look at. Even though some see one 

eye exam reveal that 

thing and others see something else, everyone 

you needed glasses? 

can agree to disagree since what each person If so, do your glasses 

sees is right. However, there are ways of looking 

now bring everything 

at things in different ways that are not optical il- 

you see into focus? 

lusions. In these cases, how a person sees and 

describes something may be right, or it may be 

Until people who 

completely wrong. 

need glasses wear 

them, they don’t real- 

Imagine, for example, 

ize 

they’re seeing the 

people who always wear 

world out of focus. But 

only green, yellow, or 

after they get their 

pink sun glasses. Do 

first pair, they are likely to exclaim, “Wow! I didn’t 

they see the world the 

know everything in the world was so sharp and 

same way you see it? If 

clear. Now I’m seeing the beautiful world as God 

so, how do they describe 

created it!” 

it? 

Making Sense of Life and the World: Most 

Now think about people 

people see the physical world correctly. Without 

who wear clear eye glasses 

or who have perfect distinguish clearly between people and horses, 

colored glasses and with good vision, they see and 

vision and don’t wear mountains and prairies, trees and fl owers, and 

glasses at all. Do they see rivers and lakes. And they can accurately describe 

the world the same way the colors of a rainbow. But making sense of life 

you see it? If so, how do they describe it? and the world we live in involves much more than 

being able to see and describe everything in the 

Whose description of the real world is correct--the 

physical world correctly. Making sense of life and 

people wearing colored glasses or the people 

the world requires finding answers to questions 

wearing clear glasses or no glasses? Why? 

much more difficult and important than “What color 

is 

a pine tree, and what does one look like?” T o 

Even though the people wearing colored glasses 

make sense of life and the world, people want 

see the same world as the people wearing clear 

and need to know answers to many questions 

glasses or no glasses, they don’t see the world 

like the ones on the next page. As you read each 

with all of its true colors. They see the world and 

question, think about what you believe is the true 

everything in it as green, yellow, or pink. Not until 

answer. 

they take off their colored glasses will they see the 

truth about the real world--the truth that the world 


3 

 

A World Out of Focus: Have you ever had an eye exam? Were you able to 

read all the letters on the eye chart, or were some blurry or out of focus? Did 

your eye exam reveal that you needed glasses? If so, do your glasses now 

bring everything you see into focus? 

Until people who need glasses wear them, they don’t realize they’re seeing the 

world out of focus. But after they get their first pair, they are likely to exclaim, 

“Wow! I didn’t know everything in the world was so sharp and clear. Now I’m 

seeing the beautiful world as God created it!” 

Lead a discussion about eye exams and vision correction. 


How many of you have had an eye exam? Why? 

What did the eye doctor do? What did he or she find out about your eyes? 

How can our vision be corrected if necessary? 

Would anyone who wears glasses like to share how you saw the 

world before you began wearing glasses or contacts and afterward? 

Do all people see everything in the world clearly in focus? Why not? 

What would have to happen so that all people in the world could see 

everything in it as clearly as it really is? 

 

Have students read Making Sense of Life and the World (SWT pp. 3-4). 

Making Sense of Life and the World: Most people see the physical world 

correctly. Without colored glasses and with good vision, they see and distinguish 

clearly between people and horses, mountains and prairies, trees and 

flowers, and rivers and lakes. And they can accurately describe the colors of a 

rainbow. But making sense of life and the world we live in involves much more 



than being able to see and describe everything in the physical world correctly. 

Making sense of life and the world requires finding answers to questions much 

more difficult and important than “What color is a pine tree, and what does one 

look like?” To make sense of life and the world, people want and need to know 

answers to many questions like the ones on the next page. As you read each 

question, think about what you believe is the true answer. 


Questions About God 

Does God exist? 

If God exists, what is He like? 

Can I have a relationship with God? 

Do I have a responsibility to God? 

Questions About the Universe 

Where did the universe come from? 

Has it always existed? 

Will it always exist? 

Where did our planet Earth come from? 

Why does the earth experience natural disasters? 

Lesson 1 








Has the universe always existed? 

Will the universe always exist? 


Why does the universe experience natural 

disasters? 

Questions About People 

Where did we come from? 

Why are we here? 

Why do we have to die? 

What happens to us after we die? 

What is our responsibility and relationship 

to the earth? 

Questions About Truth 

Is there such a thing as truth? 

How can I know if something is true or not? 

Questions About Right and Wrong 

Are there such things as right and 

wrong? 

What is right? What is wrong? 

Why is there so much evil in the world? 

Are there solutions to all the problems and 

evil in the world? 

Different Ways of Viewing the World: Imagine 

that people’s beliefs about the correct answers to 

questions about life and the world are like a pair 

of glasses. We could call these glasses “belief 

glasses.” People look at their lives and the world 

through their “belief glasses,” trying to bring everything 

into focus to make sense of it. For example, 

suppose some people’s belief glasses include the 

idea that God does not exist. How do you think 

they would answer the question Where did the 

universe come from? How might they answer the 

questions Where did I come from? and Why am I 

here? Would their answers be the same as your 

answers? How would your belief glasses differ 

from theirs? How would your answers to these 

questions differ from theirs? 

All people wear a 

pair of “belief glasses” 

to help them 

make sense of their 

lives and the world. If 

their beliefs are true, 

then the glasses they 

wear are like clear 

ones that provide a 

focused or true view 

of life and the world. 

But if their beliefs are 

not true or only partly 

true, the glasses 

they wear are like 

colored or broken ones. These belief glasses, of 

course, give people only a blurry or untrue view 


What kind of belief glasses are you wearing? Are 

your lenses perfectly clear? Or are you wearing 

colored glasses or even broken ones? Are the 

beliefs you hold about life and the world true? Do 

you see the world in focus as it truly is? 

Exploring the World of Beliefs: This year you 

will explore some of the beliefs that people hold 

about life and the world. You will study how people’s 

beliefs and views of the world differ. And you will 

find out why different beliefs lead people to behave 

and make choices about life in different ways. Most 

importantly, you will compare what people believe 

is true about life and the world with what God says 

is true. For it is God’s truth as He reveals it to us 

in His Word, the Bible, that provides us with the 

perfect pair of belief glasses for rightly viewing, 

understanding, and living in the world. 


4 


From where did we come? 




What is our responsibility and relationship to the earth? 





Are there such things as right and wrong? 



Are there solutions to all the problems and evil in the world? 

Before discussing the questions in each category, lead a discussion related to 

the major categories of questions. 


Do you think most people agree or disagree about what they see 

when they look at the physical world? Why? Why not? 

What five major categories of questions do all people ask as they try 

to make sense of life and the world? 

Do you think all people answer the questions in these five categories 


7



in the same way? Why? Why not? 

Choose and discuss as many questions from each category as time allows. 

Have students listen to the responses of classmates in order to identify the 

spectrum of beliefs and/or understanding. Encourage students to raise other 

questions related to each category. 

Explain that biblical and unbiblical answers to these questions will be explored 

throughout the units of study in A World of Worldviews. 

Lesson 1 

















to help them 


Where did our planet Earth come from? make sense of their 

Why does the universe experience natural lives and the world. If 

disasters? 













What is our responsibility and relationship not true or only partly 

to the earth? 











Are there such things as right and your lenses perfectly clear? Or are you wearing 

wrong? 























is 

true about life and the world with what God says 



idea that God does not exist. How do you think perfect pair of belief glasses for rightly viewing, 

they would answer the question Where did the understanding, and living in the world. 


4 

 

Have students read Different Ways of Viewing the World (SWT p. 4). Have them 

think about how they would answer the questions raised in the reading. Discuss 

the questions as a class after students complete the reading. 

Different Ways of Viewing the World: Imagine that people’s beliefs about the 

correct answers to questions about life and the world are like a pair of glasses. 

We could call these glasses “belief glasses.” People look at their lives and the 

world through their “belief glasses,” trying to bring everything into focus to make 

sense of it. For example, suppose some people’s belief glasses include the 

idea that God does not exist. How do you think they would answer the question 

Where did the universe come from? How might they answer the questions 

Where did I come from? and Why am I here? Would their answers be the same 

as your answers? How would your belief glasses differ from theirs? How would 

your answers to these questions differ from theirs? 

All people wear a pair of “belief glasses” to help them make sense of their lives 

and the world. If their beliefs are true, then the glasses they 

wear are like clear ones that provide a focused or true view of 

life and the world. But if their beliefs are not true or only partly 

true, the glasses they wear are like colored or broken ones. 

These belief glasses, of course, give people only a blurry or 

untrue view of life and the world. 

What kind of belief glasses are you wearing? Are your lenses 

perfectly clear? Or are you wearing colored glasses or even 

broken ones? Are the beliefs you hold about life and the world 

true? Do you see the world in focus as it truly is? 


What do we mean when we say that all people try to make sense of 

the world by looking at it through a pair of belief glasses? 

Do all people wear the same kind of belief glasses? 

If someone's beliefs include the idea that God does not exist, how 

might they answer the questions "Where did the earth come from?" 

"Where did I come from?" and "Why am I here?" 

How would your answers to these three questions differ from those 

of someone who does not believe in God? 

In order to see and understand life and the world correctly, what kind 

of belief glasses do people need? 



How do you think the boy in the picture on page 4 sees and understands 

life and the world? 


What kind of belief glasses do you think you're wearing? 

Do you think the way you see and interpret life and the world is correct? 

Why? Why not? 

 

Have students read Exploring the World of Beliefs (SWT p. 4). Discuss briefly. 

Exploring the World of Beliefs: This year you will explore some of the beliefs 

that people hold about life and the world. You will study how people’s beliefs and 

views of the world differ. And you will find out why different beliefs lead people 

to behave and make choices about life in different ways. Most importantly, you 

will compare what people believe is true about life and the world with what 

God says is true. For it is God’s truth as He reveals it to us in His Word, the 

Bible, that provides us with the perfect pair of belief glasses for rightly viewing, 


If you are following the suggested syllabus, assign The Main Points (SWT pp. 

5-6) and Thinking About It (SWT pp. 7-8). If you prefer, create comprehension, 

application, and enrichment activities of your own. 

Lesson 1 











Why does the universe experience natural 

disasters? 






What is our responsibility and relationship 

to the earth? 





Are there such things as right and 

wrong? 













idea that God does not exist. How do you think 

they would answer the question Where did the 









to help them 

make sense of their 

lives and the world. If 








not true or only partly 







your lenses perfectly clear? Or are you wearing 











is true about life and the world with what God says 



perfect pair of belief glasses for rightly viewing, 


4 




topic 1. what is a worldview? 


Beliefs give birth to behaviors. People's beliefs are expressed in their individual 

choices and actions, which are collectively expressed as diverse global cultures 

and subcultures. Stated simply, beliefs have consequences. What and how people 

think determine how they perceive, develop, and live in the world around them. 

Writers and philosophers have used many words and phrases to identify the 

various systems or frameworks of beliefs that affect people's behavior, including 

life perspective, confessional vision, life convictions, lifeview, world and lifeview, 

system of values, and ideology. Some casually refer to a person's philosophy of 

life, but a philosophy is a highly academic way of thinking about life and the world 

and one that few people actually develop, much less articulate. For this study, we 

will use the term worldview, which is the term commonly used today to denote the 

set of beliefs that affect a person's behavior. 

As we will see later, the basic framework or system of foundational beliefs that 

people hold and through which they view life and the world is not a comprehensive 

accumulation of doctrines or philosophical positions. Rather, the core beliefs people 

hold are the most foundational, presuppositional beliefs from which they later discover 

and develop more comprehensive and well-defined beliefs. 


9



A worldview serves two primary functions in our lives. First, our worldview provides 

the framework through which we interpret and describe the world around us. 

Second, based on our interpretation of life and the world, our worldview prescribes 

or determines our system of values and subsequently our behaviors. For example, 

if a person does not believe in God as Creator, he or she will necessarily have to 

conclude that the universe is essentially eternal or it is a cosmic accident. This latter 

belief, if adhered to honestly, must lead to the conclusion that people, likewise, are 

part of the cosmic accident. And because accidents have neither purpose nor value, 

the person (again, if he or she is honest) must reach the conclusion that neither 

people nor the world around them has value. Thus without a belief in the value 

of life or the earth, this person may show little respect for either and may adopt a 

nihilistic view of all life, including his or her own. Interestingly, few people, including 

atheists, follow their presuppositions to such an ultimate conclusion. Nonetheless, 

ideas have consequences. Our worldview both interprets and assigns value to life 

and the world and in turn prescribes our choices and behavior toward both. 


Have students turn to Topic 1 (SWT p. 9). Have them read the title. Remind 

them of the Getting Started activity they completed earlier. Have them share 

their thoughts about what a worldview is. Write some of their answers on the 

board. Have students create a concise definition before they read Topic 1. After 

reading Topic 1, they will compare their definition with the definition in the SWT 

and revise accordingly. 

Have students read Beliefs and Behaviors (SWT p. 9). 

9 


Topic 1 

What Is a Worldview? 

Beliefs and Behavior: As you just learned, all peo- 

might have? Why might this person be pouring 

ple have beliefs about God, the universe, people, 

water into someone else’s hands? 

truth, and right and wrong. Our beliefs are important 

because they guide us in doing two things: 

First, our beliefs help us to interpret, explain, and 

define life and the world. In other words, we try to 

make sense of the world around us through what 

we believe about God, the universe, people, truth, 

and right and wrong. 

Now look at the picture below. What is happening? 

What beliefs about life and the world do you 

think the four children huddled in the group might 

have? Why might the group be rejecting the boy 

on 

the left? 

Second, what we believe about life and the world 

infl uences our actions or behavior. We make 

choices and behave in certain ways because of 

what we believe. For example, suppose someone 

believes that all people are not created equal as 

God’s image-bearers. He or she believes that 

some races or nationalities of people are better 

than others. How might that person choose to As 

you can you see from these two examples, 

behave toward someone of another race or from 

people’s b eliefs influence how they see the world 

another country? Now suppose someone else 

and live their lives. Their beliefs will influence them 

believes that all people are created equal as God’s to 

do good or to do wrong. 

image-bearers. How might that person choose to 

behave toward someone of another race or from 

Defining a Worldview: The set of beliefs through 

another country? 

which you view and interpret life and the world 

and that guide your choices and behaviors is 

Look at the picture at the top of the next column. 

called a worldview. Y o u will explore more fully 

What is happening? What beliefs about life and the 

the definition, characteristics, and main functions 

world do you think the person pouring the water 

of a worldview in the topics of this lesson. 


9 

 

Beliefs and Behavior: As you just learned, all people have beliefs about God, the 

universe, people, truth, and right and wrong. Our beliefs are important because 

they guide us in doing two things. 

First, our beliefs help us to interpret, explain, and 

define life and the world. In other words, we try to 

make sense of the world around us through what we 

believe about God, the universe, people, truth, and 

right and wrong. 

Second, what we believe about life and the world influences our actions or 

behavior. We make choices and behave in certain ways because of what we 

believe. For example, suppose someone believes that all people are not created 

equal as God’s image-bearers. He or she believes that some races or 

nationalities of people are better than others. How might that person choose 

to behave toward someone of another race or from another country? Now 

suppose someone else believes that all people are 

created equal as God’s image-bearers. How might 

that person choose to behave toward someone of 

another race or from another country? 

Look at the picture at the top of the next column. What 

is happening? What beliefs about life and the world 



do you think the person pouring the water might have? Why might this person 

be pouring water into someone else’s hands? 


Now look at the picture below. What is happening? What beliefs about life and 

the world do you think the four children huddled in the 

group might have? Why might the group be rejecting 

the boy on the left? 

As you can you see from these two examples, people’s 

beliefs influence how they see the world and live their 

lives. Their beliefs will influence them to do good or 

to do wrong. 

Lead a discussion to help students understand that people's beliefs about the 

origin and nature of human life determine how they behave toward others. 


What are the two most basic answers to the question, "How did human 

life on earth begin?" 

If the universe and human life on earth began from an accidental explosion 

in space, can there be a design and purpose for life? Why? 

Why not? 

If human life resulted from an accident with no plan or purpose, can 

human life have real value? Why? Why not? 

If human life is the result of an accident and has no value, how might 

people behave toward others? Why? 

Do people sometimes value certain kinds of people more than others? 

If so, give examples. 

Why do you think the four children in the picture are whispering 

about the child on the left? 

Are these children's beliefs determining their behavior? 

If the universe and human life on earth were designed and created 

by God, do you think they have a purpose? What do you think their 

purpose is? 

If human life is created by God and has a purpose, do you think it 

has value? Why? 

If human life has value, do you think all humans are equally valuable? 

Why? 

If all human life is valuable, how should people behave toward others? 

Why do you think one person is pouring water into the hands of 

another person? 

Are this person's beliefs determining his or her behavior? 

Have students review their definition of worldview on the board. Have them 

revise the definition based on the preceding discussion. 

Have students read Defining a Worldview (SWT p. 9). 


11


Lesson 1 


12 

think of some of the things you have been taught creating. If you’ve ever looked up at the stars on 

that are now a part of your worldview? 

a very dark night, what thoughts went through 

your mind? Did seeing the majesty of the universe 

Through Personal Study: You have developed or prompt your mind to ask diffi cult questions? If so, 

acquired many of your worldview beliefs simply what did you think and ask? Did this experience 

by reading and studying on your own. Of course, shape your beliefs about the creation or God or 

it’s important to know whether the things you even yourself? 

read are true or not. This is why it’s important to 

compare what you read and hear with what God’s Everyone acquires 

Word says or to ask trusted authorities if what you worldview beliefs 

have read or heard is really true. Can you think of through reasoning 

a book you have read that influenced your view and imagining, but 

of life and world? 

like beliefs acquired 

through all other 

means, they need 

to be compared to 

the truth of God’s 

Word. Sometimes 

our imaginations 

lead us to beliefs 

that are only fantasy 

or completely 

wrong. Still, reason- 

ing and imagining are important ways people 

Through reasoning and imagination: When God develop their worldviews. 

created people as His image-bearers, He gave 

them a mind capable of thinking, reasoning, and 

Worldview 

 

Defining a Worldview: The set of beliefs through which you view and interpret 

life and the world and that guides your choices and behaviors is called a 

worldview. You will explore more fully the definition, characteristics, and main 

functions of a worldview in the following topics of this lesson. 

Have students compare the class's definition of a worldview with the definition 

in the SWT. The definition is displayed at the end of Topic 3 (SWT p. 12). 

WRITE OR DISPLAY BLM Definition 1a, Worldview: The set of beliefs through 

which we view and interpret life and the world and that guides our choices and 

behaviors. 

The set of beliefs through which we view and 

interpret life and the world and that guide our 

choices and behaviors 


topic 2. what kinds of beliefs 

are included in a worldview? 


It is essential to understand that by its very definition a worldview is an all-inclusive 

set of beliefs. It is a view toward every dimension of the world and reality, including 

God, the universe, humanity, truth, and values. People who wear glasses never look 

at only part of the world through them, nor do they wear a different prescription to 

view the world differently on different days. Their lenses are ground to allow a clear 

and consistent perception of reality every day and for each event. However, just as 

some lenses, especially tinted ones, do not reveal a true view of the physical world, 

neither do all worldviews truthfully interpret the meaning of reality as evidenced by 

the diverse behaviors of individuals and cultures. Nevertheless, whether Hindu, 

atheist, or Christian, a worldview includes core beliefs related to God, the universe, 

humanity, truth, and values, and these beliefs prescribe choices and actions. 


Have students turn to Topic 2 (SWT p. 10). Have them read the title. Ascertain 

students' understanding of the categories of beliefs common to all worldviews. 

Write some of their responses on the board. Have them read Topic 2 to verify 

and clarify their responses. 

Lesson 1 

Topic 2 

What Kinds of Beliefs Are Included in a Worldview? 

You know what it means to include or exclude 

The Universe: All people 

someone from a group. If your group of friends 

have beliefs about the universe. 

They have beliefs 

is exclusive, that means it rejects or excludes 

certain people from being a part of it. However, 

about where the universe 

if your group is inclusive, that means it includes 

came from, how old it is, 

everyone who would like to be a part of it. When 

and how long it will exist. 

we say that worldviews are inclusive, we mean 

They have beliefs about why 

that all worldviews include certain categories or 

the earth often experiences 

types of beliefs. Whether people are Christians, 

natural disasters. And they 

atheists, Muslims, or Hindus, each of their worldviews 

includes five categories of beliefs about the responsibility to the earth. 

have beliefs about their relationship with and 

world that affect their behaviors. 

Truth: All people have beliefs 

about truth. They have 

God: All people have beliefs 

about God. They may believe 

that there is only one 

and what is not. They have 

beliefs about what is true 

true God or that there are 

beliefs about where truth can 

many gods. Or they may not 

be found and how or if they 

believe that God or any gods 

can even know truth at all. 

exist at all. If they believe 

Some people believe that 

that God or gods do exist, 

what is true for one person 

then they also have specific may not be true for another and that people can 

beliefs about what God or the gods are like. And create their own truth. 

if they believe in God or many gods, then they 

have beliefs about what kind of relationship they 

Right and Wrong: All people 

may or may not have with them. 

have beliefs about what is 

right and what is wrong. 

People: All people have 

They have beliefs about 

beliefs about human beings. 

what is good and what is 


evil. They hold beliefs about 

where they come from and 

why evil exists in the world 

why they even exist at all. 

and what can be done to 

They have beliefs about how 

solve the problem of evil. 

they should live their lives 

and whether all people are As 

you already know, all people do not have the 

equal as individuals. And 

same beliefs about God, the universe, people, 

perhaps most important, people have beliefs about 

truth, and right and wrong. For this reason, people 

what happens to them after they die. If they believe do 

not behave or act in the same way. But regardless 

of what people believe or how they behave, 

in heaven or hell after death, their worldview may 

include beliefs about how to be saved. 

their worldviews are always inclusive. 


10 

 

You know what it means to include or exclude someone from a group. If your 

group of friends is exclusive, that means it rejects or excludes certain people 

from being a part of it. However, if your group is inclusive, that means it includes 

everyone who would like to be a part of it. When we say that worldviews are 

inclusive, we mean that all worldviews include certain categories or types of 

beliefs. Whether people are Christians, atheists, Muslims, or Hindus, each of 

their worldviews includes five categories of beliefs about the world that affect 

their behaviors. 

God: All people have beliefs about God. They may believe that there 

is only one true God or that there are many gods. Or they may not 

believe that God or any gods exist at all. If they believe that God or 

gods do exist, then they also have specific beliefs about what God 



or the gods are like. And if they believe in God or many gods, then they have 

beliefs about what kind of relationship they may or may not have with them. 


Lesson 1 

10 

People: All people have beliefs about human beings. They have beliefs about 

where they come from and why they even exist at all. They have beliefs about 

how they should live their lives and whether all people are equal 

as individuals. And perhaps most importantly, people have beliefs 

about what happens to them after they die. If they believe in heaven 

or hell after death, their worldview may include beliefs about how 

to be saved. 

The Universe: All people have beliefs about the universe. They 

have beliefs about where the universe came from, how old it is, 

and how long it will exist. They have beliefs about why the earth 

often experiences natural disasters. And they have beliefs about 

their relationship with and responsibility to the earth. 

Topic 2 

What Kinds of Beliefs Are Included in a Worldview? 

You know what it means to include or exclude 

someone from a group. If your group of friends 

is exclusive, that means it rejects or excludes 

certain people from being a part of it. However, 

if your group is inclusive, that means it includes 

everyone who would like to be a part of it. When 

we say that worldviews are inclusive, we mean 

that all worldviews include certain categories or 

types of beliefs. Whether people are Christians, 

atheists, Muslims, or Hindus, each of their worldviews 

includes fi ve categories of beliefs about the 

world that affect their behaviors. 

God: All people have beliefs 

about God. They may believe 

that there is only one 

true God or that there are 

many gods. Or they may not 

believe that God or any gods 

exist at all. If they believe 

that God or gods do exist, 

then they also have specifi c 

beliefs about what God or the gods are like. And 

if they believe in God or many gods, then they 

have beliefs about what kind of relationship they 

may or may not have with them. 

People: All people have 

beliefs about human beings. 


where they come from and 

why they even exist at all. 

They have beliefs about how 

they should live their lives 

and whether all people are 

equal as individuals. And 

perhaps most important, people have beliefs about 

what happens to them after they die. If they believe 

in heaven or hell after death, their worldview may 

include beliefs about how to be saved. 

The Universe: All people 

have beliefs about the universe. 

They have beliefs 

about where the universe 

came from, how old it is, 

and how long it will exist. 

They have beliefs about why 

the earth often experiences 

natural disasters. And they 

have beliefs about their relationship with and 

responsibility to the earth. 

Truth: All people have beliefs 

about truth. They have 

beliefs about what is true 

and what is not. They have 

beliefs about where truth can 

be found and how or if they 

can even know truth at all. 

Some people believe that 

what is true for one person 

may not be true for another and that people can 

create their own truth. 

Right and Wrong: All people 

have beliefs about what is 

right and what is wrong. 


what is good and what is 

evil. They hold beliefs about 

why evil exists in the world 

and what can be done to 

solve the problem of evil. 

As 

you already know, all people do not have the 

same beliefs about God, the universe, people, 

truth, and right and wrong. For this reason, people 

do 

not behave or act in the same way. But regardless 

of what people believe or how they behave, 

their worldviews are always inclusive. 


Truth: All people have beliefs about truth. They have beliefs about 

what is true and what is not. They have beliefs about where truth 

can be found and how or if they can even know truth at all. Some 

people believe that what is true for one person may not be true for 

another and that people can create their own truth. 

Right and Wrong: All people have beliefs about what is right and 

what is wrong. They have beliefs about what is good and what is 

evil. They hold beliefs about why evil exists in the world and what 

can be done to solve the problem of evil. 

As you already know, all people do not have the same beliefs about God, the 

universe, people, truth, and right and wrong. For this reason, people do not 

behave or act in the same way. But regardless of what people believe or how 

they behave, their worldviews are always inclusive. 


What do we mean when we say worldviews are inclusive? 

What five categories of beliefs do all worldviews include? 

Would an atheist's worldview include beliefs in all five categories? 

Would a Muslim's worldview include beliefs in all five categories? 

Continue the discussion by asking students to share some of the diverse beliefs 

people with different worldviews hold in each of the five categories. 

Encourage students to recall behaviors or customs they have observed or are 

aware of through media in cultures, subcultures, and individuals (dress, worship, 

art, government, laws, festivals/holidays, etc.). Have them identify specific worldview 

beliefs they think may contribute to or influence these diverse behaviors 

and customs. See Teacher's Notes at right for an example. 

Example: Cows roam the streets 

and villages of India because 

they are considered sinless and 

sacred. The highest Hindu gods 

are present "spiritually" within 

cows. They are worshiped as 

a means to achieving human 

perfection and because they 

provide essential products 

(excluding meat) for life. 


13



topic 3. how do we develop or Acquire our worldview? 


Worldviews are formed unconsciously. Though they may be refined and even changed 

through deliberate study at some point in life, we acquire our beliefs beginning at 

birth by absorbing the culture into which we are born. This cultural absorption or 

enculturation occurs through observing the traditions and behaviors of our culture. 

It occurs through direct and indirect teaching of cultural norms and values by others 

we perceive to be authorities in our lives. As we grow older, our perceptions or 

beliefs about our culture may be shaped by personal study and exploration as we 

delve into the riches of literature, history, the arts, the sciences, philosophy, religion, 

and other fields of knowledge. And with mental maturity, our way of viewing and 

understanding life and the world is shaped through reason and even imagination as 

we consciously process the vast amounts of information we have absorbed over time. 

However, we're not consciously aware that we even have a worldview much less 

how we acquired it until we systematically process and categorize what we believe 

about life and the world. In fact, we seldom think about what we believe is true and 

valuable until we encounter a different culture with different values and behaviors. 

When this happens, we may exhibit cultural pride or ethnocentrism, believing that 

our way of viewing life and the world is the most logical, and, therefore, the best. 

Teacher-Student Worktext Discussion (SWT pp. 11-12) 

Have students turn to Topic 3 (SWT pp. 11-12). Have them read the title. Ascertain 

students' understanding of how they acquired their worldview. Write 

some of their responses on the board. Have them read Topic 3 to verify and 

clarify their responses. 

11 


Topic 3 

How Do We Develop or Acquire Our Worldview? 

What if someone were to ask you, “So tell me, 

As you grew older, you were (and still are) like a 

when did you develop your worldview? You do sponge. You absorb many things about your world 

have one, don’t you?” How would you respond? just by living in it. And this happens without any 

If you are like most 

daily or official worldview lessons. Y o u may see 

people, you might stammer 

and stutter a bit, not 

Slowly, you begin to understand and form beliefs 

your parents pray or listen to them read the Bible. 

quite sure what to say. 

about God. You may see arguments and fi ghts 

Most people never had 

and come to understand that these behaviors are 

a “worldview lesson” 

harmful to everyone, even without anyone telling 

while sitting on their parents’ 

or grandparents’ 

observe and learn worldview lessons by watching 

you they are. In today’s technological world, you 

laps. Your mother never 

television and movies, by listening to music, and by 

said, “Now sit down and 

surfing the web on a computer--even though you 

listen. Today, I’m going 

may never hear anyone say the word “worldview.” 

to teach you your first 

In Topic 5, you will explore further how what you 

worldview lesson.” So 

observe and hear through the means of modern 

this raises another question: Just how do people technology influences the development of your 

acquire or develop a worldview--their beliefs about worldview. 

God, the universe, people, truth, and right and 

wrong? Let’s look at four primary ways. 

Through Teaching: Although you acquire much 

of your worldview just by living and observing life 

Through Observation: Infants don’t ask questions, and the world, you also learn it through teaching. 

but they’re still very interested in learning about Your parents, pastors, and teachers have taught 

their new world. They are very observant, taking you many things about understanding life and the 

in colors, sounds, shapes, smells, and textures. world. They have taught that some things are always 

right and that some things are always wrong. 

They hear language 

being spoken. They And although they may never have spoken the 

see laughter, anger, word “worldview,” much of what they have taught 

joy, and fear in those you has become part of your worldview. Can you 

around them. They begin 

to learn that some 

things are good or right 

to do because they are 

praised. And, of course, 

they begin to learn that 

some things are wrong 

or harmful because they 

experience discipline or 

painful consequences for doing them. 


11 

 

What if someone were to ask you, “So tell me, when did you develop your worldview? 

You do have one, don’t you?” How would you respond? If 

you are like most people, you might stammer and stutter a bit, 

not quite sure what to say. Most people never had a “worldview 

lesson” while sitting on their parents’ or grandparents’ laps. Your 

mother never said, “Now sit down and listen. Today, I’m going 

to teach you your first worldview lesson.” So this raises another 

question: Just how do people acquire or develop a worldview— 

their beliefs about God, the universe, people, truth, and right and 

wrong? Let’s look at four primary ways. 

Through Observation: Infants don’t ask questions, but they’re still very interested 

in learning about their new world. They are very observant, 

taking in colors, sounds, shapes, smells, and textures. They hear 

language being spoken. They see laughter, anger, joy, and fear 

in those around them. They begin to learn that some things are 

good or right to do because they are praised. And, of course, 

they begin to learn that some things are wrong or harmful because 

they experience discipline or painful consequences for 

doing them. 



As you grew older, you were (and still are) like a sponge. You absorb many things 

about your world just by living in it. And this happens without any daily or official 

worldview lessons. You may see your parents pray or listen to them read the 

Bible. Slowly, you begin to understand and form beliefs about God. You may see 

arguments and fights and come to understand that these behaviors are harmful 

to everyone, even without anyone telling you they are. In today’s technological 

world, you observe and learn worldview lessons by watching television and 

movies, by listening to music, and by surfing the web on a computer—even 

though you may never hear anyone say the word “worldview.” In Topic 5, you will 

explore further how what you observe and hear through the means of modern 

technology influences the development of your worldview. 


Through Teaching: Although you acquire much of your worldview just by living 

and observing life and the world, you also learn it through teaching. Your 

parents, pastors, and teachers have taught you many 

things about understanding life and the world. They have 

taught that some things are always right and that some 

things are always wrong. And although they may never 

have spoken the word “worldview,” much of what they 

have taught you has become part of your worldview. Can 

you think of some of the things you have been taught 


Through Personal Study: You have developed or acquired many of your 

worldview beliefs simply by reading and studying on 

your own. Of course, it’s important to know whether the 

things you read are true or not. This is why it’s important 

to compare what you read and hear with what God’s 

Word says or to ask trusted authorities if what you have 

read or heard is really true. Can you think of a book you 

have read that influenced your view of life and world? 

Through Reasoning and Imagination: When God created 

people as His image-bearers, He gave them minds capable of 

thinking, reasoning, and creating. If you’ve ever looked up at 

the stars on a very dark night, what thoughts went through your 

mind? Did seeing the majesty of the universe prompt your mind 

to ask difficult questions? If so, what did you think and ask? Did 

this experience shape your beliefs about the creation or God or 

even yourself? 

Lesson 1 

think of some of the things you have been taught 


Through Personal Study: You have developed or 

acquired many of your worldview beliefs simply 

by reading and studying on your own. Of course, 

it’s important to know whether the things you 

read are true or not. This is why it’s important to 

compare what you read and hear with what God’s 

Word says or to ask trusted authorities if what you 

have read or heard is really true. Can you think of 

a book you have read that infl uenced your view 

of life and world? 

Through reasoning and imagination: When God 

created people as His image-bearers, He gave 

them a mind capable of thinking, reasoning, and 

creating. If you’ve ever looked up at the stars on 

a very dark night, what thoughts went through 

your mind? Did seeing the majesty of the universe 

prompt your mind to ask difficult questions? If so, 

what did you think and ask? Did this experience 

shape your beliefs about the creation or God or 

even yourself? 

Everyone acquires 

worldview beliefs 

through reasoning 

and imagining, but 

like beliefs acquired 

through all other 

means, they need 

to be compared to 

the truth of God’s 

Word. Sometimes 

our imaginations 

lead us to beliefs 

that are only fantasy 

or completely 

wrong. Still, reason- 

ing and imagining are important ways people 

develop their worldviews. 

Worldview 

The set of beliefs through which we view and 

interpret life and the world and that guide our 

choices and behaviors 


12 

Everyone acquires worldview beliefs through reasoning and imagining, but 

like beliefs acquired through all other means, they need to be compared to the 

truth of God’s Word. Sometimes our imaginations lead us to beliefs that are 

only fantasy or completely wrong. Still, reasoning and imagining are important 

ways people develop their worldviews. 


Do you remember your parents or someone close to you announcing, 

"Today you're going to have your first worldview lesson"? Why not? 


15



How did you acquire your basic beliefs about God, the universe, 

people, truth, and right and wrong? 

Have students think about and share some of the beliefs they have come to hold 

through observation, teaching, personal study, and reasoning and imagination. 

Have them share why they think their beliefs are true. Use the discussion to 

ascertain the similarities and differences in students' beliefs. Explain that Unit 

2, "The Biblical Christian Worldview," will help them determine whether the 

core beliefs they have acquired are in harmony with the truths of God's Word 

as revealed in Scripture. 

If you are following the suggested syllabus, assign Thinking About It (SWT 

p. 13), The Main Points (SWT p. 14), and Writing About It (SWT pp. 15-16). 

If you prefer, create comprehension, application, and enrichment activities of 

your own. 



topic 4. are we aware of our worldview? 


Because worldviews are not systematically or formally developed, the beliefs 

through which we interpret life and the world and that determine our behaviors are 

not easily identifiable. The beliefs of a worldview are like the ingredients in a cake 

that are blended together so that none of them is individually distinguishable in the 

end product. We don't know what goes into a cake unless we read a recipe that 

lists the individual ingredients. Similarly, we don't know the specific ingredients in 

our worldview until we read a "worldview recipe." 

Unfortunately, identifying the ingredients in a cake is much easier than identifying 

the ingredients in a worldview. This is because we don't think categorically about 

what we believe. We don't separate our "God beliefs" from our "cosmos beliefs" from 

our "ethical beliefs," etc. Not until we construct a framework of worldview thinking 

are we able to systematize or categorize what we believe. Even then probing into 

what we believe is not easy. 

As we will see later, we seldom think about what we believe until we are confronted 

with a new situation or a choice we must make. Then in response to the new set of 

circumstances, we draw from our unconscious beliefs as we act, or in some cases, 

react. To illustrate how unconscious we are of our worldview, imagine you were 

born into and have always lived in a clean air environment in a remote mountain 

region of the planet. In this environment, you never think about the air being clean. 

It's just the way air is. It's not until you travel to a crowded city with air pollution that 

you realize the difference. Suddenly, what you took for granted and never thought 

about comes to the forefront of your thinking. You now know the difference between 

clean and dirty air, and you appreciate and want to return to and preserve your 

mountain air environment. Of course, the opposite would also be true of the city 



dwellers, who travel to the mountains for the first time. Suddenly, they are aware of 

a different environmental reality, one in which they most likely would prefer to live 

if they are honest with themselves. 



DISPLAY a small yellow pound cake. Cut the cake and give each student a 

small sample to taste. Lead a whimsical discussion about what each ingredient 

tastes like. 


Consider school policy and 

possible dietary restrictions of 

some children before using this 

demonstration. You might wish 

to find a gluten free product. 

What ingredients do you think went into this cake? 

How did you enjoy the sugar? The eggs? The milk? The butter? The flour? 

Why are these questions silly or nonsensical? 

Why can't you taste each individual ingredient in a cake? 

What would you need first if you wanted to bake a cake just like this one? 

 

Have students turn to Topic 4 (SWT p. 17). Have them read the title. Discuss 

to ascertain the extent of students' awareness of their worldview. Then have 

them read Topic 4 to find out how their worldview is like a cake. 

All people have a worldview—a set of beliefs that helps them understand life 

and the world and that influences how they act or behave. But if you were to 

ask someone, “Do you have a worldview?” or “Can you tell me about your 

worldview?” he or she would probably just stare at you with a puzzled look. 

And if someone had asked you these questions before you began studying this 

lesson, you probably would have responded the same way. But why? 

As you learned earlier, you don’t develop your worldview deliberately. You absorb 

your basic beliefs about life and the world by observing your family, your 

community, and the world around you. You develop your worldview from the 

teaching of others and by your own studying, reasoning, and imagining. But 

as your worldview is being shaped, you never stop and think, “Now, let’s see. 

This belief goes with my beliefs about God. And this belief goes with my beliefs 

about people. And this new belief goes with my beliefs about the universe. And 

all of these beliefs are part of my worldview!” In other words, although you have 

a worldview, you don’t consciously think about it as you go about your daily 

activities. Just as people who wear glasses or contacts don’t think or say, “I’m 

looking at the sunset through my glasses,” people don’t think or say, “I’m looking 

at the world through my worldview and I’m making choices each day because 

of my beliefs about God, the universe, people, truth, and right and wrong.” 

17 


Topic 4 

Are We Aware of Our Worldview? 

All people have a worldview--a set of beliefs that 

helps them understand life and the world and that 

infl uences how they act or behave. But if you were 

to ask someone, “Do you have a worldview?” or 

“Can you tell me about your worldview?” he or she 

would probably just stare at you with a puzzled 

look. And if someone had asked you these questions 

before you began studying this lesson, you 

probably would have responded the same way. 

But why? 

As you learned earlier, you don’t develop your 

worldview deliberately. You absorb your basic 

Ingredients in a Cake 

beliefs about life and the world by observing your 

family, your community, and the world around you. 

1. _______________ 3. _______________ 

You develop your worldview from the teaching of 

others and by your own studying, reasoning, and 

2. _______________ 4. _______________ 

imagining. But as your worldview is being shaped, 

you never stop and think, “Now, let’s see. This 

5. _______________ 

belief goes with my beliefs about God. And this 

belief goes with my beliefs about people. And this 

new belief goes with my beliefs about the universe. After you gather the ingredients together, do you 

And all of these beliefs are part of my worldview!” know how to make a cake? First you measure each 

In other words, although you have a worldview, ingredient according to a recipe. Then you mix the 

you don’t consciously think about it as you go ingredients together to make a batter. Next you 

about your daily activities. Just as people who 

pour the batter into a baking pan and put it in the 

wear glasses or contacts don’t think or say, “I’m 

oven to bake. When 

looking at the sunset through my glasses,” people the 

cake is done, you 

don’t think or say, “I’m looking at the world through 

let it cool, slice it, and 

my worldview and I’m making choices each day enjoy! 

because of my beliefs about God, the universe, 

people, truth, and right and wrong.” 

Now suppose you 

give slices of your 

Another way of illustrating the idea that you don’t 

freshly baked cake to 

consciously think about your worldview is to compare 

a worldview with a cake. People all over the 

some friends. As they 

take their first bite, 

world bake cakes. Most cakes contain at least fi ve 

would you expect 

basic ingredients. Look at the picture of ingredients 

them to say, “Wow! 

at the top of the next column. Identify and write the 

This is delicious. I just 

ingredients on the lines below the picture. 

love the flour. And the 


17 




world bake cakes. Most cakes contain at least five 





17



 

1. _______________ 2. _______________ 3. _______________ 

4. _______________ 5. _______________ 

17 

What Is a Worldview? Why Does It Matter? 

Topic 4 

Are We Aware of Our Worldview? 

All people have a worldview--a set of beliefs that 

helps them understand life and the world and that 

influences how they act or behave. But if you were 

to ask someone, “Do you have a worldview?” or 

“Can you tell me about your worldview?” he or she 

would probably just stare at you with a puzzled 

look. And if someone had asked you these questions 

before you began studying this lesson, you 

probably would have responded the same way. 

But why? 

After you gather the ingredients together, do you know how to make a cake? 

First you measure each ingredient according to a recipe. Then you mix the 

ingredients together to make a batter. Next you pour the batter 

into a baking pan and put it in the oven to bake. When the 

cake is done, you let it cool, slice it, and enjoy! 

As you learned earlier, you don’t develop your 

worldview deliberately. You absorb your basic 

beliefs about life and the world by observing your 

family, your community, and the world around you. 

You develop your worldview from the teaching of 

others and by your own studying, reasoning, and 

imagining. But as your worldview is being shaped, 

you never stop and think, “Now, let’s see. This 

belief goes with my beliefs about God. And this 

belief goes with my beliefs about people. And this 

new belief goes with my beliefs about the universe. 

And all of these beliefs are part of my worldview!” 

In other words, although you have a worldview, 

you don’t consciously think about it as you go 

about your daily activities. Just as people who 

wear glasses or contacts don’t think or say, “I’m 

looking at the sunset through my glasses,” people 

don’t think or say, “I’m looking at the world through 

my worldview and I’m making choices each day 

because of my beliefs about God, the universe, 

people, truth, and right and wrong.” 




world bake cakes. Most cakes contain at least five 





Lesson 1 

Ingredients in a Cake 

1. _______________ 3. _______________ 

2. _______________ 4. _______________ 

5. _______________ 

After you gather the ingredients together, do you 

know how to make a cake? First you measure each 

ingredient according to a recipe. Then you mix the 

ingredients together to make a batter. Next you 

pour the batter into a baking pan and put it in the 

oven to bake. When 

the 

cake is done, you 

let it cool, slice it, and 

enjoy! 

Now suppose you 

give slices of your 

freshly baked cake to 

some friends. As they 

take their first bite, 

would you expect 

them to say, “Wow! 

This is delicious. I just 

love the flour. And the 

17 

eggs, well, they’re just fantastic. 

Can you see how a worldview 

I really like the taste of the milk. 

is somewhat like a cake? All 

And what kind of butter and sugar 

the beliefs of a worldview blend 

did you use? I’ve never tasted 

together to produce a particular 

anything like them!” Of course, no 

view of the world. People don’t 

one ever responds this way when 

think about the categories of 

eating a piece of cake. But why 

their beliefs every time they look 

not? It’s because they don’t taste 

at the world or before they act 

each ingredient by itself. All the 

in a certain way any more than 

ingredients have been blended 

they think about the ingredients 

together into a batter that when 

that make up the cake they are 

baked produces the cake with its 

eating. 

own unique taste and texture. 

But if you take time to analyze what goes into 

Now, if your friends want to bake a cake like yours your worldview, you’ll find that it’s also made up 

for themselves, what would they need? They would of ingredients--ingredients of beliefs. And like 

need the recipe that would tell them how much of cakes that people around the world make with 

each ingredient to use, how to mix the batter, and flour, sugar, butter, milk, and eggs, your worldview 

at what temperature and for how long the cake includes the ingredients of beliefs about God, the 

needs to bake. 

universe, people, truth, and right and wrong. 

Topic 5 

Does Our Worldview Ever Change? 

Changes: Think about some things that change. What do you see changing in the sets of pictures 

below and on the next page? Describe the change that each set of pictures represents. 

_______________________ _______________________ 

_______________________ _______________________ 

______________________ ______________________ 


18 

Now suppose you give slices of your freshly baked cake to some 

friends. As they take their first bite, would you expect them to 

say, “Wow! This is delicious. I just love the flour. And the eggs, 

well, they’re just fantastic. I really like the taste of the milk. And 

what kind of butter and sugar did you use? I’ve never tasted 

anything like them!” Of course, no one ever responds this way 

when eating a piece of cake. But why not? It’s because they don’t taste each 

ingredient by itself. All the ingredients have been blended together into a batter 

that when baked produces the cake with its own unique taste and texture. 

Now, if your friends want to bake a cake like yours for 

themselves, what would they need? They would need the 

recipe that would tell them how much of each ingredient 

to use, how to mix the batter, and at what temperature and 

for how long to bake the cake. 

Can you see how a worldview is like a cake in some ways? 

All the beliefs of a worldview blend together to produce a 

particular view of the world. People don’t think about the categories of their beliefs 

every time they look at the world or before they act in a certain way any more 

than they think about the ingredients that make up the cake they are eating. 

But if you take time to analyze what goes into your worldview, you’ll find that it’s 

also made up of ingredients—ingredients of beliefs. And like cakes that people 

around the world make with flour, sugar, butter, milk, and eggs, your worldview 

includes the ingredients of beliefs about God, the universe, people, truth, and 

right and wrong. 

Suggested Questions for Discussion: 

Why do you think you might get a puzzled look from someone if you 

asked, "Do you have a worldview?" or "Can you tell me about your 

worldview?" 

How is your worldview like a cake? 

What are the "ingredients" in your worldview (and everyone's worldview)? 

Why do you think it might be helpful to have a "worldview recipe?" 

Do you think you could give someone your "worldview recipe?" 



Have students share one or two beliefs in each category of "ingredients" in 

their worldview. (Review Topic 2 if necessary.) In Unit 2, "The Biblical Christian 

Worldview," students will see how the ingredients of their worldview align with 

Scripture. 


topic 5. does our worldview ever change? 


Worldviews are difficult to relinquish or change, indicating their almost innate 

nature. Formed unconsciously over years by observation, teaching, personal study, 

reasoning, and imagination, worldviews are deeply rooted within both individuals 

and cultures. However, when or if we find our worldview inadequate in explaining 

perceived or experienced realities of life, or when the values and beliefs that seem 

to hold our world together are suddenly or over time proven to be invalid, we may 

experience a deep and disturbing tearing of our emotions. When this happens, we 

must make a choice. One choice is to dig our heels in deeper and hold on to all 

facets of our worldview even against reason and our experience. Or we can choose 

to begin to release those aspects of our worldview that have proved invalid and 

allow them to change in accord with the truth of the reality we have encountered. 

Either choice is emotionally traumatic, confirming the powerful influence worldviews 

have in our lives. 

The fact that our worldview is developed in an imperfect world by imperfect people 

does not mean that it cannot give meaning to life. Nor does it mean that truth is 

relative. Rather, the fallibility of our worldview reveals that our capacity to interpret 

even revealed truth is not perfect. In fact, it would be erroneous if not presumptuous 

for even the most devout Christian who believes in the truthfulness of biblical 

revelation to declare that he or she has a perfect and complete grasp of all truth. 

Beliefs change even within the Christian worldview. Some who at one time thought 

they had a "corner on truth" have subsequently experienced painful upheavals as 

their unbiblical ideas were exposed and then relinquished when a more biblical 

understanding came to light through the illuminating work and grace of the Holy 

Spirit. 


 

Have students turn to Topic 5 (SWT pp. 18-20). Have them read the title. Discuss 

to ascertain whether or not students think worldviews can change. Then 

have them read Topic 5. 

Changes: Think about some things that change. What do you see changing 

in the sets of pictures below and on the next page? Describe the change that 

each set of pictures represents. 

Lesson 1 

eggs, well, they’re just fantastic. 

Can you see how a worldview 

I really like the taste of the milk. 

is somewhat like a cake? All 

And what kind of butter and sugar 

the beliefs of a worldview blend 

did you use? I’ve never tasted 

together to produce a particular 

anything like them!” Of course, no 

view of the world. People don’t 

one ever responds this way when 

think about the categories of 

eating a piece of cake. But why 

their beliefs every time they look 

not? It’s because they don’t taste 

at the world or before they act 

each ingredient by itself. All the 

in a certain way any more than 

ingredients have been blended 

they think about the ingredients 

together into a batter that when 

that make up the cake they are 

baked produces the cake with its 

eating. 

own unique taste and texture. 

But if you take time to analyze what goes into 

Now, if your friends want to bake a cake like yours your worldview, you’ll find that it’s also made up 

for themselves, what would they need? They would of ingredients--ingredients of beliefs. And like 

need the recipe that would tell them how much of cakes that people around the world make with 

each ingredient to use, how to mix the batter, and flour, sugar, butter, milk, and eggs, your worldview 

at what temperature and for how long the cake includes the ingredients of beliefs about God, the 

needs to bake. 


Topic 5 

Does Our Worldview Ever Change? 

Changes: Think about some things that change. What do you see changing in the sets of pictures 

below and on the next page? Describe the change that each set of pictures represents. 

18 

_______________________ 

_______________________ 

______________________ 

_______________________ 

_______________________ 

______________________ 



19



 

Now think about changes in your life. How have you changed since you were 

born? List some of ways you have changed. 

19 

_______________________ 

_______________________ 

______________________ 

Now think about changes in your life. How have 

you changed since you were born? List some of 

ways you have changed. 

Ways I Have Changed 

_______________________ 

_______________________ 

______________________ 

Think about some of the changes you’ve seen in 

the world during the ten or twelve years of your 

life. List some of ways the world has changed 

since you were born that you’ve observed or 

know about. 

Changes I Have Seen in the World 

_______________________ 

_______________________ 

______________________ 


Next, think about some of your beliefs about life 

and the world. Have you ever believed something 

that you now no longer believe? Has your understanding 

about something ever changed from 

when you were very young? Why did your beliefs 

or understanding change? Do you think they’ll 

ever change again? Why? List at least two of your 

beliefs or understandings that have changed. 

Changes in What I Believe or Understand 

_______________________ 

_______________________ 

______________________ 

Changing Worldviews: We learn new things 

throughout our lives. Through observing, teaching, 

studying, reasoning, and imagining, our worldview 

changes over time. This does not mean that truth 

changes. It means that our understanding of what 

is true and what is not true changes over time. All 

Christians grow in their understanding of God’s 

truth, and as they grow, their Christian worldview 

changes. As you study the subject of worldviews, 

you will find your own worldview changing--perhaps 

a little or perhaps a lot. 

We do not change 

our worldviews easily. 

We hold them 

deep within our 

hearts, even if we 

don’t think about 

them very often, if 

at all. For example, 

how easy would it 

be for you to change 

your beliefs about the existence of God or the 

truth that all people bear God’s image equally? 

How easy would it be for you to change your mind 

 

 

 

 

Ways I Have Changed 

(Have students list changes in their worktexts.) 

Think about some of the changes you’ve seen in the world during the ten or 

twelve years of your life. List some of ways the world has changed since you 

were born that you’ve observed or know about. 

Changes I Have Seen in the World 


Next, think about some of your beliefs about life and the world. Have you ever 

believed something that you now no longer believe? Has your understanding 

about something ever changed from when you were very young? Why did your 

beliefs or understanding change? Do you think they’ll ever change again? Why? 

List at least two of your beliefs or understandings that have changed. 


19 

 

 

Changes in What I Believe or Understand 


Changing Worldviews: We learn new things throughout our lives. Through 

observing, teaching, studying, reasoning, and imagining, our worldview changes 

over time. This does not mean that truth changes. It means that our understanding 

of what is true and what is not true changes over time. All Christians 

grow in their understanding of God’s truth, and as they grow, their Christian 

worldview changes. As you study the subject of worldviews, you will find your 

own worldview changing—perhaps a little or perhaps a lot. 

Lesson 1 

about the need to love and care for others? Would 

you accept as part of your worldview the belief 

that stealing and cheating are good behaviors? 

Why not? 

For people to change their worldview, they have 

to realize that what they believe about life and the 

world is not true. For example, if people from one 

race or nationality are taught that another race or 

nationality is inferior, they may treat people from 

the other race or nationality with little respect or 

even ignore them altogether. 

But suppose one day at work or school the prejudiced 

man or boy meets a man or boy of the race 

or nationality he’s learned to disrespect. Day after 

day, he observes the other person. He discovers 

that this person is intelligent. He has feelings 

and laughs and cries just like all people do. This 

person is friendly and does his work well. This 

person is part of a loving family with parents who 

love him and strive to teach him and provide for 

him. What do you think may begin to happen to 

the prejudiced person’s worldview? Why might it 

begin to change? 

When we realize that what we believe about life 

and the world does not really line up or agree with 

what we observe or know, we have to make one 

of 

two choices. Do you know what these choices 

are? In the example of prejudice against others, 

one choice we can make is to hold on to our 

prejudiced beliefs. We can choose to do this even 

though our worldview beliefs don’t agree with the 

truth we have come to know about people of other 

races. Another choice we can make is to admit that 

what we believe is wrong and change our beliefs. 

This is not an easy choice. It requires humility and 

a 

willingness to make changes in our worldview. 

And making changes in our worldview should lead 

to 

changes in our actions and behaviors. 

People want and need a worldview that lines up with 

or 

agrees with the truth they see about people and 

the world around them. Of course, some people 

choose not to accept the truth even when they 

see and understand it. This choice usually leads 

to 

disharmony in their minds and hearts. 


20 

We do not change our worldviews easily. We hold them deep 

within our hearts, even if we don’t think about them very often, 

if at all. For example, how easy would it be for you to change 

your beliefs about the existence of God or the truth that all 

people bear God’s image equally? How easy would it be for 

you to change your mind about the need to love and care for 

others? Would you accept as part of your worldview the belief that stealing and 

cheating are good behaviors? Why not? 

For people to change their worldview, they have to realize that what they believe 

about life and the world is not true. For example, if people from one race or 

nationality are taught that another race or nationality 

is inferior, they may treat people from the other race 

or nationality with little respect or even ignore them 

altogether. 


man or boy meets a man or boy of the race or nationality 

he’s learned to disrespect. Day after day, he observes 

the other person. He discovers that this person is intelligent. He has feelings 

and laughs and cries just like all people do. This person is friendly and does his 



work well. This person is part of a loving family with parents who love him and 

strive to teach him and provide for him. What do you think may begin to happen 

to the prejudiced person’s worldview? Why might it begin to change? 

When we realize that what we believe about life and the world does not really 

line up or agree with what we observe or know, we have to make one of two 

choices. Do you know what these choices are? In the example of prejudice 

against others, one choice we can make is to hold on to our prejudiced beliefs. 

We can choose to do this even though our worldview beliefs don’t agree with 

the truth we have come to know about people of other 



This is not an easy choice. It requires humility and a 

willingness to make changes in our worldview. And 

making changes in our worldview should lead to 


People want and need a worldview that lines up with or agrees with the truth 

they see about people and the world around them. Of course, some people 

choose not to accept the truth even when they see and understand it. This 

choice usually leads to disharmony in their minds and hearts. 


Lesson 1 

about the need to love and care for others? Would 

you accept as part of your worldview the belief 

that stealing and cheating are good behaviors? 

Why not? 

For people to change their worldview, they have 

to realize that what they believe about life and the 

world is not true. For example, if people from one 

race or nationality are taught that another race or 

nationality is inferior, they may treat people from 

the other race or nationality with little respect or 

even ignore them altogether. 


man or boy meets a man or boy of the race 

or nationality he’s learned to disrespect. Day after 

day, he observes the other person. He discovers 

that this person is intelligent. He has feelings 

and laughs and cries just like all people do. This 

person is friendly and does his work well. This 

person is part of a loving family with parents who 

love him and strive to teach him and provide for 

him. What do you think may begin to happen to 

the prejudiced person’s worldview? Why might it 

begin to change? 

When we realize that what we believe about life 

and the world does not really line up or agree with 

what we observe or know, we have to make one 

of 

two choices. Do you know what these choices 

are? In the example of prejudice against others, 

one choice we can make is to hold on to our 

prejudiced beliefs. We can choose to do this even 

though our worldview beliefs don’t agree with the 

truth we have come to know about people of other 



This is not an easy choice. It requires humility and 

a 

willingness to make changes in our worldview. 

And making changes in our worldview should lead 

to 


People want and need a worldview that lines up with 

or 

agrees with the truth they see about people and 

the world around them. Of course, some people 

choose not to accept the truth even when they 

see and understand it. This choice usually leads 

to 

disharmony in their minds and hearts. 


20 


In what ways do people change? 

In what ways have you changed? 

What kinds of things change in the world? 

What changes have you seen in the world during your lifetime? 

What changes, if any, have you experienced in your beliefs? 

Does a person's worldview ever change? Why? 

Is it easy for a person to change his or her worldview? Why? Why 

not? 

Give an example of something that could happen that would cause a 

person to begin to change his or her worldview. 

Imagine that one day a person realizes that something he has 

always believed about a certain race of people is not true. Does this 

mean that his or her behavior toward that race will change automatically? 

Why? Why not? 

Suppose a person learns the truth that all races are equal, but 

chooses not to change his or her behavior. What might such a choice 

cause in that person's life? Why? 

Do you think everyone's worldview changes sometime during his or 

her lifetime, either a little or a lot? Why? Why not? 

If we believe that truth never changes, why must we admit that our 

worldview changes, sometimes a little and sometimes a lot? 

Is it frightening to think that your worldview will go through stages of 

change during your lifetime? Why? Why not? 


21



If you are following the suggested syllabus, assign Writing About It (SWT p. 

21) and Thinking About It (SWT p. 22). If you prefer, create comprehension, 

application, and enrichment activities of your own. 



topic 6. does our worldview really matter? 


A discussion about worldviews would probably not be a popular topic among young 

people or even adults in a social setting. Most people simply live their lives, acting 

and reacting to life's events based upon beliefs they seldom if ever think about, 

much less analyze. In fact, the term worldview is quite foreign to most people, even 

to those who think that what they believe really matters in their life. Everyone has 

a worldview, even if they don't know they do. And everyone's worldview matters, 

even if they don't know it does. So why is it so important to know what a worldview 

is, and why is it so important to understand the differences in the major worldviews 

we will encounter throughout our lives? 

First, not all worldviews explain the meaning of life and the world truthfully. An 

atheist's worldview gives quite a different perspective or meaning to life in contrast 

to a biblical Christian worldview. For the atheist, death is the end of life. For the 

Christian, death is the gateway to eternal life. These opposing beliefs are not 

inconsequential to either adherent. One provides a false view of life and eternity, 

the other a true view. 

Second, not all worldviews lead to right choices and actions. A person who does not 

believe in the sanctity of life from conception may choose abortion if the conceived 

child is unwanted. Of course, the rightness or wrongness of such an action can 

only be determined by weighing it against the truth of Ultimate Reality, God and 

His Word. People who do not believe in God and His Word as ultimate truth and 

authority may not believe their behavior is wrong, but their belief does not make 

their choice right. The history of the world is filled with the painful consequences 

of people holding worldviews that do not align with truth. Whether these negative 

consequences are personal or corporate (as in the Holocaust), they are the result 

of people holding a worldview that led them to wrong choices and behaviors. In 

other words, all worldviews have consequences. Worldviews matter! 

Third, worldviews matter because we are susceptible to the influence of other 

worldviews, even to the point of "being captured" by them. We are impacted by 

behaviors and events just by observing the everyday world around us. Without 

carefully analyzing what we observe, we may be influenced by what we see as 

success, happiness, and fulfillment in others. We may consciously or unconsciously 

try to emulate the lifestyles or behaviors of others in an effort to achieve what we 

perceive are these good things for ourselves. 

What we read influences our worldview. Whether pulp fiction or the great literary 

classics, the written word penetrates our minds and eventually our hearts, shaping 



our worldview. Nothing is written from a completely objective standpoint. Either 

directly or between the lines, the worldview of an author permeates his or her 

writings. To some extent, even news reports carry subjective interpretations that 

influence our thinking. 


In our high-tech age, electronic media bombard our minds from the time we awake 

to the time we go to bed with multiple sound bites and images. Television, movies, 

and the various music and communication technologies including internet web sites 

loudly proclaim the worldview of those who create them. This is especially true of 

media entertainment created for our consumption. No doubt what we consume, 

whether we agree with it or not, can, in time, find its way into our way of thinking, 

and eventually into our embrace. 

Advertising communicated through hi-tech media formats also influences our 

worldview. It doesn't take a genius to discern that ad developers create needs 

we could never have imagined and/or identify our base human desires and then 

customize their messages to meet them. In time, our sense of well-being or worth 

is measured in relation to having our desires and our actual or supposed needs met 

with every imaginable kind of product. Our worldview embraces self-satisfaction at 

all costs, and we become narcissistic consumers who, sadly, are never satisfied. 

In this age of competing worldviews vying to control our hearts and minds, it is 

important to realize the extent to which the worldview we embrace matters. Only 

by heeding the words of Scripture that admonish us not to allow anyone to "take 

[us] captive through hollow and deceptive philosophy, which depends on human 

tradition and the basic principles of this world rather than on Christ" (Colossians 2:8) 

can we hope to understand life and our world and act in the right way. Our beliefs 

and actions have consequences. Worldviews matter! 


Have students turn to Topic 6 (SWT pp. 23-26). Have them read the title. Discuss 

to ascertain how important students think their worldview is in their life. Then 

have them read or role play the conversation between Joshua and Amanda 

(SWT p. 23). 

 

Read or role play the conversation below between Joshua and Amanda 

23 


Joshua: “I believe it’s important to think about and know what you believe about 

life and the world.” 

Amanda: “Oh, I just sort of accept the way the world is. I don’t really need to 

think about it all that much.” 

Joshua: “Really? Don’t you think it’s important to know what you believe about 

God, the universe, people, truth, and what’s right and wrong?” 

Amanda: “What difference does it make what you believe? You can believe 

what you want to, and I can believe what I want to. Besides, who knows what’s 

really right?” 

Topic 6 

Does Our Worldview Really Matter? 

Read or role play the conversation below between 

Lots more fun than thinking about life and the 

Joshua and Amanda. 

world! And I’m wearing my new jeans. They’re 

really in. I think everyone will be jealous!” 

Joshua: “I believe it’s important to think about 

and know what you believe about life and the 

Joshua: “Matt and I and some others said we’d 

world.” 

help the coaches with the Special Olympics this 

afternoon. Then there’s the awards ceremony 

Amanda: “Oh, I just sort of accept the way the 

and picnic afterwards. It’s lots of fun and you 

world is. I don’t really need to think about it 

get to meet some really neat kids.” 

all that much.” 

Amanda: “Whatever! See ya later!” 

Joshua: “Really? Don’t you think 

it’s important to know what you 

Do both Joshua and 

believe about God, the universe, 

Amanda have a 

people, truth, and what’s right 

worldview? How 

and wrong?” 

do you know? How 

do their worldviews 

Amanda: “What difference 

differ? Do their worldviews 

infl uence their 

does it make what you 

believe? You can believe 

actions and attitudes? 

what you want to, and I 

In what ways? 

can believe what I want 

to. Besides, who knows 

As you can see in this conversation, 

both Joshua and 

what’s really right?” 

Amanda have a worldview, 

Joshua: “I think what 

even though Amanda seems 

you believe makes 

never to have considered that 

a big difference. 

her view of life and the world 

What you believe 

affects her behavior. After thinking 

about Joshua’s and Amanda’s 

affects the choices you 

make--you know, the way you live 

worldviews and choices, ask yourself 

your life.” 

these questions: 1) Does it matter 

what worldview I have? 2) If it matters, 

why? 

Amanda: “I think it’s boring to think about life 

and the world and all that kind of stuff. I just do 

what I like to do. Hey, are you going to the party 

Next, you will explore three important reasons 

at Roger’s house tonight? All the cool kids will 

why a person’s worldview matters. 

be there--cool music--great food--just lots of fun. 


23 


23


23 



Topic 6 

Does Our Worldview Really Matter? 

Read or role play the conversation below between 

Lots more fun than thinking about life and the 

Joshua and Amanda. 

world! And I’m wearing my new jeans. They’re 

really in. I think everyone will be jealous!” 

Joshua: “I believe it’s important to think about 

and know what you believe about life and the 

Joshua: “Matt and I and some others said we’d 

world.” 

help the coaches with the Special Olympics this 

afternoon. Then there’s the awards ceremony 

Amanda: “Oh, I just sort of accept the way the 

and picnic afterwards. It’s lots of fun and you 

world is. I don’t really need to think about it 

get to meet some really neat kids.” 

all that much.” 


Joshua: “Really? Don’t you think 

it’s important to know what you 

Do both Joshua and 

believe about God, the universe, 

Amanda have a 

people, truth, and what’s right 

worldview? How 

and wrong?” 

do you know? How 

do their worldviews 

Amanda: “What difference 

differ? Do their worldviews 

infl uence their 

does it make what you 

believe? You can believe 

actions and attitudes? 

what you want to, and I 

In what ways? 

can believe what I want 

to. Besides, who knows 

As you can see in this conversation, 

both Joshua and 

what’s really right?” 

Amanda have a worldview, 

Joshua: “I think what 

even though Amanda seems 

you believe makes 

never to have considered that 

a big difference. 

her view of life and the world 

What you believe 

affects her behavior. After thinking 

about Joshua’s and Amanda’s 

affects the choices you 

make--you know, the way you live 

worldviews and choices, ask yourself 

your life.” 

these questions: 1) Does it matter 

what worldview I have? 2) If it matters, 

why? 

Amanda: “I think it’s boring to think about life 


what I like to do. Hey, are you going to the party 

Next, you will explore three important reasons 

at Roger’s house tonight? All the cool kids will 

why a person’s worldview matters. 

be there--cool music--great food--just lots of fun. 


23 

Joshua: “I think what you believe makes a big difference. What you believe 

affects the choices you make—you know, the way you live your life.” 

Amanda: “I think it’s boring to think about life and the world and all that kind 

of stuff. I just do what I like to do. Hey, are you going to 

the party at Roger’s house tonight? All the cool kids will 

be there—cool music—great food—just lots of fun. Lots 

more fun than thinking about life and the world! And I’m 

wearing my new jeans. They’re really in. I think everyone 

will be jealous!” 

Joshua: “Matt and I and some others said we’d help the 

coaches with the Special Olympics this afternoon. Then 

there’s the awards ceremony and picnic afterwards. It’s 

lots of fun and you get to meet some really neat kids.” 

Lesson 1 

Not All Worldviews Explain the Meaning of 

Life and the World Tr uthfully: All people try to 

explain the meaning of life and the world by looking 

through their worldview (or belief) glasses. But as 

you have already learned, all worldview glasses 

do not provide a truthful or focused view. 

For example, what would death mean to someone 

who does not believe in God? An atheist would 

say that death means the end of life forever. 

Now, what would death mean to someone whose 

worldview includes a belief in God and the Bible 

as God’s Word? This person would say that death 

means the beginning of eternal life with God for 

all Christians. But it also means the beginning of 

eternal life separated from God for all who reject 

Jesus as God’s Son and their Savior. 

If we don’t have a correct or truthful worldview, the 

meaning we give to events such as death will be 

false. And an untruthful understanding of death, life, 

and the world leads not only to separation from God, 

but also to problems in our present life on earth. 

Does your worldview matter? Absolutely! 

TRUTH 

TRUTH 

TRUTH 

TRUTH 

TRUTH 

TRUTH 

TRUTH 

Not All Worldviews Lead to Right Choices and 

Actions: As you saw in the conversation between 

Joshua and Amanda, worldviews infl uence a person’s 

choices and actions. If we don’t understand 

the true meaning of life and the world, we will 

not make right choices. And wrong choices and 

behaviors always lead to painful consequences. 

People who don’t accept or believe they have to 

obey the law suffer the consequence of arrest and 

imprisonment. And atheists who don’t believe in 

God or eternal life make the choice to reject Jesus 

as their Savior. This choice results in the painful 

consequence of eternal separation from God. 



24 

 


Do both Joshua and Amanda have a worldview? How do you know? How do 

their worldviews differ? Do their worldviews influence their actions and attitudes? 

In what ways? 

As you can see in this conversation, both Joshua and Amanda have a worldview, 

even though Amanda seems never to have considered that her view of life and 

the world affects her behavior. After thinking about Joshua’s and Amanda’s 

worldviews and choices, ask yourself these questions: 1) Does it matter what 

worldview I have? 2) If it matters, why? 

Next, you will explore three important reasons why a person’s worldview matters. 


What does this conversation reveal about Amanda's worldview? 

In what ways does Amanda's worldview lead her to think and act? 

What does this conversation reveal about Joshua's worldview? 

In what ways does Joshua's worldview lead him to think and act? 

After reading this conversation, do you have any new insights about 

why your worldview matters? 

Have students continue reading Topic 6 (SWT p. 24). 

Not All Worldviews Explain the Meaning of Life and the World Truthfully: 

All people try to explain the meaning of life and the world by looking through 

their worldview (or belief) glasses. But as you have already 

learned, all worldview glasses do not provide a truthful or 

focused view. 

For example, what would death mean to someone who does 

not believe in God? An atheist would say that death means 

the end of life forever. 

TRUTH 

TRUTH 

TRUTH 

TRUTH 

TRUTH 

TRUTH 

TRUTH 



Now, what would death mean to someone whose worldview 

includes a belief in God and the Bible as God’s Word? This 

person would say that death means the beginning of eternal 

life with God for all Christians. But it also means the beginning 

of eternal life separated from God for all who reject Jesus as 

God’s Son and their Savior. 


If we don’t have a correct or truthful worldview, the meaning 

we give to events such as death will be false. And an untruthful understanding 

of death, life, and the world leads not only to separation from God, but also to 

problems in our present life on earth. 


Lesson 1 

24 

Not All Worldviews Lead to Right Choices and Actions: As you saw in the 

conversation between Joshua and Amanda, worldviews influence a person’s 

choices and actions. If we don’t understand the true meaning of life and the world, 

we will not make right choices. And wrong choices 

and behaviors always lead to painful consequences. 


obey the law suffer the consequences of arrest and 

imprisonment. And atheists who don’t believe in God 

or eternal life make the choice to reject Jesus as their 

Savior. This choice results in the painful consequence 

of eternal separation from God. 

Not All Worldviews Explain the Meaning of 

Life and the World Tr uthfully: All people try to 

explain the meaning of life and the world by looking 

through their worldview (or belief) glasses. But as 

you have already learned, all worldview glasses 

do not provide a truthful or focused view. 

For example, what would death mean to someone 

who does not believe in God? An atheist would 

say that death means the end of life forever. 

Now, what would death mean to someone whose 

worldview includes a belief in God and the Bible 

as God’s Word? This person would say that death 

means the beginning of eternal life with God for 

all Christians. But it also means the beginning of 

eternal life separated from God for all who reject 

Jesus as God’s Son and their Savior. 

If we don’t have a correct or truthful worldview, the 

meaning we give to events such as death will be 

false. And an untruthful understanding of death, life, 

and the world leads not only to separation from God, 

but also to problems in our present life on earth. 


TRUTH 

TRUTH 

TRUTH 

TRUTH 

TRUTH 

TRUTH 

TRUTH 

Not All Worldviews Lead to Right Choices and 

Actions: As you saw in the conversation between 

Joshua and Amanda, worldviews influence a person’s 

choices and actions. If we don’t understand 

the true meaning of life and the world, we will 

not make right choices. And wrong choices and 

behaviors always lead to painful consequences. 


obey the law suffer the consequence of arrest and 

imprisonment. And atheists who don’t believe in 

God or eternal life make the choice to reject Jesus 

as 

their Savior. This choice results in the painful 

consequence of eternal separation from God. 





Do all worldviews explain or interpret life and the world in the same 

way? 

How would the worldview of an atheist and the worldview of a Christian 

differ in the meaning of death? 

Would both the atheist's and Christian's worldview about the meaning 

of death be equally true? Why? Why not? 

What must you understand about each worldview's interpretations or 

beliefs about God, people, the universe, truth, and right and wrong? 

Does it really matter what worldview you have? Why? 

25 


 

What determines our choices and actions? 

Why is it important for your worldview to be in harmony with the truth 

about God, people, the universe, truth, and right and wrong? 

Do our beliefs have consequences? 

Do worldviews matter? Why? 

Have students complete the reading of Topic 6 (SWT pp. 25-26). 

We Can Be Influenced or Captured by Other Worldviews: You will learn 

throughout this study that there are many kinds of worldviews. People hold all 

kinds of beliefs about God, the universe, people, truth, and right and wrong. How 

We Can Be Influenced or Captured by Other 

Worldviews: You will learn throughout this study 

that there are many kinds of worldviews. People 

hold all kinds of beliefs about God, the universe, 

people, truth, and right and wrong. How can we 

know which beliefs and which worldview provide 

the true or focused view of life and the world? 

Most people believe that the worldview glasses 

they are wearing give them the true view of the 

world around them. They believe in their worldview 

and may consciously or unconsciously influence 

others to accept or believe it as they do. But 

how can this happen? Can we be infl uenced to 

believe in another person’s worldview even if it is 

not true? Can we be infl uenced by more than one 

worldview? If so, how? 

Observation: As you learned earlier in this lesson, 

you can learn a lot about a person’s worldview by 

just watching his or her behavior. Not only that, but 

your own worldview can be greatly infl uenced by 

the worldview and actions of those you observe. 

You may like and envy how others live, especially 

if their lives seem to be fi lled with fun and excitement. 

Then deliberately or even without thinking, 

you may begin to adopt their attitudes and 

behaviors. All or part of their worldview becomes 

a part of yours. 


Reading Material: In Topic 3, your learned that your 

worldview is influenced through study and reading. 

Whether you’re reading a textbook, a magazine, 

a 

book of fiction, or a newspaper, you’re reading 

words written by someone who has a worldview. 

What people write always reflects their worldview, 

even if they never use the word “worldview” in 

their writing. The pages they write are always 

filled with events or comments that reflect their 

own personal beliefs about God, the universe, 

people, truth, and right and wrong. Unfortunately, 

some people believe that everything they see in 

writing must be true. What you read can and does 

influence your worldview! 

Television Programs, Movies, Music, Internet 

Web Sites: Television shows, movies, music, 

and internet web sites are produced by people 

with worldviews. Media are very powerful tools 

that can shape what you believe to be true about 

life and the world. Without even thinking about 

25 


25



can we know which beliefs and which worldview provide the true or focused 

view of life and the world? 

Most people believe that the worldview glasses they are wearing give them 

the true view of the world around them. They believe in their worldview and 

may consciously or unconsciously influence others to accept or believe it as 

they do. But how can this happen? Can we be influenced to believe in another 

person’s worldview even if it is not true? Can we be influenced by more than 

one worldview? If so, how? 

25 

We Can Be Influenced or Captured by Other 

Worldviews: You will learn throughout this study 

that there are many kinds of worldviews. People 

hold all kinds of beliefs about God, the universe, 

people, truth, and right and wrong. How can we 

know which beliefs and which worldview provide 

the true or focused view of life and the world? 


Reading Material: In Topic 3, your learned that your 

worldview is influenced through study and reading. 

Whether you’re reading a textbook, a magazine, 

a 

book of fiction, or a newspaper, you’re reading 

words written by someone who has a worldview. 

What people write always refl ects their worldview, 

even if they never use the word “worldview” in 

Most people believe that the worldview glasses 

they are wearing give them the true view of the 

world around them. They believe in their worldview 

and may consciously or unconsciously influence 

others to accept or believe it as they do. But 

how can this happen? Can we be influenced to 

believe in another person’s worldview even if it is 

not true? Can we be influenced by more than one 

worldview? If so, how? 


you can learn a lot about a person’s worldview by 

just watching his or her behavior. Not only that, but 

your own worldview can be greatly influenced by 

the worldview and actions of those you observe. 

You may like and envy how others live, especially 

if their lives seem to be filled with fun and excitement. 

Then deliberately or even without thinking, 

you may begin to adopt their attitudes and 

behaviors. All or part of their worldview becomes 

a part of yours. 

their writing. The pages they write are always 

filled with events or comments that refl ect their 

own personal beliefs about God, the universe, 

people, truth, and right and wrong. Unfortunately, 

some people believe that everything they see in 

writing must be true. What you read can and does 

influence your worldview! 

Television Programs, Movies, Music, Internet 

Web Sites: Television shows, movies, music, 

and internet web sites are produced by people 

with worldviews. Media are very powerful tools 

that can shape what you believe to be true about 

life and the world. Without even thinking about 


25 


you can learn a lot about a person’s worldview by just 

watching his or her behavior. Not only that, but your own 

worldview can be greatly influenced by the worldview 

and actions of those you observe. You may like and 

envy how others live, especially if their lives seem to 

be filled with fun and excitement. Then deliberately or 

even without thinking, you may begin to adopt their attitudes 

and behaviors. All or part of their worldview becomes a part of yours. 

Reading Material: In Topic 3, your learned that your worldview 

is influenced through study and reading. Whether you’re 

reading a textbook, a magazine, a book of fiction, or a newspaper, 

you’re reading words written by someone who has a 

worldview. What people write always reflects their worldview, 

even if they never use the word “worldview” in their writing. 

The pages they write are always filled with events or comments 

that reflect their own personal beliefs about God, the 

universe, people, truth, and right and wrong. Unfortunately, 

some people believe that everything they see in writing must 

be true. What you read can and does influence your worldview! 

Lesson 1 

26 

Television Programs, Movies, Music, Internet Web 

Sites: Television shows, movies, music, and internet web 

sites are produced by people with worldviews. Media are 

very powerful tools that can shape what you believe to 

be true about life and the world. Without even thinking 

about it, you can begin to absorb the values and beliefs 

that you see and hear the media portray day after day. 

it, you can begin to absorb 

What Does God Say About 

the values and beliefs that 

Worldviews? With so many 

you see and hear the media 

worldview messages bombarding 

your heart and mind 

portray day after day. 

and influencing your actions 

People sometimes say, “Oh, 

every second of every day, 

it doesn’t matter what I watch 

it’s important that you understand 

which messages 

or listen to. It’s just a movie, 

or it’s just music!” But whether 

are true and which are false. 

you realize it or not, your 

Unless you do, you’ll not be 

worldview is being influenced 

wearing truthful worldview 

and developed by the sights 

glasses that focus your view 

and sounds you absorb into 

of life and the world. You 

your mind and heart. 

must be careful not to allow 

untruthful worldview beliefs 

Advertising: Do you believe 

to keep you from seeing the 

everything you see or hear 

world in focus. Remember, 

in advertisements? Can you 

what you believe is true will 

identify the hidden messages 

determine your choices and 

in advertisements that try 

actions. And all choices and all 

to persuade you to buy the 

actions have consequences, 

product? Ads are created 

either for good or for evil. 

by people with worldviews, 

and their ads often contain 

God warns us about the powerful 

influence the worldviews 

images and words that reveal 

what they believe to be 

of others can have on us. He 

true about life and the world. 

warns us that worldviews and 

Like watching television and 

beliefs that are not true can 

listening to music, you can 

capture our hearts and minds. 

unconsciously begin to absorb 

The apostle Paul wrote a letter 

these worldview messages into your mind and to an early Christian church in the city of Colosse. 

heart. Soon these messages become part of your His words were true then, and they’re true today. 

own worldview. 

Memorize them, and hide them in your heart. Let 

them guide you as you begin to study and think 

Does your worldview matter? Absolutely! about the amazing world of worldviews. 

Memory Verse 

See to it that no one takes you captive through hollow and deceptive philosophy, which depends on 

human tradition and the basic principles of this world rather than on Christ. Colossians 2:8 


People sometimes say, “Oh, it doesn’t matter what I watch or listen to. It’s just 

a movie, or it’s just music!” But whether you realize it or not, your worldview is 

being influenced and developed by the sights and sounds 

you absorb into your mind and heart. 

Advertising: Do you believe everything you see or hear 

in advertisements? Can you identify the hidden messages 

in advertisements that try to persuade you to buy 

the product? Ads are created by people with worldviews, 

and their ads often contain images and words that reveal 

what they believe to be true about life and the world. Just 



as you can absorb worldview messages from television programs, movies, 

and other media, you can also unconsciously absorb into your mind and heart 

worldview messages from advertising. Soon these messages become part of 

your own worldview. 


What Does God Say About Worldviews? With so many worldview messages 

bombarding your heart and mind and influencing your actions every second of 

every day, it’s important that you understand which messages are true and which 

are false. Unless you do, you’ll not be wearing truthful worldview glasses that 

focus your view of life and the world. You must be careful not to allow untruthful 

worldview beliefs to keep you from seeing the world in focus. Remember, what 

you believe is true will determine your choices and actions. And all choices and 

all actions have consequences, either for good or for evil. 


Lesson 1 





























these worldview messages into your mind and 

heart. Soon these messages become part of your 







and infl uencing your actions 

























to an early Christian church in the city of Colosse. 

His words were true then, and they’re true today. 



about the amazing world of worldviews. 

Memory Verse 




26 

God warns us about the powerful influence the worldviews of others can have 

on us. He warns us that worldviews and beliefs that are not true can capture 

our hearts and minds. The apostle Paul wrote a letter to an early Christian 

church in the city of Colosse. His words were true then, and they’re true today. 

Memorize them, and hide them in your heart. Let them guide you as you begin 

to study and think about the amazing world of worldviews. 


How powerful are worldviews? Can another person's worldview influence 

your worldview? 

What are four powerful influences on your worldview? 

What kinds of people do we observe? 

What kinds of choices and actions do we observe? 

How much influence do you think famous people (movie stars, sports 

heroes, musicians, etc.) have on our beliefs and actions? 

How much influence do people we observe in our everyday lives 

have on our beliefs and actions (i.e., parents, teachers, pastors, 

friends, etc.)? 

Can you think of any way your worldview has been shaped by a particular 

person or a particular group of people you have observed? 

Why do the things we read have such a powerful influence on our 

worldview? 

What kinds of reading materials do you think can influence your 

worldview? 

Is everything you read true? 

What do you need to do to determine if what you're reading is truthful 

or not? 

How much do you think your worldview has been influenced by television, 

movies, popular music, and the internet? In what ways? 

What kinds of messages are communicated through television, movies, 

music, and the internet? Are these kinds of communication evil in 

themselves? Why? Why not? 


27



Are you able to tell the difference between fantasy and reality in what 

you watch through visual media? 

Have you been able to discover some of the worldview messages 

that are communicated through different media? Why? 

Do you discuss with your parents the worldview messages that you 

see and hear through different media? Why? Why not? 

Lesson 1 





























these worldview messages into your mind and 

heart. Soon these messages become part of your 



Memory Verse 





and influencing your actions 

























to an early Christian church in the city of Colosse. 

His words were true then, and they’re true today. 



about the amazing world of worldviews. 




26 

Discuss the Lesson 1 Memory 

Verse to ascertain students' 

understanding of its vocabulary, 

meaning, and application. 

 

How much have you been influenced by television commercials or 

other kinds of advertisements? 

What do advertisements try to get you to do? 

What are some of the methods advertisers use to get your attention 

and to get you to buy their products? 

What kinds of worldview messages are communicated through many 

advertisements? Do you think all of these messages are truthful? 

What warning and command does God give us in the Bible to help 

us know how to respond to the many worldview messages bombarding 

us every day in so many ways? 

What kinds of worldviews can take our minds captive if we're not 

alert and careful? 

How can we guard our hearts and minds against the false worldviews 

of the world? 

WRITE OR DISPLAY BLM Lesson 1 Memory Verse, Colossians 2:8. 

Have students read and recite the verse (SWT p. 26). Discuss in relation to the 

concepts presented in Lesson 1. 

See to it that no one takes you captive through hollow and deceptive 

philosophy, which depends on human tradition and the basic principles of 

this world rather than on Christ. Colossians 2:8 

If you are following the suggested syllabus, assign The Main Points (SWT pp. 

27-28),Thinking About It (SWT pp. 29-30), and Hiding God's Word (SWT pp. 

31-32).If you prefer, create comprehension, application, and enrichment activities 

of your own. 

For more comprehension, application, and enrichment suggestions, see Group 

Activities and Group Discussions on page 3 of the Teacher Manual. 

Suggested Reading/Resources 

Geisler, Norman L., and William D. Watkins. Worlds Apart: A Handbook on Worldviews. 

2nd ed. Grand Rapids: Baker, 1989. 

Nash, Ronald H. Worldviews in Conflict: Choosing Christianity in a World of Ideas. 

Grand Rapids: Zondervan, 1992. 

Phillips, W. Gary, William E. Brown, and John Stonestreet. Making Sense of Your 

World: A Biblical Worldview. Salem, WI: Sheffield, 2008. 


LESSON 2 

A World of worldviews 

An Introduction to Three Major Categories of Worldviews 

Introduction 


People categorize or group worldviews in various ways in order to study them. Some 

arrange worldviews geographically, i.e., a Western worldview or an African worldview. 

Others arrange them by philosophical emphases, i.e., a Marxist worldview or a 

postmodern worldview. Still others arrange them by their beliefs about God, i.e., a 

theistic worldview or a polytheistic worldview. The authors of Making Sense of Your 

World: A Biblical Worldview 1 categorize the major worldviews on the basis of their 

beliefs about ultimate reality. From this perspective, all worldviews fit into one of 

three categories: (1) Worldviews that believe ultimate reality is only material. Such 

worldviews are often identified by the terms materialism, naturalism, humanism, or 

atheism; (2) Worldviews that believe ultimate reality is only immaterial spiritual energy. 

Many variations of this worldview exist, including spiritualism, transcendentalism, 

pantheism, animism, and the New Age movement; (3) Worldviews that believe 

ultimate reality is God, the Creator of the physical universe. These worldviews 

include theism and deism among others, each holding a different understanding 

of God and His creation. 

Lesson 2 introduces students to the three major categories of worldviews they will 

study in A World of Worldviews. The lesson first explores the meaning of theism and 

its expression in the three major theistic world religions—Judaism, Christianity, and 

Islam; next, it explores the meaning of naturalism and naturalistic worldviews; finally, 

it explores the New Age worldview. Each of these categories is later developed 

in depth—Biblical Christianity in Unit 2, Islam in Unit 3, Naturalism in Unit 4, and 

the New Age in Unit 5. Introductory background material for these categories and 

worldviews is provided in the Teacher Manual. 




See Syllabus, p. xv 




lesson. 




topics. 






lesson. 














1 

Phillips, W. Gary, William E. Brown, and John Stonestreet. Making Sense of Your World: A Biblical 

Worldview. Salem, WI: Sheffield, 2008, p. 22. 


For since the creation of the world God’s invisible qualities—his eternal power 

and divine nature—have been clearly seen, being understood from what has 

been made, so that men are without excuse. Romans 1:20 

Objectives 

• Students will identify personal and corporate evidence of different worldviews 

within their own community. 


29



• Students will define a theistic worldview and identify the three major theistic world 

religions. 

• Students will compare and contrast the beliefs about God held by Judaism, 

Christianity, and Islam. 

• Students will identify the sources upon which Judaism, Christianity, and Islam 

base their theistic worldviews. 

• Students will define a naturalistic worldview and identify its essential difference 

from a theistic worldview. 

• Students will identify the major premise upon which the naturalistic worldview is 

based. 

• Students will define the New Age or spiritualist worldview and identify its major 

difference from a theistic worldview. 

• Students will identify the major premises upon which the New Age worldview is 

based. 

Materials 


Optional: Getting Started—Pictures, books, advertisements, and/or 

newspaper and magazine articles and artifacts representing various 

worldviews 

Optional: Topic 1—the Hebrew Torah and the Koran 


Lesson 2 Memory Verse Romans 1:20 

Definition 2a 

Definition 2b 

Definition 2c 

Theism: A worldview based on a belief in the 

existence of an Almighty Personal God, Who is 

also the Creator of the universe 

Judaism: One of three great theistic worldview 

religions based on the belief that God reveals 

truth about Himself and the universe through 

the creation and through the words of the Old 

Testament, including the Torah 

Christianity: One of three great theistic worldview 

religions based on the belief that God reveals truth 

about Himself and the universe through creation, 

through the words of the Old and New Testaments, 

and personally through Jesus Christ 



Definition 2d 

Definition 2e 

Definition 2f 

Islam: One of three great theistic worldview 

religions based on the belief that God reveals truth 

about Himself and the universe through creation, 

through the words of some books of the Old and 

New Testaments, and through the Koran 

Naturalism: An atheistic worldview based on the 

belief that our senses and science prove that the 

material universe is all that exists and all that is 

real 

New Age worldview: A primarily pantheistic 

worldview based on mystical beliefs that God and 

everything in the universe are one impersonal 

spiritual being or energy 




Topic 1 


Topics 2 and 3 


Writing About It. p. 48 


Group Activities 

A World of Worldviews in My Community: Obtain copies of Yellow Pages 

and have groups of students search the sections on churches, mosques, 

and synagogues in order to identify the variety of religious groups in their 

local community. In larger communities, Baha'i, Buddhist, Hindu, and other 

groups may also be listed under churches. You may wish to have students 

search the New Age and/or Psychics categories where New Age shops and 

spiritualist activities and services are listed. Have students share their findings. 

Encourage them to share information about other expressions of different 

worldviews they have observed or know about in their community. 





lesson. 









concepts. 



binder. 

Definition Drill: Make copies of the BLM Definition Cards used in Lessons 

1 and 2. On the blank side of the copy, write the term. Have students work 

in pairs, alternating between displaying and reciting the terms and their 

definitions. 

Community Extensions 

Invite a rabbi to share information about the Torah and how Judaism is 

expressed in your community. 

Invite a Christian science teacher and/or a Christian scientist to share how 

he or she engages the creation in his or her work from a biblical Christian 

perspective. 


31






getting started—So Many Worldviews 


All people embrace a worldview that shapes the way they perceive and respond to 

reality. Whether people wear Hindu belief glasses or Christian belief glasses to focus 

their lives and the world, they see the same world but interpret it and respond to it 

in different ways. Seldom, however, do people live out a worldview that is uniquely 

their own. Worldviews are usually shared corporately, resulting in large numbers 

of people developing communities and cultures with distinctive and identifiable 

characteristics. Some nations, such as Japan, have a rather homogeneous culture, 

with most Japanese embracing the same worldview throughout their nation. There 

is little doubt for visitors that Japan is Japan. On the other hand, the United States is 

a heterogeneous culture, comprised of multiple ethnic and racial groups, many with 

their own unique worldview. In large cities, cultural groups can easily be identified by 

their dress, foods, architecture, worship, and social/family norms and practices. 

In most multicultural nations, people with differing worldviews hold an overarching 

set of beliefs that allows them to coexist peacefully with one another even with their 

differences. Shared values such as respect for life and property, personal freedom, 

democracy, and/or the importance of basic integrity in interpersonal relationships 

allow divergent subcultures to build and maintain a national culture in spite of their 

differences. On the other hand, worldviews within a multicultural community or nation 

can become so diverse that peaceful coexistence with opposing worldviews is no 

longer possible. Culture clashes leading even to civil wars can erupt, destroying the 

fabric of the nations. Of course, when nations hold extremely divergent worldviews 

(or their governments do), international strife and war can result as evidenced in 

the twentieth century's two World Wars and multiple violent regional wars. 

33 

LESSON 2 



Getting G Started--So Many Worldviews 

A word of caution: Although outward appearances, both personal and corporate, 

often reveal much about the worldview of individuals and communities, they are 

not fool-proof indicators. We must be careful not to judge or label a person's or a 

group's worldview by external criteria only. A woman wearing a sari may or may not 

be a Hindu, and a pierced and tattooed man may or may not hold a biblical Christian 

worldview. As we will see, many people in Western cultures hold eclectic worldviews 

that have been shaped by the world of worldviews they have encountered. 

So Many Views of the World: In Lesson 1, you But is such thinking boring? Is it really not important 

learned that a worldview is a set of beliefs through 

to think about what you believe and know if your 

which you view and interpret life and the world beliefs give you the true picture of your life and the 

and that guides your choices and behaviors. You world? If you think about it, you know that what 

learned that a worldview is like a pair of glasses people believe always leads to action. And if what 

that helps you bring life and the world into focus. they believe isn’t true, their choices and behaviors 

You learned that everyone does not hold the can have tragic consequences, not only for themselves, 

but also for entire communities, nations, 

same basic beliefs about life and the world. In 

other words, people don’t all wear the same kind and the world. Remember--beliefs lead to choices, 

of “belief glasses” to help them bring life and the and choices always have consequences. 

world into focus. People have different beliefs 

about God, the universe, people, truth, and right Looking at a World of Worldviews: People 

and wrong. These different beliefs or views of around the world hold many different sets of beliefs 

life and the world lead people to behave or act in 

or worldviews. Even in your own community, you 

different ways. 

know that people have different views about God, 

the universe, people, truth, and right and wrong. 

With so many ways of looking at life and the And although they don’t wear signs announcing 

world and so many ways to behave, have you their worldview, we can know something about 

ever wondered which worldview is the correct their worldview by observing them. First, individual 

one? Does any one worldview provide a more behaviors provide clues about people’s beliefs and 

accurate or truthful understanding 

of the world 

not to judge or label others by what they look like 

view of the world. Although we must be careful 

than other worldviews 

or what they do, behaviors such how they dress 

do? You also learned 

and speak often reveal how they interpret life and 

in Lesson 1 that most 

the world. 

people don’t think about 

their worldview or ask 

Second, when large numbers of people hold the 

important worldview 

same worldview, we often see evidence of that 

questions. Many people 

worldview within the nation and communities 

think like Amanda, who 

where they live. For example, in nations and 

told Joshua, “I think it’s 

communities where many people are Christians 

boring to think about life 

and hold a biblical Christian worldview, we would 


expect to see many churches. We would also 

what I like to do.” 

expect to see Christian schools and bookstores 


33 


 

Have students turn to Getting Started (SWT p. 33). Have them read So Many 

Views of the World. 

So Many Views of the World: In Lesson 1, you learned that a worldview is a 

set of beliefs through which you view and interpret life and the world and that 

guides your choices and behaviors. You learned that a worldview is like a pair 



of glasses that helps you bring life and the world into focus. You learned that 

everyone does not hold the same basic beliefs about life and the world. In other 

words, people don’t all wear the same kind of “belief glasses” to help them 

bring life and the world into focus. People have different beliefs about God, the 

universe, people, truth, and right and wrong. These different beliefs or views of 

life and the world lead people to behave or act in different ways. 

With so many ways of looking at life and the world and so many ways to behave, 

have you ever wondered which worldview is the correct one? 

Does any one worldview provide a more accurate or truthful 

understanding of the world than other worldviews do? You also 

learned in Lesson 1 that most people don’t think about their 

worldview or ask important worldview questions. Many people 

think like Amanda, who told Joshua, “I think it’s boring to think 

about life and the world and all that kind of stuff. I just do what 

I like to do.” 


33 

LESSON 2 



Getting G Started--So Many Worldviews 

So Many Views of the World: In Lesson 1, you But is such thinking boring? Is it really not important 

learned that a worldview is a set of beliefs through 

to think about what you believe and know if your 

which you view and interpret life and the world beliefs give you the true picture of your life and the 

and that guides your choices and behaviors. You world? If you think about it, you know that what 

learned that a worldview is like a pair of glasses people believe always leads to action. And if what 

that helps you bring life and the world into focus. they believe isn’t true, their choices and behaviors 

You learned that everyone does not hold the can have tragic consequences, not only for themselves, 

but also for entire communities, nations, 

same basic beliefs about life and the world. In 

other words, people don’t all wear the same kind and the world. Remember--beliefs lead to choices, 

of “belief glasses” to help them bring life and the and choices always have consequences. 

world into focus. People have different beliefs 

about God, the universe, people, truth, and right Looking at a World of Worldviews: People 

and wrong. These different beliefs or views of around the world hold many different sets of beliefs 

life and the world lead people to behave or act in 

or worldviews. Even in your own community, you 

different ways. 

know that people have different views about God, 


With so many ways of looking at life and the And although they don’t wear signs announcing 

world and so many ways to behave, have you their worldview, we can know something about 

ever wondered which worldview is the correct their worldview by observing them. First, individual 

one? Does any one worldview provide a more behaviors provide clues about people’s beliefs and 

accurate or truthful understanding 

of the world 

not to judge or label others by what they look like 

view of the world. Although we must be careful 

than other worldviews 

or what they do, behaviors such how they dress 

do? You also learned 

and speak often reveal how they interpret life and 

in Lesson 1 that most 

the world. 

people don’t think about 

their worldview or ask 

Second, when large numbers of people hold the 

important worldview 

same worldview, we often see evidence of that 

questions. Many people 

worldview within the nation and communities 

think like Amanda, who 

where they live. For example, in nations and 

told Joshua, “I think it’s 

communities where many people are Christians 

boring to think about life 

and hold a biblical Christian worldview, we would 


expect to see many churches. We would also 

what I like to do.” 

expect to see Christian schools and bookstores 


33 

But is such thinking boring? Is it really not important to think about what you 

believe and know if your beliefs give you the true picture of your life and the 

world? If you think about it, you know that what people believe always leads to 

action. And if what they believe isn’t true, their choices and behaviors can have 

tragic consequences, not only for themselves, but also for entire communities, 

nations, and the world. Remember—beliefs lead to choices, and choices always 

have consequences. 


What is a worldview? 

What do we mean when we say that a worldview is like a pair of 

glasses? 

What are the major categories of beliefs that people try to interpret 

through their worldview glasses? 

Does everyone come to the same conclusion about beliefs in these 

categories? 

What kinds of evidence do you see or know about that shows that 

people hold different beliefs about God, the universe, people, truth, 

and right and wrong? 

Do you agree with Amanda's view or Joshua's view about the importance 

of knowing what you believe? Why? 

Have students read Looking at the World of Worldviews (SWT pp. 33-34). 

 

Looking at a World of Worldviews: People around the world hold many different 

sets of beliefs or worldviews. Even in your own community, you know that 

people have different views about God, the universe, people, truth, and right 

and wrong. And although they don’t wear signs announcing their worldview, we 

can know something about their worldview by observing them. First, individual 

behaviors provide clues about people’s beliefs and view of the world. Although 

we must be careful not to judge or label others by what they look like or what 

they do, behaviors such as how they dress and speak often reveal how they 

interpret life and the world. 

At this point, a distinction is not 

made between a religion and a 

worldview. Christianity, Judaism, 

and Islam, for example, 

are considered religions, each 

based on a theistic worldview. 

Religions are defined by codified 

communal practices, including 

prayer, ritual, and religious law 

centered around beliefs about 

God, the universe, people, truth, 

and moral values. From this definition, 

even Secular Humanism 

has been defined as a religion 

by the U.S. Supreme Court 

(Torcaso v. Watkins, 1961). 

Worldviews, on the other hand, 

are not codified, systematized, 

or practiced formally as are 

religions. Still, they include 

beliefs about God, the universe, 

people, truth, and values that influence 

individual and corporate 

behaviors. 


33

7 

9 

14 

16 


Lesson 2 

4 

1 


34 

and different kinds of Christian organizations that 

Now think about your own community or perhaps 

serve the local community and other parts of the a 

community you know something about through 

world. In countries where most of the people hold books or television. How do you know that people 

other worldviews, we’d expect to see temples or 

here or there hold many different worldviews? 

mosques where they worship beings they believe 

to be their gods or God. We’d also expect to see 

Study the pictures below and on the next page. 

festivals, clothing, and customs that would tell Discuss them with your classmates. Can you 

us about their beliefs as a community. In some 

identify any worldview beliefs represented in the 

countries, the worldview of the government leaders 

pictures? 

may not include a belief in God at all or a belief 

in the value of each citizen as an image-bearer 

Caution: Although people’s behaviors and the 

of God. In these countries, we may not see any 

communities they build refl ect their worldviews, 

places of worship because they may be illegal. one picture can never tell you everything that a 

Even in these countries, however, Christians and person or group of people believe about God, the 

others may be worshiping in secret. 


2 

5 

34 


3 

6 

Second, when large numbers of people hold the same worldview, we often see 

evidence of that worldview within the nation and communities where they live. 

For example, in nations and communities where many people are Christians 

and hold a biblical Christian worldview, we would expect to see many churches. 

We would also expect to see Christian schools and bookstores and different 

kinds of Christian organizations that serve the local community and other parts 

of the world. In countries where most of the people hold other worldviews, we’d 

expect to see temples or mosques where they worship beings they believe to 

be their gods or God. We’d also expect to see festivals, clothing, and customs 

that would tell us about their beliefs as a community. In some countries, the 

worldview of the government leaders may not include a belief in God at all or a 

belief in the value of each citizen as an image-bearer of God. In these countries, 

we may not see any places of worship because they may be illegal. Even in 

these countries, however, Christians and others may be worshiping in secret. 

Now think about your own community or perhaps a community you know something 

about through books or television. How do you know that people here or 

there hold many different worldviews? 

Study the pictures below and on the next page. Discuss them with your classmates. 

Can you identify any worldview beliefs represented in the pictures? 

Discerning a person's actions as 

right or wrong is not the same as 

judging or condemning, which 

Christians are forbidden to do 

(Matthew 7:1). 

Caution: Although people’s behaviors and the communities they build reflect their 

worldviews, one picture can never tell you everything that a person or group of 

people believes about God, the universe, people, truth, and right and wrong. 


What kinds of clues about an individual's or a community's worldview 

have you seen or know about? Give some examples. 

What must you be careful not to do when you observe another person's 

looks or actions? 

35 


If you are following the suggested syllabus, there is no written assignment in 

the Student Worktext for Getting Started. Develop student comprehension 

and application by leading a class discussion about worldviews (or worldview 

beliefs) depicted in the pictures on pages 34-35 in the SWT. Remind students 

that some pictures clearly represent certain worldview beliefs, while others may 

only suggest beliefs people hold. 

Note: Students do not need to label or name a particular worldview 

represented by the pictures. 

8 

5 

12 

11 

15 

Optional Getting Started Activity: DISPLAY pictures, books, advertisements, 

and/or newspaper and magazine articles and artifacts representing various 

worldviews. Have students identify the type of worldview or specific beliefs 

represented. Discuss as time permits. 

13 

10 

17 


35 







topic 1. worldviews that believe 

Both god and Nature exist 

In order to study worldviews, various systems of organization have been devised. 

Worldviews can be categorized according to their perspective of God and the natural 

world or cosmos. Under this category, we would find a variety of theistic worldviews 

that hold to the existence of one Personal Creator God. We would also find in this 

category atheistic worldviews that deny God's existence and affirm the cosmos as the 

only and ultimate reality. And we would find in this category polytheistic worldviews that 

affirm the existence of more than one god and pantheistic worldviews that affirm God 

and the universe are essentially an indefinable and mystical or spiritual oneness. 

Worldviews can be categorized more broadly, sometimes by including the majority 

view of people living in one region of the world. For example, when people refer to 

the African worldview, they are usually referring to animistic beliefs held by large 

numbers of African tribal cultures. Or when they refer to an Eastern worldview, 

they are referring to pantheistic beliefs common in Far Eastern cultures. Of course, 

these categories must be understood broadly since in most parts of the world today 

multiple minority worldviews are expressed within the majority. 

In A World of Worldviews, worldviews are explored in relation to their understanding 

of both God and the natural world, i.e., those that hold a belief that both a Personal 

Creator God and His created universe exist, those that hold a belief that only the 

natural world/universe exists, and those that hold a belief that "God" (an impersonal 

force) and the universe exist as one mystical force or spirit. 

Topic 1 introduces students to theism, the belief that a Personal Creator God exists 

and that He is the ultimate reality. He is the beginning point, so to speak, of a 

worldview that is based not only on His existence but also on His revelation of His 

existence to creation. Theism is the worldview of the world's three great religions: 

Judaism, Christianity, and Islam. Each of these religions holds a belief in an eternal, 

holy, omnipotent, omniscient, and omnipresent spiritual Being, Who created all that 

exists. Beyond these commonly held beliefs, each of these religions holds different 

and incompatible beliefs about the nature of God. Judaism and Islam believe that 

God is one, and only one, while Christianity believes that God is one God in three 

Persons—Father, Son, and Holy Spirit. Each of these religions also believes that 

truth exists in God and that He reveals the truth of His existence through creation. 

And all three believe that God also reveals Himself through oral/written revelation. 

Judaic theism is based on God's revelation in the Torah, the first five books of the 

Old Testament. Christian theism is based on God's revelation in both the Old and 

New Testaments. Islamic theism is based on God's revelation through the angel 

Gabriel to the prophet Mohammed in words later recorded in the Koran. Only biblical 

Christian theism holds the belief that God also revealed Himself to creation through 

the incarnation of His Son, Jesus Christ. 

There are many variations within 

theistic worldviews. Deism, for 

example, believes that God exists 

and that He is the Creator. 

However, He has left the world 

to run on its own, i.e., God is the 

absent landlord or watchmaker. 

He is not sovereignly involved in 

life on the planet. Within deism 

there are different views about 

people's relationship with God, 

the afterlife, etc. 

The term "The Great Religions" 

is used in literature to refer to 

the three major theistic religions 

of history: Judaism, Christianity, 

and Islam. 

Judaism is not included in depth 

in A World of Worldviews. It is 

introduced here as one of the 

three major world religions 

based on a theistic worldview. 


35

God Makes a covenant with Abraham 



While these three religions are theistic and hold some common beliefs about God 

and the universe, they maintain unique differences and practices based on their 

understandings of what they believe God reveals either through written revelation, 

or, as in Christianity, through Jesus Christ, God incarnate. 

Teacher-Student Worktext Discussion (SWT pp. 36) 

Have students turn to Topic 1 (SWT p. 36). Have them read the title. Explain 

that one of the ways we can study the many kinds of worldviews is to look first 

at those that hold the view that both God and nature or the universe are real 

and that God is the Creator of the universe. 

Have students read Theistic Worldviews. 

Lesson 2 

Topic 1 

Worldviews That Believe Both God and Nature Exist 

Theistic Worldviews: Many different kinds of Judaism is the great world religion that was developed 

and practiced by the ancient Hebrew people, 

worldviews exist today. In fact, so many kinds 

of worldviews exist that it’s hard to identify all of whom God chose and formed into the nation of 

them by name. One way to help us study them Israel from the descendants of Abraham. 

is to organize them into categories according to 

their beliefs about God and nature or the universe. 

When we look at the different worldviews this way, 

we find three major groups or categories. We’ll 

explore the first category in Topic 1. 

Some people hold a worldview that includes a belief 

in one Personal and living God. This God is the 

One who created the universe, including the world 

and everything in it. This God is separate from His 

creation though He is very much involved in sustaining 

it. He is an all-powerful Personal spiritual 

being, who is also all-present, all-knowing, and 

absolutely holy. This God is eternal, unchanging, 

and worthy of our worship. 

A worldview that includes a belief in one Personal 

and living Creator God is called a theistic worldview. 

The name for this category comes from 

the ancient Greek word theos, meaning God. A 

theistic worldview is found in three of the world’s 

major or great religions: Judaism, Christianity, 

and Islam. Although each of these religions is 

theistic--holding a belief in one Personal Creator 

God--we’ll see that there are differences in what 

each believes about this Personal God. 

Theism 

A worldview based on a belief in the existence 

of an Almighty personal God, Who 

is also the Creator of the universe 

36 

The people who practice this theistic worldview 

religion are called Jews. Although they believe that 

God is a Personal Being and that He created the 

world, Jews do not believe that God is one God 

in three Persons--God the Father, God the Son 

and Messiah, and God the Holy Spirit. 

Jews believe that their theistic worldview is 

based on revelation from God. In other words, 

God reveals or shows people that He exists and 

what He is like. He reveals Himself to people in 

two primary ways. First, Jews believe that God 

speaks to people through the creation. Just by 

looking at the world, all people can know there is 

a wise and Almighty Creator. Jews also believe 

that God revealed special truth to people about 


36 

 

Theistic Worldviews: Many different kinds of worldviews exist today. In fact, 

so many kinds of worldviews exist that it’s hard to identify all of them by name. 

One way to help us study them is to organize them into categories according 

to their beliefs about God and nature or the universe. When we think about 

all the different worldviews this way, we find there are three major groups or 

categories. We’ll explore the first category in Topic 1. 

Some people hold a worldview that includes a belief in one Personal and living 

God. This God is the Creator of the universe, including the world and everything 

in it. This God is separate from His creation though He is very much involved 

in sustaining it. He is an all-powerful Personal spiritual being, Who is also allpresent, 

all-knowing, and absolutely holy. This God is eternal, unchanging, and 

worthy of our worship. 

A worldview that includes a belief in one Personal and living Creator God is 

called a theistic worldview. The name for this category comes from the ancient 

Greek word theos, meaning God. A theistic worldview is found in three of the 

world’s major or great religions: Judaism, Christianity, and Islam. Although 

each of these religions is theistic—holding a belief in one Personal Creator 

God—we’ll see that there are differences in what each believes about this 

Personal God. 


What is a theistic worldview? 

From what root word and language do we get the words "theism" 

and '"theistic"? 

What belief about God do theistic worldviews hold? 

Which three world religions are based on a theistic worldview? 

Do these three religions believe exactly the same thing about God, 

the Creator? How do you think they differ? 

Explain that the different views of God held by each of the three great theistic 

religions are explored later in the lesson. 


God Makes a covenant with Abraham 


Have students locate the definition for theism (SWT p. 36). 


WRITE OR DISPLAY BLM Definition 2a, Theism: A worldview based on a 

belief in the existence of an Almighty Personal God, Who is also the Creator 

of the universe. 

Discuss briefly, modifying the definition if desired based on students' understanding 

and suggestions. 

Judaism 

Have students read Judaism (SWT pp. 36-37). 

Judaism is the great world religion that was developed and 

Lesson 2 

36 

practiced by the ancient Hebrew people, whom God chose 

Topic 1 

Worldviews That Believe Both God and Nature Exist 

and formed into the nation of Israel from the descendants 

Theistic Worldviews: Many different kinds of Judaism is the great world religion that was developed 

and practiced by the ancient Hebrew people, 

worldviews exist today. In fact, so many kinds 

of worldviews exist that it’s hard to identify all of whom God chose and formed into the nation of 

them by name. One way to help us study them Israel from the descendants of Abraham. 

of Abraham. 

is to organize them into categories according to 

The people who practice this theistic worldview religion are 

called Jews. Although they believe that God is a Personal 

Being and that He created the world, Jews do not believe that God is one God 

in three Persons—God the Father, God the Son and Messiah, and God the 

Holy Spirit. 

Jews believe that their theistic worldview is based on revelation from God. In 

other words, God reveals or shows people that He exists and what He is like. 

He reveals Himself to people in two primary ways. First, Jews believe that God 

speaks to people through the creation. Just by looking at 

the world, all people can know there is a wise and Almighty 

Creator. Jews also believe that God revealed 

special truth to people about Himself through 

the Old Testament books of the Bible, including 

the first five books—Genesis, Exodus, 

The Torah 

Leviticus, Numbers, and Deuteronomy. Jews 

refer to these five books as the Torah. Jews, however, do not 

believe that God revealed Himself through His Son Jesus or through the New 

Testament books of the Bible. 

Although you will not study Judaism in A World of Worldviews, it is important to 

understand that people who practice this religion have a theistic worldview. 

their beliefs about God and nature or the universe. 

When we look at the different worldviews this way, 

we fi nd three major groups or categories. We’ll 

explore the fi rst category in Topic 1. 

Some people hold a worldview that includes a belief 

in one Personal and living God. This God is the 

One who created the universe, including the world 

and everything in it. This God is separate from His 

creation though He is very much involved in sustaining 

it. He is an all-powerful Personal spiritual 

being, who is also all-present, all-knowing, and 

absolutely holy. This God is eternal, unchanging, 

and worthy of our worship. 

A worldview that includes a belief in one Personal 

and living Creator God is called a theistic worldview. 

The name for this category comes from 

the ancient Greek word theos, meaning God. A 

theistic worldview is found in three of the world’s 

major or great religions: Judaism, Christianity, 

and Islam. Although each of these religions is 

theistic--holding a belief in one Personal Creator 

God--we’ll see that there are differences in what 

each believes about this Personal God. 

36 

37 

Theism 

A worldview based on a belief in the existence 

of an Almighty personal God, Who 

is also the Creator of the universe 

Himself through the Old T e stament books of the 

Bible, especially the fi rst fi ve books--Genesis, 

Exodus, Leviticus, Numbers, and Deuteronomy. 

Jews refer to these fi ve books as the T o rah. Jews, 

however, do not believe that God revealed Himself 

through His Son Jesus or through the New T e stament 

books of the Bible. 

Although you will not study Judaism in A World 

of Worldviews, it is important to understand that 

people who practice this religion have a theistic 

worldview. 

The Torah 

Judaism 

One of three great theistic worldview 

religions based on the belief that God 

reveals truth about Himself and the universe 

through the creation and through 

the words of the T o rah 

The people who practice this theistic worldview 

religion are called Jews. Although they believe that 

God is a Personal Being and that He created the 

world, Jews do not believe that God is one God 

in three Persons--God the Father, God the Son 

and Messiah, and God the Holy Spirit. 

Jews believe that their theistic worldview is 

based on revelation from God. In other words, 

God reveals or shows people that He exists and 

what He is like. He reveals Himself to people in 

two primary ways. First, Jews believe that God 

speaks to people through the creation. Just by 

looking at the world, all people can know there is 

a wise and Almighty Creator. Jews also believe 

that God revealed special truth to people about 



Christianity is another of the world’s great religions. 

People who embrace this theistic worldview 

religion are called Christians. Christians believe 

that God is one Personal living Creator God. But 

unlike Judaism that views God as only one Person, 

Christianity views and understands God as one 

God in three Persons. You may remember from 

earlier studies that Christians refer to this important 

biblical truth as the doctrine of the Trinity. While 

Christians believe in one God, they understand 

Him to be one God in three equal but unique 

Persons--God the Father, God the Son, and God 

the Holy Spirit. As you may already know and will 

study more later, God the Father sent God the 

Son, Jesus Christ, to live on the earth to redeem 

His sinful image-bearers and the earth from the 

curse of the fall. 

Christians also believe that their theistic worldview 

is based on revelation from God. Like Jews, Christians 

believe that God speaks to people through 

what can be observed in the creation. Like Jews, 

Christians believe that God reveals special truth 

about Himself through the Old T e stament books of 

the Bible. Unlike Jews, however, Christians believe 

that God reveals Himself through God the Son, 

Jesus Christ. And also unlike Jews, Christians 

believe that God reveals truth about Himself in 

the New T e stament books of the Bible. Christians 

understand that God is the one true God in three 

Persons--Father, Son, and Holy Spirit--from the 

truths God reveals in the words of all the books 

in the Old and New T e staments. 


Which theistic religion was practiced by the ancient Hebrews? 

What are people called who embrace or practice Judaism? 

Into what nation of people did God form the Hebrew people? 

What special role did God create for Israel to fulfill in His plan for 

creation? 

How is the theistic worldview of Judaism like biblical Christian theism? 

How is it different? 

On what is the theistic worldview of Judaism based? 


The Judaic worldview is also 

shaped by the Talmud, the 

authoritative writings that interpret 

and apply the Torah to 

Jewish life. 

Students may be familiar with 

synagogues, Hanukkah, and 

Bar Mitzvah celebrations or 

clothing worn by orthodox 

Jews. 

37 


37



What is the Torah? 

In what ways have you seen the Judaic theistic worldview expressed 

in our community? 

OPTION: DISPLAY a Torah (Hebrew or Hebrew/English). Compare it with the 

first five books of the Old Testament. 

Have students locate the definition for Judaism (SWT p. 37). 

WRITE OR DISPLAY BLM Definition 2b, Judaism: One of three great theistic 

worldview religions based on the belief that God reveals truth about Himself 

and the universe through the creation and through the words of the Old Testament, 

including the Torah. 

37 

The biblical Christian worldview 

is developed in the lessons of 

Unit 2. Only its uniqueness as a 

theistic worldview is introduced 

here. 

Himself through the Old T e stament books of the 

Bible, especially the first five books--Genesis, 

Exodus, Leviticus, Numbers, and Deuteronomy. 

Jews refer to these five books as the T o rah. Jews, 

however, do not believe that God revealed Himself 

through His Son Jesus or through the New T e stament 

books of the Bible. 

Although you will not study Judaism in A World 

of Worldviews, it is important to understand that 

people who practice this religion have a theistic 

worldview. 

Lesson 2 

The Torah 

Judaism 



reveals truth about Himself and the universe 

through the creation and through 

the words of the T o rah 


In the lessons of Unit 2, you will study the biblical 

Christian worldview--its view of God, the universe, 

people, truth, and right and wrong. The title of Unit 

2 is “Biblical Christianity: The True View of God 

and the World.” 

38 

Christianity 



reveals truth about Himself and the 

universe through creation, through the 

words of the Old and New T e staments, 



Christianity is another of the world’s great religions. 

People who embrace this theistic worldview 

religion are called Christians. Christians believe 

that God is one Personal living Creator God. But 

unlike Judaism that views God as only one Person, 

Christianity views and understands God as one 

God in three Persons. You may remember from 

earlier studies that Christians refer to this important 

biblical truth as the doctrine of the Trinity. While 

Christians believe in one God, they understand 

Him to be one God in three equal but unique 

Persons--God the Father, God the Son, and God 

the Holy Spirit. As you may already know and will 

study more later, God the Father sent God the 

Son, Jesus Christ, to live on the earth to redeem 

His sinful image-bearers and the earth from the 

curse of the fall. 

Christians also believe that their theistic worldview 

is based on revelation from God. Like Jews, Christians 

believe that God speaks to people through 

what can be observed in the creation. Like Jews, 

Christians believe that God reveals special truth 

about Himself through the Old T e stament books of 

the Bible. Unlike Jews, however, Christians believe 

that God reveals Himself through God the Son, 

Jesus Christ. And also unlike Jews, Christians 

believe that God reveals truth about Himself in 

the New T e stament books of the Bible. Christians 

understand that God is the one true God in three 

Persons--Father, Son, and Holy Spirit--from the 

truths God reveals in the words of all the books 

in the Old and New T e staments. 

Islam is the third great world religion based on a 

theistic worldview. People who practice Islam are 

called Muslims. Like Christians and Jews, Muslims 

believe in one living Creator God. Like Jews, they 

believe that God is one Person, not one God in 

three Persons as Christians believe. Later, you will 

learn about other important differences in Muslims’ 

and Christians’ beliefs about God. 

Muslims, like Christians and Jews, believe that 

their theistic worldview is based on revelation from 

God. However, Muslims believe that God spoke 

through the angel Gabriel to a man named Muhammad 

over a period of several years. Muslims 

believe Muhammad received God’s messages 

while he was alone in the desert. Muhammad was 

called God’s prophet, telling others the messages 

Muslims believe he received from God. 

Many years after Muhammad died, his teachings 

were written down in a book called the Koran or 

Qur’an. Muslims have also developed their theistic 

worldview from the first fi ve books of the Old 

Te 

stament or T o rah, the Psalms of David, and the 

Gospels of the New T e stament. However, Muslims 

do not believe everything in these books of the 

Bible. Muslims believe that Jews and Christians 

have changed or corrupted the original versions 

of these books of the Bible. 


37 

38 

 



Christianity 

Have students read Christianity (SWT pp. 37-38). 

Christianity is another of the world’s great religions. People who embrace this 

theistic worldview religion are called Christians. Christians believe that God is 

one Personal living Creator God. But unlike Judaism that views God as only one 

Person, Christianity views and understands God as one God in three Persons. 

You may remember from earlier studies that Christians refer to this important 

biblical truth as the doctrine of the Trinity. While Christians 

believe in one God, they understand Him to be one God 

in three equal but unique Persons—God the Father, God 

the Son, and God the Holy Spirit. As you may already 

know and will study more later, God the Father sent God 

the Son, Jesus Christ, to live on the earth to redeem His 

sinful image-bearers and the earth from the curse of the fall. 

Christians also believe that their theistic worldview is 

based on revelation from God. Like Jews, Christians 

believe that God speaks to people through what can be 

observed in the creation. Like Jews, Christians believe 

that God reveals special truth about Himself through the 

Old Testament books of the Bible. Unlike Jews, however, Christians believe 

that God reveals Himself through God the Son, Jesus Christ. And 

also unlike Jews, Christians believe that God reveals truth about 

Himself in the New Testament books of the Bible. Christians understand 

that God is the one true God in three Persons—Father, 

Son, and Holy Spirit—from the truths God reveals in the words 

of all the books in the Old and New Testaments. 

In the lessons of Unit 2, you will study the biblical Christian worldview—its view 

of God, the universe, people, truth, and right and wrong. The title of Unit 2 is 

“Biblical Christianity: The True View of God and the World.” 





How is biblical Christian theism like Judaic theism? How is it different? 

On what do Christians base their theistic worldview? 

On what beliefs about revelation do Jews and Christians agree? 

On what beliefs about revelation do Jews and Christians differ? 

From where do the words "Christian" and "Christianity" come? 

Who is Jesus Christ? 

Why is Jesus unique among all people who have ever lived on 

earth? 

What role did God send Jesus to earth to fulfill? 

What is the Bible? 

Have students locate the definition for Christianity (SWT p. 38). 

WRITE OR DISPLAY BLM Definition 2c, Christianity: One of three great 

theistic worldview religions based on the belief that God reveals truth about 

Himself and the universe through creation, through the words of the Old and 

New Testaments, and personally through Jesus Christ. 



Islam 

Have students read Islam (SWT pp. 38-39). 

Muslims, like Christians and Jews, believe that their 

theistic worldview is based on revelation from God. 

However, Muslims believe that God spoke through the 

angel Gabriel to a man named Muhammad over a period 

of several years. Muslims believe Muhammad received 

God’s messages while he was alone in the desert. 

Muhammad was called God’s prophet, telling others the messages Muslims 

believe he received from God. 

Christian worldview--its view of God, the universe, 

people, truth, and right and wrong. The title of Unit 

2 is “Biblical Christianity: The True View of God 

and the World.” 

38 

Christianity 



reveals truth about Himself and the 

universe through creation, through the 

words of the Old and New T e staments, 


 

Islam is the third great world religion based on a theistic worldview. People who 

Lesson 2 

38 

practice Islam are called Muslims. Like Christians and Jews, Muslims believe 

Islam is the third great world religion based on a 

theistic worldview. People who practice Islam are 

called Muslims. Like Christians and Jews, Muslims 

believe in one living Creator God. Like Jews, they 

in one living Creator God. Like Jews, they believe that God is one Person, not 

believe that God is one Person, not one God in 

three Persons as Christians believe. Later, you will 

learn about other important differences in Muslims’ 

and Christians’ beliefs about God. 

one God in three Persons as Christians believe. Later, you will learn about other 

Muslims, like Christians and Jews, believe that 

their theistic worldview is based on revelation from 

God. However, Muslims believe that God spoke 

important differences in Muslims’ and Christians’ beliefs about God. 

In the lessons of Unit 2, you will study the biblical 

through the angel Gabriel to a man named Muhammad 

over a period of several years. Muslims 

believe Muhammad received God’s messages 

while he was alone in the desert. Muhammad was 

called God’s prophet, telling others the messages 

Muslims believe he received from God. 

Many years after Muhammad died, his teachings 

were written down in a book called the Koran or 

Qur’an. Muslims have also developed their theistic 

worldview from the first five books of the Old 

Te 

stament or T o rah, the Psalms of David, and the 

Gospels of the New T e stament. However, Muslims 

do not believe everything in these books of the 

Bible. Muslims believe that Jews and Christians 

have changed or corrupted the original versions 

of these books of the Bible. 


Many years after Muhammad died, his teachings were written down in a book 

called the Koran or Qur’an. Muslims have also developed 

their theistic worldview from the first five books 

of the Old Testament or Torah, the Psalms of 

David, and the Gospels of the New Testament. 

However, Muslims do not believe everything 

in these books of the Bible. Muslims believe 

The Islamic worldview is also 

shaped by the Hadiths, which 

include the oral interpretations 

of the words and actions of 

Muhammad. 


39


39 



As you can see, Judaism, Christianity, and Islam 

are based on a theistic worldview--they believe in 

Islam 

the existence of an Almighty personal Creator God. 

However, you can also see that these worldviews 


do not believe the same things about the one true religions based on the belief that God 

God. Likewise, each holds different beliefs about reveals truth about Himself and the 

the universe, people, truth, and right and wrong. universe through creation, through the 

words of some books of the Old and New 

As you work your way through A World of Worldviews 

this year, you will explore in more depth two 

T e staments, and through the Koran 

of these three theistic worldviews. In Unit 2, you will 

study “Biblical Christianity: The True View of God 

and the World.” In Unit 3, you will study “Islam: An 

Unbiblical View of God and the World.” 

that Jews and Christians have changed or corrupted the original versions of 

these books of the Bible. 

As you can see, Judaism, Christianity, and Islam are based on a theistic 

worldview—they believe in the existence of an Almighty Personal Creator God. 

However, you can also see that these worldviews do not believe the same 

things about the one true God. Likewise, each holds different beliefs about the 


As you work your way through A World of Worldviews this year, you will explore 

in more depth two of these three theistic worldviews. In Unit 2, you will study 

“Biblical Christianity: The True View of God and the World.” In Unit 3, you will 

study “Islam: An Unbiblical View of God and the World.” 


39 


What is the third great world religion based on a theistic worldview? 

What are people who practice Islam called? 

How is the Islamic view of God basically different from the biblical 

Christian view? 

Who is Muhammad? 

On what do Muslims base their view of God and the world? 

What is the Koran? 

What parts of the Old and New Testaments do Muslims believe to be 

revelation from God? 

How does the Islamic view of the Torah, the Psalms, and the Gospels 

differ from the Jewish and Christian view? 

OPTION: DISPLAY a Koran (Arabic or Arabic/English). 

Have students locate the definition for Islam (SWT p. 39). 

WRITE OR DISPLAY BLM Definition 2d, Islam: One of three great theistic 

worldview religions based on the belief that God reveals truth about Himself 

and the universe through creation, through the words of some books of the Old 

and New Testaments, and through the Koran. 



If you are following the suggested syllabus, assign The Main Points (SWT 

pp. 41-42). If you prefer, create comprehension, application, and enrichment 

activities of your own. 






topic 2. worldviews that believe only nature exists 


In contrast to theism and theistic worldviews that view God as the Ultimate Reality 

and Creator of the physical cosmos, naturalism views the material universe as the 

only and, therefore, ultimate reality. God simply does not exist, or if He might exist 

(agnosticism), He is irrelevant to the natural world and the issues of life. Because 

the concept of creation necessitates a Creator, which naturalists reject, the matter 

that makes up the physical cosmos is believed to be eternal. It has to have always 

existed. It simply is and always has been, without a Creator. 

Therefore, the basis for a naturalistic worldview cannot be found in revelation from 

a Higher Authority or God. Only things that can be observed, touched, or proven 

to exist through the scientific method are real. Everything that happens within the 

material world is caused by forces or factors contained within the material world 

itself. There is no "outside intervention." To admit such a possibility would open the 

door to speculation about a Creator or an Intelligent Force, concepts that are not 

permitted in a naturalistic worldview. 

Naturalism is an inclusive term for a number of worldviews, including Materialism, 

Scientism, Atheism, and Secular Humanism. Although each of these worldviews 

bears some distinguishing characteristics, the essential belief that binds them 

together is that nature is the ultimate reality. 

Naturalism is an increasingly aggressive worldview in Western cultures, competing 

directly with all theistic worldviews, especially biblical Christian theism. Although 

the West is considered to be "Christian" in the broadest sense of the term (though 

considered post-Christian by many), true biblical Christian theism is being syncretized 

with elements of naturalism, or, in some cases, completely abandoned in favor of 

naturalism. 


Have students turn to Topic 2 (SWT p. 43). Have them read the title. Have them 

identify a missing element in these worldviews. 

Have students read Naturalistic Worldviews (SWT p. 43). 

 

Naturalistic Worldviews: Some worldviews hold that the natural or physical 

earth and universe are all that exist. These worldviews do not include beliefs 

about a Personal God except the belief that God does not 

exist. These worldviews are called naturalistic worldviews. 

They are identified by the names naturalism, materialism, 

and atheism. Each of these has some similar and some 

different beliefs about God, the universe, people, truth, 

43 


Topic 2 

Worldviews That Believe Only Nature Exists 

Naturalistic Worldviews: Some worldviews hold the Greek word theos hat t means God. Adding the 

that the natural or physical earth and universe are 

letter a to these words changes their meaning. 

all that exist. These worldviews do not include 

The prefix a can mean without or not. Therefore, 

beliefs about a Personal God except the belief 

atheism is the word used to describe a worldview 

that God does not exist. These worldviews are 

that believes God does not exist. 

called naturalistic worldviews. They are identifi ed 

by the names naturalism, materialism, and athe- 

The naturalistic worldview or naturalism is based 

ism. Each of these has some similar and some on 

only what we can discover and understand 

different beliefs about God, the universe, people, 

with our minds and our senses. It is not based on 

truth, and right and wrong. 

the belief that God exists and reveals or speaks 

truth to people about the world. People with a 

naturalistic worldview believe that the truth about 

what exists can be known only through science. 

And they believe science proves that the natural 

or 

material world is all there is and all there ever 

will be. 

You can see the root word nature in the word 

naturalism. This worldview holds that only things 

that can be seen or proven to exist in nature are 

real. 

You can see the root word material in the word 

materialism. This worldview is very similar to In 

the lessons of Unit 4, you will learn more about 

naturalism. It holds that only material or physical 

how a naturalistic worldview looks at God, the 

things exist or are real. If something is immaterial 

universe, people, truth, and right and wrong. The 

(not material) such as God or your spirit, then it 

title of Unit 4 is “Naturalism: An Unbiblical View 

does not exist or is not real. 

of 

the World Without God.” 

Because we cannot touch or see God or conduct 

Naturalism 

a laboratory experiment to prove He exists, people 

who hold a naturalistic or materialistic worldview An atheistic worldview based on the 

usually also hold an atheistic worldview. If you belief that our senses and science prove 

look carefully at the words atheistic and atheism, that the material universe is all that exists 

and is real 

you will see the words theistic and theism. As you 

learned in Topic 1, theistic and theism come from 


43 


41


43 



Topic 2 

Worldviews That Believe Only Nature Exists 

Naturalistic Worldviews: Some worldviews hold the Greek word theos hat t means God. Adding the 

that the natural or physical earth and universe are 

letter a to these words changes their meaning. 

all that exist. These worldviews do not include 

The prefix a can mean without or not. Therefore, 

beliefs about a Personal God except the belief 

atheism is the word used to describe a worldview 

that God does not exist. These worldviews are 


called naturalistic worldviews. They are identifi ed 

by the names naturalism, materialism, and athe- 

The naturalistic worldview or naturalism is based 

ism. Each of these has some similar and some on 

only what we can discover and understand 


with our minds and our senses. It is not based on 


the belief that God exists and reveals or speaks 

truth to people about the world. People with a 

naturalistic worldview believe that the truth about 

what exists can be known only through science. 

And they believe science proves that the natural 

or 

material world is all there is and all there ever 

will be. 

You can see the root word nature in the word 

naturalism. This worldview holds that only things 

that can be seen or proven to exist in nature are 

real. 

You can see the root word material in the word 

materialism. This worldview is very similar to In 

the lessons of Unit 4, you will learn more about 

naturalism. It holds that only material or physical 

how a naturalistic worldview looks at God, the 

things exist or are real. If something is immaterial 

universe, people, truth, and right and wrong. The 

(not material) such as God or your spirit, then it 

title of Unit 4 is “Naturalism: An Unbiblical View 

does not exist or is not real. 

of 

the World Without God.” 

Because we cannot touch or see God or conduct 

Naturalism 

a laboratory experiment to prove He exists, people 

who hold a naturalistic or materialistic worldview An atheistic worldview based on the 

usually also hold an atheistic worldview. If you belief that our senses and science prove 

look carefully at the words atheistic and atheism, that the material universe is all that exists 

and is real 

you will see the words theistic and theism. As you 

learned in Topic 1, theistic and theism come from 


43 


You can see the root word nature in the word naturalism. This worldview holds 

that only things that can be seen or proven to exist in nature are real. 

You can see the root word material in the word materialism. This worldview is 

very similar to naturalism. It holds that only material or physical things exist or 

are real. If something is immaterial (not material) such as God or your spirit, 

then it does not exist or is not real. 

Because we cannot touch or see God or conduct a laboratory experiment to 

prove He exists, people who hold a naturalistic or materialistic worldview usually 

also hold an atheistic worldview. If you look carefully at the words atheistic 

and atheism, you will see the words theistic and theism. As you learned in Topic 

1, theistic and theism come from the Greek word theos that means God. Adding 

the letter a to these words changes their meaning. The prefix a can mean 

without or not. Therefore, atheism is the word used to describe a worldview 


The naturalistic worldview or naturalism is based on only what we can discover 

and understand with our minds and our senses. It is not based on the belief that 

God exists and reveals or speaks truth to people about 

the world. People with a naturalistic worldview believe that 

the truth about what exists can be known only through 

science. And they believe science proves that the natural 

or material world is all there is and all there ever will be. 

In the lessons of Unit 4, you will learn more about how a naturalistic worldview 

looks at God, the universe, people, truth, and right and wrong. The title of Unit 

4 is “Naturalism: An Unbiblical View of the World Without God.” 


What is naturalism? 

From what root word does the word "naturalism" come? 

What word refers to someone who believes God does not exist? 

What root word and prefix create the word "atheist"? 

If people who hold a naturalistic worldview do not believe in the existence 

of a Creator God, how do they explain the existence of matter 

(the physical material that makes up the physical universe)? 

On what do naturalists base their worldview? 

How does the basis for naturalism differ from the basis for theistic 

worldviews? 

Why do people who hold a naturalistic worldview deny the existence 

of God, spirits, and the human soul? 

Have students locate the definition for naturalism (SWT p. 43). 



WRITE OR DISPLAY BLM Definition 2e, Naturalism: An atheistic worldview 

based on the belief that our senses and science prove that the material universe 

is all that exists and all that is real. 




Have students locate the Lesson 2 Memory Verse (SWT p. 44). 

WRITE OR DISPLAY BLM Lesson 2 Memory Verse, Romans 1:20. 

For since the creation of the world God’s invisible qualities—his eternal 

Lesson 2 

44 

power and divine nature—have been clearly seen, being understood from 

Memory Verse 

For since the creation of the world God’s invisible qualities--his eternal power and 

what has been made, so that men are without excuse. Romans 1:20 

divine nature--have been clearly seen, being understood from what has been made, 

so that men are without excuse. Romans 1:20 

Have students read and recite the verse. Discuss in relation to the tenets of 

naturalism. 


This verse tells us that God has invisible qualities. What are God's 

invisible qualities? 

Is God invisible? Why? 

This verse says God's invisible qualities can be seen. Can they? How? 

What does this verse mean when it says "men are without excuse"? 

Why do people who hold a naturalistic worldview have no excuse for 

not believing God exists? 

Topic 3 

Worldviews That Believe Nature Is God and God Is Nature 

The New Age Worldview: Some worldviews hold The word pantheism is often used when referring 

that there is no difference between God and things 

to the New Age worldview. The prefix pan means 

that exist in the natural or physical earth and universe. 

These worldviews do not believe that God you already know refers to a worldview that be- 

all. When placed before the word theism, which 

is a Personal Being. In these worldviews, “God” is 

lieves in one personal Creator God, the new word 

an impersonal force, spirit, or energy. Everything 

becomes pantheism. Pantheism is a worldview 

that exists is part of this impersonal spiritual or 

that believes that all things are “God,” and this 

energy force called “God.” In other words, the earth 

includes you and everything in the universe. 

is God, I am God, and you are God. Everything is 

part of this one impersonal “God-force.” 

The name “new age” may sound at first like a 

strange one for this mystical worldview that believes 

everything is God and God is everything. 

But people who hold this worldview believe that 

a 

new age or time of peace and harmony on 

earth will begin when enough others come to 

understand that everything that exists is part of 

one spiritual or energy force called God. As you 

will learn later, there is nothing “new” about this 

worldview. It includes worldview beliefs held by 

people from earliest history. Y o u will also learn 

that these beliefs are unbiblical. 

The New Age beliefs about God, the universe, 

These worldviews are called by many names, 

people, truth, and right and wrong are not based 

but perhaps the most familiar include New Age on 

special revelation from God. Many of this 

and spiritualism. The religions of Hinduism and 

worldview’s beliefs are based on ancient writings of 

Buddhism also include the belief that God is all, 

philosophers and magicians. They are also based 

and all is God. 

on 

the writings of people called astrologers, who 

44 



topic 3. worldviews that believe 

nature is god and god is nature 

Biblical Christian theism posits the existence of an Almighty and Personal Creator 

God. It also affirms that God is separate from or transcendent over His creation. 

(Students will explore this concept in Unit 2.) Naturalism, of course, denies the 

existence of God and holds that matter is uncreated and, therefore, eternal. In 

opposition to both theism and naturalism, the New Age worldview is based on the 

belief that everything that exists is part of a universal oneness. This oneness is 

often referred to as God, but unlike the God of biblical Christian theism, the New 

Age "God" is an impersonal spiritual force or energy inseparable from the universe 

and everything it contains. Therefore, there is no difference between God, people, 

a rock, or a vegetable. The New Age worldview is essentially pantheistic, i.e., God 

and the world are one impersonal spiritual reality and the only reality. Although there 

are many expressions of pantheism and many expressions of New Age thought, 

the belief that God is all and all is God is common among them. 

In the book Another Gospel, Ruth Tucker describes the rise and popularity of the 

New Age movement in Western culture. She, like others who have studied and 


43



written about this movement or worldview, acknowledges that it is difficult to define. 

In fact, it defies definition by its very nature. Tucker says the following: 

The most popular and widely publicized new religion in recent years has been the New 

Age movement, a difficult-to-define variety of mystical, spiritualistic, and occult groups 

that above all else are not new. From channeling to crystals to harmonic convergence, 

celebrities and ordinary citizens have been captivated by this increasingly popular religious 

trend (Grand Rapids: Zondervan, 1989, p. 319). 

Today, the New Age spirituality continues to draw millions of Westerners into its grip. 

Why? Because like the deceitful promise Satan made in the Garden of Eden, the New 

Age movement promises personal liberation and a new era of global harmony that 

can only occur when enough people realize that they are God and then recapture 

their Godlikeness that is lying dormant within them. 

New Age thinking is based on ancient occult, pagan/animist practices as well as on 

the more formalized writings of Eastern religions, including Hinduism and Buddhism, 

with their wide variety of yoga and meditation practices. The New Age worldview 

incorporates elements of astrology, Theosophy, Transcendentalism, Scientology, 

and a multitude of psycho-spiritual writings and movements. It is often packaged 

in sophisticated corporate seminars designed to help employees reach their 

maximum potential for the company. The New Age worldview is blended smoothly 

into educational programs that teach students how to get in touch with their inner 

potential and to become self-actualized beings. In recent years, it has become part 

of the training for the medical professions. 

The New Age worldview is packaged and promoted through music, books, and 

entertainment. New Age shops blatantly sell occult and other "spiritual" items to 

those enticed or entrapped by the promises of the movement. 


Have students turn to Topic 3 (SWT p. 44). Have them read the title. Have them 

share their thoughts about what it means and whether or not it is reasonable. 

Have them read The New Age Worldview. 

Lesson 2 

Memory Verse 

For since the creation of the world God’s invisible qualities--his eternal power and 

divine nature--have been clearly seen, being understood from what has been made, 

so that men are without excuse. Romans 1:20 

Topic 3 

Worldviews That Believe Nature Is God and God Is Nature 

The New Age Worldview: Some worldviews hold The word pantheism is often used when referring 

that there is no difference between God and things 

to the New Age worldview. The prefi x pan means 

that exist in the natural or physical earth and universe. 

These worldviews do not believe that God 

you already know refers to a worldview that be- 

all. When placed before the word theism, which 

is a Personal Being. In these worldviews, “God” is 

lieves in one personal Creator God, the new word 

an impersonal force, spirit, or energy. Everything 

becomes pantheism. Pantheism is a worldview 

that exists is part of this impersonal spiritual or 

that believes that all things are “God,” and this 

energy force called “God.” In other words, the earth 

includes you and everything in the universe. 

is God, I am God, and you are God. Everything is 

part of this one impersonal “God-force.” 

The name “new age” may sound at first like a 

strange one for this mystical worldview that believes 

everything is God and God is everything. 

But people who hold this worldview believe that 

a 

new age or time of peace and harmony on 

earth will begin when enough others come to 

understand that everything that exists is part of 

one spiritual or energy force called God. As you 

will learn later, there is nothing “new” about this 

worldview. It includes worldview beliefs held by 

people from earliest history. Y o u will also learn 

that these beliefs are unbiblical. 

The New Age beliefs about God, the universe, 

These worldviews are called by many names, 

people, truth, and right and wrong are not based 

but perhaps the most familiar include New Age on 

special revelation from God. Many of this 

and spiritualism. The religions of Hinduism and 

worldview’s beliefs are based on ancient writings of 

Buddhism also include the belief that God is all, 

philosophers and magicians. They are also based 

and all is God. 

on 

the writings of people called astrologers, who 

44 

 

The New Age Worldview: Some worldviews hold that there is no difference 

between God and things that exist in the natural or physical earth and universe. 

These worldviews do not believe that God is a Personal Being. In these worldviews, 

“God” is an impersonal force, spirit, or energy. Everything that exists is 

part of this impersonal spiritual or energy force called “God.” In other words, 

the earth is God, I am God, and you are God. Everything is part of this one 

impersonal “God-force.” 

These worldviews are called by many names, but perhaps 

the most familiar include New Age and spiritualism. The 

religions of Hinduism and Buddhism also include the 

belief that God is all, and all is God. 

44 




The word pantheism is often used when referring to the New Age worldview. The 

prefix pan means all. When placed before the word theism, which you already 

know refers to a worldview that believes in one Personal Creator God, the new 

word becomes pantheism. Pantheism is a worldview that believes that all things 

are “God,” and this includes you and everything in the universe. 


The name “new age” may sound at first like a strange one for this mystical 

worldview that believes everything is God and God is everything. But people 

who hold this worldview believe that a new age or time of peace and harmony 

on earth will begin when enough people come to understand that everything 

that exists is part of one spiritual or energy force called God. As you will learn 

later, there is nothing “new” about this worldview. It includes worldview beliefs 

held by people from earliest history. You will also learn that these beliefs are 

unbiblical. 

The New Age beliefs about God, the universe, people, truth, and right and 

wrong are not based on special revelation from God. Many of this worldview’s 

beliefs are based on ancient writings of philosophers and magicians. They are 

also based on the writings of people called astrologers, who believe they can 

understand the truth about the world by studying the position and movement of 

stars. Many beliefs of the New Age worldview are also 

based on human imagination and superstition. Again, 

people who hold this worldview have very different 

beliefs about God, the universe, people, truth, and right 

and wrong than people who hold a theistic or even a 

naturalistic worldview. 

45 


believe they can understand the truth about the You will study this very popular mystical worldview 

world by studying the position and movement of 

in Unit 5. The title of Unit 5 is “The New Age: An 

stars. Many beliefs of the New Age worldview are Unbiblical View of God as the World and the World 

also based on human imagination and superstition. 

as God.” 

Again, people who hold this worldview have very 


truth, and right and wrong than people who hold 

New Age Worldview 

a theistic or even a naturalistic worldview. 

A primarily pantheistic worldview based 

on mystical beliefs that God and everything 

in the universe are one impersonal 

spiritual being or energy 

You will study this very popular mystical worldview in Unit 5. The title of Unit 

5 is “The New Age: An Unbiblical View of God as the World and the World as 

God.” 


45 


What is the New Age worldview? 

How do New Age beliefs about God differ from biblical Christian 

beliefs? 

How do New Age beliefs about people differ from biblical Christian 

beliefs? 

On what is the New Age worldview based? 

What evidence of the New Age worldview have you seen in our community? 

In the media? In entertainment? 

Why do you think the New Age worldview is attractive to people 

today? What hope does it promise people? 

We say that the promises of the New Age worldview are not really 

new at all. Can you think of the first time the promises of this unbiblical 

worldview were presented to God's image-bearers? What happened? 

Have students locate the definition for New Age Worldview (SWT p. 45). 

Review the fall as recorded in 

Genesis 3. Students who have 

participated in Building on the 

Rock in earlier grades should 

have a good understanding of 

the importance of this key event 

and Satan's promise to Eve that 

she would become like God if 

only she would eat the forbidden 

fruit. 


45



WRITE OR DISPLAY BLM Definition 2f, New Age Worldview: A primarily 

pantheistic worldview based on mystical beliefs that God and everything in the 

universe are one impersonal spiritual being or energy. 



If you are following the suggested syllabus, assign The Main Points (SWT p. 

47), Writing About it (SWT p. 48), and Hiding God's Word (SWT, pp. 49-50). 


your own. 


LESSON 3 

God's great story 

Creation, Fall, and Redemption—A Cosmic Drama in Three Acts 

Introduction 


Lesson 3 sets the stage for the study of the biblical Christian worldview in Lessons 

5-10 by having students look at their lives as well as God's plan for creation within 

the context of story. The lesson is designed to show students that all peoples' lives 

are composites of stories lived out or shaped by one or more overarching or grand 

narratives that they consciously or unconsciously embrace. In the case of God's 

great narrative, the central themes of creation, fall, and redemption are graphically 

pictured as three acts of a cosmic drama in which Christians live out the smaller 

stories of their lives. The details of this metanarrative are unpacked as the essential 

affirmations of the biblical Christian worldview in later lessons. 


19 

For God in all his fullness was pleased to live in Christ, 20 and through him God 

reconciled everything to himself. He made peace with everything in heaven 

and on earth by means of Christ’s blood on the cross. 

Colossians 1:19-20 NLT 

Objectives 

• Students will identify and share some of the large and small stories of their lives 

that are incorporated into their overall life stories. 

• Students will explain the relationship between a person's worldview and the 

stories of his or her life. 




See Syllabus, p. xvi 




lesson. 




topics. 






lesson. 














• Students will explore God's plan for creation within the context of a three-act play, 

God's Great Story. 

• Students will begin to make connections between God's great story and their 

personal life stories. 

Materials 

Worldview Posters 

Creation Posters 


47





Lesson 3 Memory Verses Colossians 1:19-20 NLT 

Word/Phrase 3a 

Definition 3a 

Definition 3b 

Definition 3c 

Definition 3d 

Redeem 

The Creation: The heavens and the earth and 

everything in them, both visible and invisible, 

created out of nothing by the word of God and 

sustained by Him 

The Fall: The entrance of sin into the creation 

through the temptation of Satan and disobedience 

of Adam and Eve, resulting in disharmony in all 

the relationships of creation 

Redeem: To pay something in order to free a 

person from a debt, punishment, or captivity 

God's Plan for Redemption: God's plan to redeem 

and restore harmony in each relationship of 

creation through the payment of Jesus' death on 

the cross and His resurrection 


Note: Student Worktext Activities 

(SWT pp. 63-68) for Lesson 

3 are designed as a culminating 

activity on Day 3 of the lesson 

presentation. See Syllabus, 

pp. xvi. 





lesson. 









concepts. 



binder. 


Topics 1-4 





Group Discussion 

Before and After: Lead a discussion to help students contemplate and share 

what they think the perfection of creation in the beginning might have been 

like. Then have them identify various kinds of changes in the relationships 

of creation since the fall. Have them identify institutions as well as products 

necessitated by the fall that are often considered part of normal life on earth 

(i.e., hospitals, law enforcement, armies, medicines, eye glasses, locks and 

keys, clothing, cemeteries, etc.). 

Group Activity 

Before and After: Have students collect pictures representing life on earth 

before and after the fall. Display on two bulletin boards or have students 

create individual contrasting collages. 

Note: Pictures representing the world at creation can be only representative 

since all creation has been affected by the fall. 


God's Great Story 





getting started—the stories of our lives 


People seldom if ever sit around talking about their worldview. Rather, they talk 

about the events or stories of their lives, which, of course, have been shaped by 

their worldview. Stories may provide insights into or even a clear understanding of 

a person's worldview, but most people never stop to think about the stories they 

hear or tell within the context of worldview. 

Before exploring the formal concept of worldview, it may be helpful to think of people 

living out the stories of their lives within the context of an overarching grand story or 

metanarrative. Each of these grand stories includes one or more major themes within 

which the concepts of God, the cosmos, people, truth, and values are understood. 

In naturalism, for example, we find the themes of chance and evolution. People 

who embrace these metanarrative themes live out the smaller stories of their lives 

essentially within this context. Biblical Christians, on the other hand, believe in God's 

grand story, which He has revealed and which is framed within the major themes 

of 1) the creation, 2) the fall, and 3) God's plan for redemption. 

One way to explore God's grand story is to think of it as a play consisting of three 

major acts corresponding to the three foundational biblical doctrines or themes 

of creation, fall, and redemption. We could include a fourth act representing the 

final glorification of creation at Jesus' return when He will create a new heavens 

and earth. The script for this drama is, of course, the Bible. As the script unfolds, it 

reveals the essential truths for understanding life and the world—truths about God, 

the universe, people, truth, and values. For Christians, these core truths form their 

worldview—the framework of beliefs through which they interpret the world and that 

determine their behavior. 


Have students turn to the Unit 2 title page (SWT p. 51). Have them study the 

icon for Unit 2. Discuss to ascertain students' understanding. 


How do the parts of this picture relate to the title of Unit 2? 

What word in the title is extremely important? Why? 

Do you think the word "true" will describe any other worldview? Why? 

Why not? 

51 

UNIT 2 

BIBLICAL CHRISTIANITY 

THE TRUE VIEW OF GOD 

AND THE WORLD 

Explain that Unit 2 explores the biblical Christian view of God, the universe, 

people, truth, and right and wrong. 


51 


49



 

Have students turn to Getting Started (SWT p. 52). Have them read the title 

and subtitle of Lesson 3. 

DISPLAY a Bible. 


Who is the author of this book? 

What great story is told or revealed to us within these pages? 

If we were to divide this story into three main parts, what would we 

name them? Why? 

Do you believe this story is truth or fiction? Why? 

Explain that Lesson 3 explores the Bible within the context of a story, God's 

true and great story of the creation, the fall, and His plan for redemption of His 

creation. 

LESSON 3 

Creation, Fall, and Redemption--Part 1 

God‛s Great Story--A Play in Three Acts 

Getting G Started--The Stories of Our Lives 

Te lling Stories: Everyone’s life is full of stories. Our Stories and Our Worldview: In Lessons 1 

Think about what you and your friends talked and 2, you were introduced to a world of worldviews. 

You learned that a worldview is a set of 

about when school began this year. You probably 

told stories about your vacations or your summer beliefs through which you view and interpret life 

sports teams. Maybe you shared stories about a and the world and that guides your choices and 

move your family made or about the birth of a new behaviors. A worldview is a set of basic beliefs 

baby in your family. And during the school year about God, the universe, people, truth, and right 

you’ll continue to share with your friends the small and wrong. 

stories and the big stories of your life. 

Now let’s link our worldview with the stories of our 

lives. As you learned earlier, people don’t stop and 

say, “Let’s see now--before I make a choice and 

act, what are my worldview beliefs telling me to 

do?” No, for the most part you make hundreds, 

perhaps thousands, of choices each day without 

thinking about your worldview. And at the end of 

the day, you’ve lived out or created several more 

small stories about your life that you could share 

with others. Some may not be too interesting--just a 

normal day, we sometimes say, while others would 

be very interesting, even exciting. But interesting or 

Why is telling stories such a big part of our lives? not, the small daily stories of our lives are shaped 

Why do we enjoy telling our stories and listening 

or affected by our deeply held worldview beliefs. 

to the stories of others? Maybe it’s because we 

believe that most of the events in our lives are 

important. Even small stories, like how a movie we 

saw on the weekend affected us, are important. 

And certainly the big stories, like how moving to 

another city or country affected us, are important. 

We want people to know about us, and we want to 

know about others, and one of the most important 

ways we get to know others and they get to know 

us is through telling stories. 


52 

 

Have students read Telling Stories (SWT p. 52). 

Telling Stories: Everyone’s life is full of stories. Think about what you and your 

friends talked about when school began this year. You probably told stories 

about your vacations or your summer sports teams. Maybe you shared stories 

about a move your family made or about the birth of a new baby in your family. 

And during the school year you’ll continue to share with your friends the small 


Why is telling stories such a big part of our lives? Why do we enjoy telling our 

stories and listening to the stories of others? Maybe it’s 

because we believe that most of the events in our lives are 

important. Even small stories, like how a movie we saw 

on the weekend affected us, are important. And certainly 

the big stories, like how moving to another city or country 

affected us, are important. We want people to know about 

us, and we want to know about others, and one of the most important ways we 

get to know others and they get to know us is through telling stories. 

Have students share the themes of some of the stories they have exchanged 

with others today. 


Why do we want to tell our stories to other people? Why do we want 

to listen to other people's stories? 

If you were to write a book about your life, of what would the book 

consist? 

What do we learn about other people through their stories? 

Do you think there could be a relationship between the many stories 

of our lives and our worldview? Why? 



 

Have students read Our Stories and Our Worldview (SWT pp. 52-53). 

Our Stories and Our Worldview: In Lessons 1 and 2, you were introduced to a 

world of worldviews. You learned that a worldview includes a set of beliefs about 

God, the universe, people, truth, and right and wrong. And it is your worldview 

through which you view and interpret life and the world and that guides your 

choices and behaviors. 

Now let’s link our worldview with the stories of our lives. As you learned earlier, 

people don’t stop and say, “Let’s see now—before I make a choice and act, 

what are my worldview beliefs telling me to do?” No, for the most part you make 

hundreds, perhaps thousands, of choices each day without thinking about your 

worldview. And at the end of the day, you’ve lived out or created several more 

small stories about your life that you could share with others. 

Some may not be too interesting—just a normal day, 

we sometimes say, while others would be very interesting, 

even exciting. But interesting or not, the small daily stories 

of our lives are shaped or affected by our deeply held 

worldview beliefs. 


52 

LESSON 3 


God‛s Great Story--A Play in Three Acts 

Getting G Started--The Stories of Our Lives 

Te lling Stories: Everyone’s life is full of stories. Our Stories and Our Worldview: In Lessons 1 

Think about what you and your friends talked and 2, you were introduced to a world of worldviews. 

You learned that a worldview is a set of 

about when school began this year. You probably 

told stories about your vacations or your summer beliefs through which you view and interpret life 

sports teams. Maybe you shared stories about a and the world and that guides your choices and 

move your family made or about the birth of a new behaviors. A worldview is a set of basic beliefs 

baby in your family. And during the school year about God, the universe, people, truth, and right 

you’ll continue to share with your friends the small and wrong. 


Now let’s link our worldview with the stories of our 

lives. As you learned earlier, people don’t stop and 

say, “Let’s see now--before I make a choice and 

act, what are my worldview beliefs telling me to 

do?” No, for the most part you make hundreds, 

perhaps thousands, of choices each day without 

thinking about your worldview. And at the end of 

the day, you’ve lived out or created several more 

small stories about your life that you could share 

with others. Some may not be too interesting--just a 

normal day, we sometimes say, while others would 

be very interesting, even exciting. But interesting or 

Why is telling stories such a big part of our lives? not, the small daily stories of our lives are shaped 

Why do we enjoy telling our stories and listening 

or affected by our deeply held worldview beliefs. 

to the stories of others? Maybe it’s because we 

believe that most of the events in our lives are 

important. Even small stories, like how a movie we 

saw on the weekend affected us, are important. 

And certainly the big stories, like how moving to 

another city or country affected us, are important. 

We want people to know about us, and we want to 

know about others, and one of the most important 

ways we get to know others and they get to know 

us is through telling stories. 


As you might imagine, people with different worldviews write the small and big 

stories of their lives differently. A young Muslim girl, for example, although she 

has family stories, school stories, and play stories that all children experience, 

will experience and tell her stories through Islamic belief glasses. Or a young 

boy who is told from an early age that God does not exist will live out his stories 

through naturalistic belief glasses. 

53 


As you might imagine, people with different all times, the Bible. Let’s imagine for a few minutes 

that God tells us His magnifi cent story as a 

worldviews write the small and big stories of their 

lives differently. A young Muslim girl, for example, 

drama--a play in three acts. As the curtain opens 

although she has family stories, school stories, on 

the greatest drama ever written, we’ll read 

and play stories that all children experience, will 

some of the Author’s script and see the major 

experience and tell her stories through Islamic 

acts presented through symbolic pictures. As we 

belief glasses. Or a young boy who is told from 

read and watch the drama unfold, let’s see how 

an early age that God does not exist will live out 

many truths about God, the universe, people, 

his stories through naturalistic belief glasses. 

truth, and right and wrong we can identify. 

Because some of the people around us have different 

worldviews than ours, our stories are also 

infl uenced by their worldviews. This doesn’t mean 

that we adopt or accept these other worldviews, 

but they do infl uence us. Sometimes different 

worldviews cause confl icts among people and 

among nations. These confl icts create dramatic 

and often painful stories for the people involved 

in them. 

Because some of the people around us have different worldviews than ours, our 

stories are also influenced by their worldviews. This doesn’t mean that we adopt 

or accept these other worldviews, but they do influence us. Sometimes different 

worldviews cause conflicts among people and among nations. These conflicts 

create dramatic and often painful stories for the people involved in them. 

The Greatest Story of All: Before we begin to 

study the biblical Christian worldview in more 

detail, let’s look at God’s story about Himself and 

His creation. God’s story is by far the greatest 

story of all, and we live out the smaller, individual 

stories of our lives within His grand story. When 

we study God’s story, we’ll understand our own 

stories better and see how our worldview infl u- 

ences them. 

God’s great story is not fi ction. It’s about a real 

God, Who created a real world. And because 

God wants us to know the truths of His story, He 

had it written down for us in the greatest book of 

In the beginning 

God created the 

heavens and the 

earth. Genesis 1:1 



53 

Why does our worldview affect the small and big stories of our lives? 

How might the stories of someone with a naturalistic or atheistic 

worldview differ from someone with a theistic or Christian worldview? 

Do you think any of the stories of your life have been influenced 

by the stories of people who have different worldview beliefs than 

yours? Give examples. 

What kinds of stories do people who live among others who hold different 

worldviews than theirs sometimes experience? Why? 

Have students read The Greatest Story of All (SWT p. 53). 

 

The Greatest Story of All: Before we begin to study the biblical Christian 

worldview in more detail, let’s look at God’s story about Himself and His creation. 

God’s story is by far the greatest story of all, and we live out the smaller, 

individual stories of our lives within His grand story. When we study God’s 

story, we’ll understand our own stories better and see how our worldview 


51



influences them. 

God’s great story is not fiction. It’s about a real God, Who created a real world. 

And because God wants us to know the truths of His story, He 

had it written down for us in the greatest book of all times, the 

Bible. Let’s imagine for a few minutes that God tells His magnificent 

story as a drama—a play in three acts. As the curtain 

opens on the greatest drama ever written, we’ll read some of 

the Author’s script and see the major acts presented through 

symbolic pictures. As we read and watch God's Great Story 

unfold, let’s see how many truths about God, the universe, 

people, truth, and right and wrong we can identify. 


In the beginning 

God created the 

heavens and the 

earth. Genesis 1:1 

Beyond the small stories of our lives, a great eternal story or drama 

exists. What story is that? 

If you were to title the three acts of God's Great Story, what titles 

would you give them? Why? 

Do you think God's Great Story includes truths about Himself? The 

universe? People? Truth? Right and wrong? 

How do you think an understanding of the truths in God's Great Story 

affects the stories of your life? Why? 

Lesson 3 

54 

topic 1. act 1. scene 1. god's good creation 


Act 1 opens with the scene of creation and the words, "In the beginning God . . . 

(Genesis 1:1). This act reveals the origin of the heavens, the earth, and everything 

in them. The six days of creation conclude with God creating His image-bearers 

and calling them to rule the earth as the crown of creation. 

Later in the Script, we learn that God not only created everything, He also sustains 

everything He created. (See Genesis 8:22, various Psalms, Colossians 1:16-17, 

Hebrews 1:3.) The scene is one of perfect harmony and includes everything that 

God created, both visible and invisible. 

Topic 1--Act 1. Scene 1. God‛s Good Creation 

God Creates: “I, the LORD, speak the truth.” 

5 Y o u made him a little lower 

Isaiah 45:19 

than the heavenly beings 

and crowned him with glory and honor. 

1 In the beginning God created the heavens and 

6 You made him ruler over the works of your hands; 

the earth. 

you put everything under his feet: 

7 all flocks and herds, and the beasts of the fi eld, 

3 And God said, “Let there be light,” and there 8 the birds of the air, and the fish of the sea, 

was light. 

all that swim the paths of the seas. 

Psalm 8:5-8 

6 And God said, “Let there be an expanse between 

the waters to separate water from water.” 8 God God saw all that he had made, and it was very 

called the expanse “sky.” 

good. And there was evening, and there was 

9 And God said, “Let the water under the sky be 

morning--the sixth day. Genesis 1:31 

gathered to one place, and let dry ground appear.” 

And it was so. 

For in six days the LORD made the heavens and 

the earth, the sea, and all that is in them . . .. 

11 Then God said, “Let the land produce vegetation 

. . . according to their various kinds.” And it 

Exodus 20:11 

was so. 

For by him all things were created: things in 

heaven and on earth, visible and invisible, whether 

14 And God said, “Let there be lights in the expanse 

thrones or powers or rulers or authorities; all 

of the sky to separate the day from the night, and 

things were created by him and for him. 

let them serve as signs to mark seasons and days 

Colossians 1:6 

and years . . .” And it was so. 

God Sustains: He is before all things, and in him 

20 And God said, “Let the water teem with living 

all things hold together. Colossians 1:17 

creatures, and let birds fly above the earth across 

the expanse of the sky.” 

The Son is the radiance of God’s glory and the 

24 And God said, “Let the land produce living exact representation of his being, sustaining all 

creatures according to their kinds . . ..” And it things by his powerful word. Hebrews 1:3 

was so. 

26 Then God said, “Let us make man in our image, 

in our likeness . . ..” 

Genesis 1:1, 3, 6, 8, 9, 11 , 14, 20, 24, 26 

The Creation 

The heavens and the earth and everything in them, both visible and invisible, 

created out of nothing by the Word of God and sustained by Him 

54 



 

Have students turn to Topic 1. Have them read the title. Explain that the "Script" 

for Act 1, Scene 1, is an abbreviated account of creation as well as verses 

from other parts of the Bible woven together to provide the key biblical truths 

about creation. If time permits, you may prefer to have students read the entire 

creation account in Genesis 1. 

Have students first read the woven script for each act and scene. Then discuss 

the symbolic picture of each act. During the discussion, have students record 

in their worktext the symbol in the picture that portrays each truth. 



DISPLAY Worldview Poster 1, The Creation. 


Have students read God Creates (SWT p. 54). 

 

God Creates: “I, the LORD, speak the truth.” Isaiah 45:19 

1 

In the beginning God created the heavens and the earth. 

3 

And God said, “Let there be light,” and there was light. 

6 

And God said, “Let there be an expanse between the waters to separate water 

from water.” 8 God called the expanse “sky.” 

9 

And God said, “Let the water under the sky be gathered to one place, and let 

dry ground appear.” And it was so. 

Lesson 3 




Isaiah 45:19 





the earth. 


7 all flocks and herds, and the beasts of the field, 


was light. 


Psalm 8:5-8 













Exodus 20:11 

was so. 













creatures, and let birds fl y above the earth across 





was so. 



Genesis 1:1, 3, 6, 8, 9, 11 , 14, 20, 24, 26 

54 

11 

Then God said, “Let the land produce vegetation . . . according to their various 

kinds.” And it was so. 

14 

And God said, “Let there be lights in the expanse of the sky to separate the 

day from the night, and let them serve as signs to mark seasons and days and 

years . . .” And it was so. 

20 

And God said, “Let the water teem with living creatures, and let birds fly above 

the earth across the expanse of the sky.” 

24 

And God said, “Let the land produce living creatures according to their kinds 

. . ..” And it was so. 

26 

Then God said, “Let us make man in our image, in our likeness . . ..” 

Genesis 1:1, 3, 6, 8, 9, 11, 14, 20, 24, 26 

54 

The Creation 




5 

You made him a little lower than the heavenly beings 


6 

You made him ruler over the works of your hands; 


7 

all flocks and herds, and the beasts of the field, 

8 

the birds of the air, and the fish of the sea, 


Psalm 8:5-8 

God saw all that he had made, and it was very good. And there was evening, 

and there was morning—the sixth day. Genesis 1:31 

For in six days the LORD made the heavens and the earth, the sea, and all that 

is in them . . .. Exodus 20:11 

For by him all things were created: things in heaven and on earth, visible and 

invisible, whether thrones or powers or rulers or authorities; all things were 

created by him and for him. Colossians 1:6 


53



DISPLAY the Creation Posters in sequence or distribute to students who can 

display them sequentially as you discuss each day of creation. 


What does the first sentence of Act 1 tell you? Why are these words 

so important? 

How do you know you can trust that the first words of Act 1 are true? 

In what order did God create the things in heaven and on earth? 

How did God create? 

Have students display the Creation Posters or refer to your display. 

Do you see any reason for the order of creation? Explain. 

What is the "crown" of God's creation? 

What is unique about people in contrast to all other created beings? 

How did God evaluate His creation? 

Have students read God Sustains (SWT p. 54). 

Lesson 3 


54 

 

God Sustains: He is before all things, and in him all things hold together. 




Isaiah 45:19 





the earth. 


7 all flocks and herds, and the beasts of the fi eld, 


was light. 


Psalm 8:5-8 













Exodus 20:11 

was so. 













creatures, and let birds fly above the earth across 





was so. 



Genesis 1:1, 3, 6, 8, 9, 11 , 14, 20, 24, 26 

The Creation 



54 


The Son is the radiance of God’s glory and the exact representation of his being, 

sustaining all things by his powerful word. Hebrews 1:3 


Was God's responsibility to the earth finished after the sixth day of 

creation? Why? Why not? 

What relationship does God have with the creation today? 

How does God sustain His creation today? 

Why do you think God sustains His creation? 

What evidence do you see each day that God still sustains the creation? 

Creation is the first of the three foundational doctrines of biblical Christianity. (The 

fall and redemption are the other two.) It is important that students understand 

the essence of these doctrines. Each is defined in this lesson. 

Have students locate the definition for the creation (SWT p. 54). 

WRITE OR DISPLAY BLM Definition 3a, The Creation: The heavens and the 

earth and everything in them, both visible and invisible, created out of nothing 

by the Word of God and sustained by Him. 






worldview 

poster 1 

The Creation 

1. God 

is the Creator. 

1. Upper hand 

above the earth 

DISPLAY Worldview Poster 1, The Creation. 

Have students locate the "stage setting" of Act 1, Scene 1, God's Good Creation 

(SWT p. 55). Lead a discussion to help students identify the symbol or symbols 

for each major truth presented in this scene. 

Have students write the symbols beside the truths in their worktexts. 

Encourage them to identify other biblical truths and symbols they see on the 

stage. 

TRUTH 

Act 1 Scene 1 

God’s Good Creation 

SYMBOL 

2. God created 

visible and material 

things. 


invisible and 

immaterial 

things. 

4. God sustains 

His creation 

and holds it 

together. 


people to rule 

His creation. 

6. God's creation 

was good 

and in harmony. 

55 

2. Animals, 

plants, people, 

planets, etc. 

3. Angels, air, 

space 

4.Lower hand 

under the earth 

5. People wearing 

crowns and 

banner 

6. Musical staff 

and notes 


 

1. God is the Creator. ___________________ 

2. God created visible and material things. ___________________ 

3. God created invisible and immaterial things. ___________________ 

4. God sustains His creation and holds it together. ___________________ 

5. God created people to rule His creation. ___________________ 

6. God's creation was good and in harmony. ___________________ 

Suggested Discussion Question: 



Truth 

Symbol 

1. God is the Creator. 

2. God created visible and material things. 

3. God created invisible and immaterial things. 

4. God sustains His creation and holds it together. 

What parts of Act 1, Scene 1 of God's Great Story have affected the 

stories of your life? How? 

5. God created people to rule His creation. 

6. God’s creation was good and in harmony. 


55 

topic 2. act 1. scene 2.the harmony of creation 


A closer look at God's good creation reveals that it is a creation of relationships. God, 

Who is eternally relational as God the Father, God the Son, and God the Holy Spirit, 

created only that which is consistent with His own nature, i.e., that which is relational 

and absolutely good and perfect. Within the Genesis account of creation we find four 

relationships that God created us to enjoy as His image-bearers. These include 1) 

our relationship with God Himself, 2) our relationship with ourselves personally, 3) 

our relationship with others, and 4) our relationship with the earth. 


55



Adam and Eve walked and talked with God in intimate fellowship. Adam and Eve 

enjoyed perfect peace and harmony as individuals, sinless and without blame, 

shame, or fear. They were in harmony as one flesh—husband and wife—ruling and 

reigning over creation together. And they enjoyed perfect harmony with the physical 

earth from which God had created Adam. God intended that these relationships of 

creation would remain in eternal harmony, a harmony that depended on obedience 

to His command not to eat from the tree of the knowledge of good and evil (Genesis 

2:17). 


Have students turn to Topic 2. Have them read the title and note that this is the 

second scene of Act 1, not Act 2. 

DISPLAY Worldview Poster 2, The Creation in Harmony. 


What kinds of relationships did God include in His creation? 

Why do you think God created this world of relationships? 

Have students read Harmony With God (SWT p. 56). 

Lesson 3 

Topic 2--Act 1. Scene 2. The Harmonious Relationships of Creation 

Harmony With God: God saw all that he had 

made, and it was very good. Genesis 1:31 

Then God said, “Let us make man in our image, 

in our likeness . . ..” Genesis 1:26 

In his love he chose us to be his holy people . . .. 

Ephesians 1:4 ICB 

And before the world was made, God decided to 

make us his own children through Jesus Christ. 

That was what he wanted and what pleased 

him. Ephesians 1:5 ICB 

And we were chosen so that we would bring praise 

to God’s glory. Ephesians 1:12 ICB 

“I have loved you, my people, with an everlasting 

love. With unfailing love I have drawn you to 

myself.” Jeremiah 31:3 NLT 

Harmony With Self: Then God said, “Let us make 

man in our image, in our likeness . . ..” 

Genesis 1:26 

And they were both naked, the man and his wife, 

and were not ashamed. Genesis 2:25 NKJV 

In his love he chose us to be his holy people--people 

without blame before him. Ephesians 1:4 ICB 

Harmony With Others: Then God said, “Let us 

make man in our image, in our likeness . . ..” 

Genesis 1:26 

7 The LORD God formed the man from the dust of 

the ground and breathed into his nostrils the breath 

of life, and the man became a living being. 

18 The LORD God said, “It is not good for the man to 

be alone. I will make a helper suitable for him.” 

56 

21 So the LORD God caused the man to fall into a 

deep sleep; and while he was sleeping, he took 

one of the man’s ribs and closed up the place 

with flesh. 22 Then the LORD God made a woman 

from the rib he had taken out of the man, and he 

brought her to the man. 

23 The man said, “This is now bone of my bones 

and flesh of my flesh; she shall be called ‘woman,’ 

for she was taken out of man.” 

24 For this reason a man will leave his father and 

mother and be united to his wife, and they will 

become one flesh. Genesis 2:7, 18, 21-24 

Harmony With the Earth: 8 Now the LORD God 

had planted a garden in the east, in Eden; and 

there he put the man he had formed. 

15 The LORD God took the man and put him in the 

Garden of Eden to work it and take care of it. 

Genesis 2:8, 15 

28 God blessed them and said to them, “Be fruitful 

and increase in number; fill the earth and subdue 

it. Rule over the fish of the sea and the birds of 

the air and over every living creature that moves 

on the ground.” 

29 Then God said, “I give you every seed-bearing 

plant on the face of the whole earth and every tree 

that has fruit with seed in it. They will be yours for 

food. 30 And to all the beasts of the earth and all 

the birds of the air and all the creatures that move 

on the ground--everything that has the breath of 

life in it--I give every green plant for food.” And it 

was so. Genesis 1:28-30 

16 And the LORD God commanded the man, “You 

are free to eat from any tree in the garden; 17 but 

you must not eat from the tree of the knowledge 

of good and evil, for when you eat of it you will 

surely die.” Genesis 2:16-17 


56 

The characteristics of imagebearing 

are developed in later 

lessons. For now, help students 

identify the cognitive/rational, 

emotional, volitional (will), 

creative, and moral (knowing 

right from wrong) dimensions. 

These dimensions allow us to 

have fellowship with God, Who 

is a Personal Being. 

 

Harmony With God: God saw all that he had made, and it was very good. 

Genesis 1:31 

Then God said, “Let us make man in our image, in our likeness . . ..” 

Genesis 1:26 

In his love he chose us to be his holy people . . .. Ephesians 1:4 ICB 

And before the world was made, God decided to make us his own children 

through Jesus Christ. That was what he wanted and what pleased him. 


And we were chosen so that we would bring praise to God’s glory. 


“I have loved you, my people, with an everlasting love. With unfailing love I have 

drawn you to myself.” Jeremiah 31:3 NLT 


Who is God speaking about when He says, "Let us make man in our 

image? 

For how long has God the Father been in relationship with God the 

Son and God the Holy Spirit? 

In what ways do you think God created us in His image? 

Why would being created in God's image allow us to enjoy fellowship 

with Him? 



Does God "need" us? Why not? 

If God doesn't need us, why do you think He created us? 

Why did God draw us to Himself? 

Have students read Harmony With Self (SWT p. 56). 


Lesson 3 

56 

 

 

Harmony With Self: Then God said, “Let us make man in our image, in our 

likeness . . ..” Genesis 1:26 

And they were both naked, the man and his wife, and were not ashamed. 

Genesis 2:25 NKJV 

In his love he chose us to be his holy people—people without blame before 



What kind of relationship did God create us to have with ourselves? 

What clue do you find in these Scriptures that tell you Adam and Eve 

were created in personal harmony with themselves? 

If shame were absent, what other emotions that cause personal 

disharmony do you think were absent? 

Have students read Harmony With Others (SWT p. 56). 

Harmony With Others: Then God said, “Let us make man in our image, in our 

likeness . . ..” Genesis 1:26 

7 

The LORD God formed the man from the dust of the ground and breathed into 

his nostrils the breath of life, and the man became a living being. 

18 

The LORD God said, “It is not good for the man to be alone. I will make a 

helper suitable for him.” 

21 

So the LORD God caused the man to fall into a deep sleep; and while he was 

sleeping, he took one of the man’s ribs and closed up the place with flesh. 

22 

Then the LORD God made a woman from the rib he had taken out of the man, 

and he brought her to the man. 

23 

The man said, “This is now bone of my bones and flesh of my flesh; she shall 

be called ‘woman,’ for she was taken out of man.” 

24 

For this reason a man will leave his father and mother and be united to his 

wife, and they will become one flesh. Genesis 2:7, 18, 21-24 


What one thing did God say was not good about His creation? 

What kind of relationship did God create between Adam and Eve? 

How do you know? 


Harmony With God: God saw all that he had 


Then God said, “Let us make man in our image, 






That was what he wanted and what pleased 


And we were chosen so that we would bring praise 


“I have loved you, my people, with an everlasting 

love. With unfailing love I have drawn you to 



man in our image, in our likeness . . ..” 

Genesis 1:26 

And they were both naked, the man and his wife, 


In his love he chose us to be his holy people--people 


Harmony With Others: Then God said, “Let us 


Genesis 1:26 

7 The LORD God formed the man from the dust of 





56 

21 So the LORD God caused the man to fall into a 



with flesh. 22 Then the LORD God made a woman 







mother and be united to his wife, and they will 


Harmony With the Earth: 8 Now the LORD God 



15 The LORD God took the man and put him in the 



28 God blessed them and said to them, “Be fruitful 



the air and over every living creature that moves 


29 Then God said, “I give you every seed-bearing 



food. 30 And to all the beasts of the earth and all 




was so. Genesis 1:28-30 







If you are using the Worldview 

Posters to illustrate harmony 

at the time of creation, point 

out that Adam and Eve's moral 

perfection is symbolized by 

white robes of purity. Remind 

students that Adam and Eve 

were naked and unashamed 

before the fall. 


57



What do you think was God's plan for all relationships between and 

among people? 

Why do you think God created us to live in relationships with others? 

Have students read Harmony With the Earth (SWT p. 56). 

Lesson 3 


21 Harmony With God: God saw all that he had So the LORD God caused the man to fall into a 




Then God said, “Let us make man in our image, with flesh. 22 Then the LORD God made a woman 












That was what he wanted and what pleased mother and be united to his wife, and they will 



And we were chosen so that we would bring praise Harmony With the Earth: 8 Now the LORD God 




“I have loved you, my people, with an everlast- 

15 ing love. With unfailing love I have drawn you to The LORD God took the man and put him in the 





28 man in our image, in our likeness . . ..” 

God blessed them and said to them, “Be fruitful 

Genesis 1:26 



And they were both naked, the man and his wife, the air and over every living creature that moves 



29 In his love he chose us to be his holy people--people Then God said, “I give you every seed-bearing 




Harmony With Others: Then God said, “Let us food. 30 And to all the beasts of the earth and all 



Genesis 1:26 



7 The LORD God formed the man from the dust of was so. Genesis 1:28-30 










56 


56 

 

Harmony With the Earth: 8 Now the LORD God had planted a garden in the 

east, in Eden; and there he put the man he had formed. 

15 

The LORD God took the man and put him in the Garden of Eden to work it 

and take care of it. Genesis 2:8, 15 

28 

God blessed them and said to them, “Be fruitful and increase in number; fill 

the earth and subdue it. Rule over the fish of the sea and the birds of the air 

and over every living creature that moves on the ground.” 

29 

Then God said, “I give you every seed-bearing plant on the face of the whole 

earth and every tree that has fruit with seed in it. They will be yours for food. 

30 

And to all the beasts of the earth and all the birds of the air and all the creatures 

that move on the ground—everything that has the breath of life in it—I 

give every green plant for food.” And it was so. Genesis 1:28-30 

16 

And the LORD God commanded the man, “You are free to eat from any tree 

in the garden; 17 but you must not eat from the tree of the knowledge of good 

and evil, for when you eat of it you will surely die.” Genesis 2:16-17 


What kind of relationship did God create us to have with the earth? 

What clues from these Scriptures tell you that Adam and Eve's relationship 

with the earth was in perfect harmony? 

What responsibilities did God give Adam and Eve? 

On what did the harmony of all relationships in creation depend? 

Why? 

DISPLAY Worldview Poster 2, The Creation in Harmony. 

Have students locate the "stage setting" of Act 1, Scene 2, The Harmonious 

Relationships of Creation (SWT p. 57). Lead a discussion to help students identify 

the symbol or symbols for each major truth presented in this scene. 



stage. 




worldview 

poster 2 

The Creation in 

harmony 


everything in 

harmony. 

1. Musical staff 

and notes 


people in 

harmony with 

Himself. 

2. Faces and 

hands turned 

toward God 


The Harmonious Relationships of Creation 


people in 

harmony with 

themselves. 

3. Happy faces 

and white robes 

of purity 

 

TRUTH 

SYMBOL 

1. God saw that His creation was in harmony. ___________________ 

2. God created us in harmony with Himself. ___________________ 

3. God created us in harmony with ourselves. ___________________ 

4. God created us in harmony with others. ___________________ 

5. God created us in harmony with the earth. ___________________ 

6. Creation's harmony depended on obedience. ___________________ 



people in 

harmony with 

others. 


people in harmony 

with the 

earth. 

6. Creation's 

harmony 

depended on 

obedience. 

4. Man and 

woman holding 

hands 

5. Fruitfulness 

of the earth; the 

lion and lamb 

together 

6. Uneaten fruit 

in lower left 

corner 

What parts of Act 1, Scene 2 of God's Great Story have affected the 

stories of your life? How? 

Note: Student Worktext Activities (SWT pp. 63-68) for Lesson 3 are designed 

as a culminating activity on Day 3 of this lesson. See Syllabus, pp. xv-xvi. 

57 




topic 3. act 2. the fall and disharmony in creation 


God created Adam and Eve in His image with a will, a dimension of personhood 

essential for engaging in and maintaining a relationship of love not only with Him, 

but also between themselves. God gave His image-bearers the ability to know 

good from evil, and at the same time He commanded them to refrain from doing 

evil, thus honoring the free will with which He had endowed them. Through their 

willful obedience to His command, Adam and Eve would be able to demonstrate 

their love to their Creator. 

Tragically, Satan tempted Adam and Eve to disobey. They gave in to his lie, and their 

1. 

2. 

3. 

4. 

5. 

6. 


The Harmonious Relationships of Creation 

Truth 

God saw that His creation was in harmony. 

God created us in harmony with Himself. 

God created us in harmony with ourselves. 

God created us in harmony with others. 

God created us in harmony with the earth. 

Creation’s harmony depended on obedience. 


Symbol 

Students who have participated 

in Building on the Rock previously 

should have a good understanding 

of this key event in 

which Satan promised Eve she 

would become like God if she 

would eat from the tree of the 

knowledge of good and evil. 

57 


59



disobedience introduced disharmony into each relationship of the created order. Adam 

and Eve tried to hide from God, and their hearts were filled with fear and shame. 

Adam blamed Eve for his sin, thus marring their relationship. And God cursed the 

earth, subjecting it to frustration and decay (Romans 8:20-21), thereby spoiling the 

perfect harmony Adam and Eve were created to have with it. The earth they were 

created to rule would now resist their efforts and one day swallow them in death. 

Lesson 3 

58 

Teacher-Student Worktext Discussion (SWT pp. 58) 

Topic 3--Act 2. The Fall and Disharmony of Creation 

Disharmony With God: 6 29 When the woman saw They are filled with every kind of sin, evil, selfishness, 

and hatred. They are full of jealousy, 

that the fruit of the tree was good for food and 

pleasing to the eye, and also desirable for gain- 

murder, fi ghting, lying, and thinking the worst 

ing wisdom, she took some and ate it. She also 

about each other. They gossip 30 and say evil 

gave some to her husband, who was with her, 

things about each other. They hate God. They are 

and he ate it. 

rude and conceited and brag about themselves. 

They invent ways of doing evil. They do not obey 

Then the man and his wife heard the sound of the their parents. 31 They are foolish, they do not keep 

LORD God as he was walking in the garden in the 

their promises, and they show no kindness or 

cool of the day, and they hid from the LORD God 

mercy to other people. Romans 1:29-31 ICB 

among the trees of the garden. Genesis 3:6, 8 

Disharmony With the Earth: 17 T o Adam he said, 

It is your evil that has separated you from your 

“Because you listened to your wife and ate from 

God. Isaiah 59:2 ICB 

the tree about which I commanded you, ‘You must 

not eat of it,’ 

Disharmony With Self: 9 But the LORD God called 

to the man, “Where are you?” 

“Cursed is the ground because of you; 

through painful toil you will eat of it 

10 He answered, “I heard you in the garden, and I 

all the days of your life. 

was afraid because I was naked; so I hid.” 

18 It will produce thorns and thistles for you, 

Genesis 3:9-10 and you will eat the plants of the field. 

19 By the sweat of your brow 

“O my God, I am too ashamed and disgraced to lift 

you will eat your food 

up my face to you, my God, because our sins are 

until you return to the ground, 

higher than our heads and our guilt has reached 

since from it you were taken; 

to the heavens.” Ezra 9:6 

for dust you are and to dust you will return.” 

Genesis 3:17-19 

Disharmony With Others: 11 And [God] said, 

“Who told you that you were naked? Have you 

20 Against its will, all creation was subjected to God’s 

eaten from the tree that I commanded you not to curse. But with eager hope, 21 the creation looks 

eat from?” 

forward to the day when it will join God’s children 

in 

glorious freedom from death and decay. 

12 The man said, “The woman you put here with 

Romans 8:20-21 NLT 

me--she gave me some fruit from the tree, and I 

ate it.” Genesis 3:11 -12 

The Fall 

 

Have students turn to Topic 3. Have them read the title. Ascertain students' 

understanding of the fall. 

Have students read Disharmony With God (SWT p. 58). 

Disharmony With God: 6 When the woman saw that the fruit of the tree was 

good for food and pleasing to the eye, and also desirable for gaining wisdom, 

she took some and ate it. She also gave some to her husband, who was with 

her, and he ate it. 

58 

The entrance of sin into the creation through the temptation of Satan and disobedience 

of Adam and Eve, resulting in disharmony in all the relationships of creation 


Then the man and his wife heard the sound of the LORD God as he was walking 

in the garden in the cool of the day, and they hid from the LORD God among the 

trees of the garden. Genesis 3:6, 8 

It is your evil that has separated you from your God. Isaiah 59:2 ICB 


What did Eve find appealing in Satan's temptation? 

What clue in these verses tells you that sin separates us from fellowship 

with God? 

Why does sin separate us from fellowship with God? 

Have students read Disharmony With Self (SWT p. 58). 

 

Disharmony With Self: 9 But the LORD God called to the man, “Where are 

you?” 

10 

He answered, “I heard you in the garden, and I was afraid because I was 

naked; so I hid.” Genesis 3:9-10 

“O my God, I am too ashamed and disgraced to lift up my face to you, my God, 

because our sins are higher than our heads and our guilt has reached to the 

heavens.” Ezra 9:6 


Do you think God didn't know where Adam was? Why? 

If God knew where Adam was, why did He ask this question? 

What clue in these verses tells you that sin caused personal disharmony 

in Adam? Do you think Eve was also ashamed and afraid? Why? 



 

Why does our sin cause personal fear and shame? 

Have students read Disharmony With Others (SWT p. 58). 

Disharmony With Others: 11 And [God] said, “Who told you that you were naked? 

Have you eaten from the tree that I commanded you not to eat from?” 

12 

The man said, “The woman you put here with me—she gave me some fruit 

from the tree, and I ate it.” Genesis 3:11-12 

29 

They are filled with every kind of sin, evil, selfishness, and hatred. They 

are full of jealousy, murder, fighting, lying, and thinking the worst about each 

other. They gossip 30 and say evil things about each other. They hate God. 

They are rude and conceited and brag about themselves. They invent ways 

of doing evil. They do not obey their parents. 31 They are foolish, they do not 

keep their promises, and they show no kindness or mercy to other people. 

Romans 1:29-31 ICB 


Lesson 3 

Topic 3--Act 2. The Fall and Disharmony of Creation 

Disharmony With God: 6 29 When the woman saw They are fi lled with every kind of sin, evil, selfishness, 

and hatred. They are full of jealousy, 

that the fruit of the tree was good for food and 

pleasing to the eye, and also desirable for gain- 

murder, fi ghting, lying, and thinking the worst 

ing wisdom, she took some and ate it. She also 

about each other. They gossip 30 and say evil 

gave some to her husband, who was with her, 

things about each other. They hate God. They are 

and he ate it. 

rude and conceited and brag about themselves. 

They invent ways of doing evil. They do not obey 

Then the man and his wife heard the sound of the 

their parents. 31 They are foolish, they do not keep 

LORD God as he was walking in the garden in the 

their promises, and they show no kindness or 

cool of the day, and they hid from the LORD God 

mercy to other people. Romans 1:29-31 ICB 

among the trees of the garden. Genesis 3:6, 8 

Disharmony With the Earth: 17 T o Adam he said, 

It is your evil that has separated you from your 

“Because you listened to your wife and ate from 

God. Isaiah 59:2 ICB 

the tree about which I commanded you, ‘You must 

not eat of it,’ 

Disharmony With Self: 9 But the LORD God called 

to the man, “Where are you?” 


through painful toil you will eat of it 

10 He answered, “I heard you in the garden, and I 

all the days of your life. 

was afraid because I was naked; so I hid.” 

18 It will produce thorns and thistles for you, 

Genesis 3:9-10 and you will eat the plants of the field. 

19 By the sweat of your brow 

“O my God, I am too ashamed and disgraced to lift 


up my face to you, my God, because our sins are 


higher than our heads and our guilt has reached 


to the heavens.” Ezra 9:6 



Disharmony With Others: 11 And [God] said, 

“Who told you that you were naked? Have you 

20 Against its will, all creation was subjected to God’s 

eaten from the tree that I commanded you not to curse. But with eager hope, 21 the creation looks 

eat from?” 


in 


12 The man said, “The woman you put here with 


me--she gave me some fruit from the tree, and I 

ate it.” Genesis 3:11 -12 

The Fall 

The entrance of sin into the creation through the temptation of Satan and disobedience 

of Adam and Eve, resulting in disharmony in all the relationships of creation 

58 


58 

 


Did God know Adam and Eve had eaten fruit from the forbidden 

tree? Why? 

If God knew that Adam and Eve had disobeyed, why did He ask this 

question? 

What clue in these verses tells you that sin caused disharmony between 

Adam and Eve? 

What kinds of sins among people are the result of Adam and Eve's 

first sin? 

Have students read Disharmony With the Earth (SWT p. 58). 

Disharmony With the Earth: 17 To Adam he said, “Because you listened to 

your wife and ate from the tree about which I commanded you, ‘You must not 

eat of it,’ 


through painful toil you will eat of it all the days of your life. 

18 

It will produce thorns and thistles for you, 

and you will eat the plants of the field. 

19 

By the sweat of your brow 






20 

Against its will, all creation was subjected to God’s curse. But with eager hope, 

21 

the creation looks forward to the day when it will join God’s children in glorious 

freedom from death and decay. Romans 8:20-21 NLT 


61




59 


Did the earth sin? If not, why did God curse the ground? 

How was our relationship with the earth changed by Adam and Eve's 

disobedience? 

What physical consequence do all people suffer because of sin? 

What physical consequences does the earth suffer because of Adam 

and Eve's sin? (death and decay) 

Have students locate the definition for the fall (SWT p. 58). 

WRITE OR DISPLAY BLM Definition 3b, The fall: The entrance of sin into the 

creation through the temptation of Satan and disobedience of Adam and Eve, 

resulting in disharmony in all the relationships of creation. 



Act 2 

The Fall and Disharmony of Creation 

Truth 

Symbol 

1. The fall was caused by disobedience. 

2. The fall caused disharmony in all creation. 

3. The fall separated us from God. 

4. The fall caused disharmony within ourselves. 

5. The fall caused disharmony among ourselves. 

6. The fall caused disharmony in the earth. 


59 

Have students locate the "stage setting" of Act 2, The Fall and Disharmony of 

Creation (SWT p. 59). Lead a discussion to help students identify the symbol 

or symbols for each major truth presented in this act. 



stage. 

worldview 

poster 3 

The Creation in 

Disharmony 

1. When people 

disobeyed God, 

sin entered the 

creation. 

1. The eaten 

fruit 

2. Sin produced 

disharmony in 

creation. 

2. The broken 

notes 


disharmony 

between people 

and God. 

3. People's 

backs turned 

toward the eyes 

of God 

Act 2 

 

The Fall and Disharmony of Creation 


disharmony 

within each 

person. 


disharmony 

among people. 


disharmony 

within the earth. 

4. People's 

faces and postures 

reflecting 

despair 

5. Glaring 

faces; poverty 

versus wealth 

6. Dryness of 

the earth; the 

lion and the 

lamb in physical 

conflict 

 

TRUTH 

SYMBOL 

1. The fall was caused by disobedience. ___________________ 

2. The fall caused disharmony in all creation. ___________________ 

3. The fall separated us from God. ___________________ 

4. The fall caused disharmony within ourselves. ___________________ 

5. The fall caused disharmony among ourselves. ___________________ 

6. The fall caused disharmony in the earth. ___________________ 


20 




What parts of Act 2 of God's Great Story have affected the stories of 

your life? How? 


topic 4. Act 3. redemption and 

the restored harmony of creation 

Acts 1 and 2 fill two to three pages of most Bibles (Genesis 1-3). So what fills 

the remaining thousand or so pages? They are filled with the Script(ure) of Act 3, 

Redemption and the Restored Harmony of Creation. At the time of the fall, God 

promised Adam and Eve that the seed of the woman (Jesus) would crush Satan's 

head and works. This redemptive work would be accomplished through the death 

(Satan would bruise Jesus' heel) and resurrection of Jesus (Genesis 3:15). In Christ, 

all the relationships of creation are redeemed. Those who acknowledge and obey 

Jesus as God's Son and their Savior are restored in harmony with God, themselves, 

and others. God lives in believers at the moment they receive Christ as their Lord 

and Savior. Believers become "new creations" and one in the body of Christ with 

other Christians. These restored relationships are positional—the new birth is 

complete. But the relationships go through the process of maturing and continuing 

to mature until the return of Christ when they will be perfected as we become like 

Him for all eternity (1 John 3:2). 

But what about the earth? Did Jesus die for the restoration of the physical earth and 

our relationship with it? If not, then Satan won a fourth of the battle and can claim 

God's good creation for himself. However, this is not the case. God's good physical 

creation has also been redeemed from the curse brought about by sin (not that 

the earth sinned, but rather was cursed as a consequence of Adam's sin). And in 

keeping with God's promises revealed in Scripture, God will create a new heavens 

and a new earth (Isaiah 65:17; 2 Peter 3:13). There the saints will rule and reign 

with Him for eternity in their new resurrection bodies. In Christ, God has reconciled 

all things back to Himself, including the earth (Colossians 1:19-20). 


Have students turn to Topic 4 (SWT p. 60). Have them read the title. 

Develop the concept of redemption. 

WRITE OR DISPLAY BLM Word/Phrase 3a, Redeem. 


What does it mean to redeem something? 

Lesson 3 

Topic 4--Act 3. Redemption and the Restored Harmony of Creation 

Restored Harmony With God: For Christ died for 

sins once for all, the righteous for the unrighteous, 

to bring you to God. He was put to death in the 

body but made alive by the Spirit . . .. 

1 Peter 3:18 

14 And we have seen and testify that the Father 

has sent his Son to be the Savior of the world. 

15 If anyone acknowledges that Jesus is the Son 

of God, God lives in him and he in God. 

1 John 4:14-15 

For we are the temple of the living God. As God 

has said: “I will live with them and walk among 

them, and I will be their God, and they will be my 

people.” 2 Corinthians 6:16 

. . . And our fellowship is with the Father and with 

his Son, Jesus Christ. 1 John 1:3 

Restored Harmony WIth Self: Therefore, if anyone 

is in Christ, he is a new creation; the old has 

gone, the new has come! 2 Corinthians 5:17 

. . . And the Lord--who is the Spirit--makes us 

more and more like him as we are changed into 

his glorious image. 2 Corinthians 3:18 NLT 

22 But the Holy Spirit produces this kind of fruit in 

our lives: love, joy, peace, patience, kindness, 

goodness, faithfulness, 23 gentleness, and selfcontrol. 

Galatians 5:22-23 NLT 

Restored Harmony With Others: 17 Jesus replied, 

“. . . 18 . . . I will build my church . . ..” 

Matthew 16:17-18 

God’s Plan for Redemption 

Christ is also the head of the church, which is his 

body. Colossians 1:18 NLT 

13 But now you have been united with Christ Jesus. 

. . . 15 . . . He made peace between Jews and 

Gentiles by creating in himself one new people 

from the two groups. 16 Together as one body, Christ 

reconciled both groups to God by means of his 

death on the cross, and our hostility toward each 

other was put to death. Ephesians 2:13, 15-16 NLT 

15 And let the peace that comes from Christ rule in 

your hearts. For as members of one body you are 

called to live in peace. Colossians 3:15 NLT 

Restored Harmony With the Earth: 

“Look, I will make new heavens 

and a new earth. 

And people will not remember the past.” 

Isaiah 65:17 ICB 

But in keeping with his promise we are looking 

forward to a new heaven and a new earth, the 

home of righteousness. 2 Peter 3:13 

20 . . . But with eager hope, 21 the creation looks 


in 



19 For God in all his fullness was pleased to live in 

Christ, 20 and through him God reconciled everything 

to himself. He made peace with everything 

in heaven and on earth by means of Christ’s blood 

on the cross. Colossians 1:19-20 NLT 

60 

Ascertain students' understanding of the meaning of redeem. 

60 

God’s plan to redeem and restore harmony in each relationship of creation through 

the payment of Jesus’ death on the cross and His resurrection 



63

20 



WRITE OR DISPLAY BLM Definition 3c, Redeem: To pay something in order 

to free a person from a debt, punishment, or captivity. 

Lesson 3 






1 Peter 3:18 





1 John 4:14-15 










































in 











60 


60 

 

 


From what did the creation need to be redeemed? 

What harmony needed to be restored? 

Have students read Restored Harmony With God (SWT p. 60). 

Restored Harmony With God: For Christ died for sins once for all, the righteous 

for the unrighteous, to bring you to God. He was put to death in the body but 

made alive by the Spirit . . .. 1 Peter 3:18 

14 

And we have seen and testify that the Father has sent his Son to be the Savior 

of the world. 15 If anyone acknowledges that Jesus is the Son of God, God lives 

in him and he in God. 1 John 4:14-15 

For we are the temple of the living God. As God has said: “I will live with them 

and walk among them, and I will be their God, and they will be my people.” 

2 Corinthians 6:16 

. . . And our fellowship is with the Father and with his Son, Jesus Christ. 

1 John 1:3 


From what have people been redeemed? How? 

How has fellowship and harmony with God been restored? 

How can we enjoy fellowship with God again? 

Where does God live today? 

With Whom do we enjoy fellowship? 

Have students read Restored Harmony With Self (SWT p. 60). 

Restored Harmony With Self: Therefore, if anyone is in Christ, he is a new 

creation; the old has gone, the new has come! 2 Corinthians 5:17 

. . . And the Lord—who is the Spirit—makes us more and more like him as we 

are changed into his glorious image. 2 Corinthians 3:18 NLT 

22 

But the Holy Spirit produces this kind of fruit in our lives: love, joy, peace, 

patience, kindness, goodness, faithfulness, 23 gentleness, and self-control. 



What do people who are redeemed and restored in fellowship with 

God become? 

What does it mean to be a new creation? 


20 


 

When people become new creations, are they perfectly restored in 

harmony with themselves? Why not? 

How is harmony with self restored? How long does it take? 

What is the evidence in our lives of restored harmony with self? 

Have students read Restored Harmony With Others (SWT p. 60). 

Restored Harmony With Others: 17 Jesus replied, “. . . 18 . . . I will build my 

church . . ..” Matthew 16:17-18 

Christ is also the head of the church, which is his body. Colossians 1:18 NLT 

13 

But now you have been united with Christ Jesus. . . . 15 . . . He made peace 

between Jews and Gentiles by creating in himself one new people from the 

two groups. 16 Together as one body, Christ reconciled both groups to God by 

means of his death on the cross, and our hostility toward each other was put 

to death. Ephesians 2:13, 15-16 NLT 


Lesson 3 






1 Peter 3:18 





1 John 4:14-15 










































in 











60 

15 

And let the peace that comes from Christ rule in your hearts. For as members 

of one body you are called to live in peace. Colossians 3:15 NLT 

60 



What do people become members of when they are redeemed and 

restored in fellowship with God? 

Why can we say that Christians are "one" when they are redeemed 

and restored in harmony with each other? 

Even though God makes people one in His body, the church, are 

relationships between and among people perfect? Why not? 

What evidence shows you that people are growing in their oneness 

as members of God's church? 

Have students read Restored Harmony With the Earth (SWT p. 60). 

 


“Look, I will make new heavens and a new earth. 



But in keeping with his promise we are looking forward to a new heaven and a 

new earth, the home of righteousness. 2 Peter 3:13 

20 

. . . But with eager hope, 21 the creation looks forward to the day when it will join 

God’s children in glorious freedom from death and decay. Romans 8:20-21 NLT 

19 

For God in all his fullness was pleased to live in Christ, 20 and through him God 

reconciled everything to himself. He made peace with everything in heaven and 

on earth by means of Christ’s blood on the cross. Colossians 1:19-20 NLT 


65


61 




How many relationships did God create in the beginning? 

How many relationships are or will be redeemed and restored 

through Jesus' death and resurrection? 

What did God promise about the restoration of the earth? 

Why would God redeem and restore the earth from the disharmony 

caused by the fall? 

When will the earth be made new and our relationship with it be 

made perfect? 

Have students locate the definition for God's Plan for Redemption (SWT p. 

60). 

Act 3 

Redemption and the Restored Harmony of Creation 

Truth 

Symbol 

1. Jesus redeemed and restored all creation in 

harmony. 

2. Jesus redeemed and restores us in harmony 

with God. 


with ourselves. 


with others. 

5. Jesus redeemed and will restore us in harmony 

with a new heavens and earth. 


61 

WRITE OR DISPLAY BLM Definition 3d, God's Plan for Redemption: God's 

plan to redeem and restore harmony in each relationship of creation through 

the payment of Jesus' death on the cross and His resurrection. 



worldview 

poster 4 

The creation 

1. The fallen 

order has been 

redeemed from 

the curse of sin 

through the death 

of Jesus Christ. 

1. The cross 

Have students locate the "stage setting" of Act 3, Redemption and the Restored 

Harmony of Creation (SWT p. 61). Lead a discussion to help students identify 

the symbol or symbols for each major truth presented in this act. 



stage. 

2. In Christ, people 

are restored in 

harmony and fellowship 

with God. 

2. Hands and 

faces lifted 

upward 


are restored in 

harmony with 

themselves. 

3. Joy in 

people's faces 

Act 3 

The Redemption and Restored Harmony of Creation 


are restored in harmony 

with others. 

4. Groups of 

people in fellowship 

TRUTH 

SYMBOL 

5. Through the 

redemptive work of 

Christ, the heavens 

and earth will be 

made new. 

5. Fruit and 

greenness of 

nature 

 

1. Jesus redeemed and restored all 

creation in harmony. 

2. Jesus redeemed and restores us in 

harmony with God. 

__________________________ 

__________________________ 




harmony with ourselves. 

__________________________ 


harmony with others. 

__________________________ 

5. Jesus redeemed and will restore us in 

harmony with a new heavens and earth. __________________________ 



What parts of Act 3 of God's Great Story have affected the stories of 

your life? How? 

Have students locate the Memory Verse for Lesson 3 (SWT p. 62). 

WRITE OR DISPLAY BLM Lesson 3 Memory Verse, Colossians 1:19-20. 

Lesson 3 

62 

 

19 

For God in all his fullness was pleased to live in Christ, 20 and through him 

God reconciled everything to himself. He made peace with everything in 

heaven and on earth by means of Christ’s blood on the cross. 

Colossians 1:19-20 NLT 

Have students read and recite the verse. Discuss in relation to the third key 

theme of God's Great Story, the redemption and restoration of all relationships 

of creation through Jesus. Briefly explain the meaning of reconciled. 

Memory Verses 

19 For God in all his fullness was pleased 

to live in Christ, 20 and through him God 

reconciled everything to himself. He 

made peace with everything in heaven 

and on earth by means of Christ’s blood 



Who is Jesus? Is Jesus God? How do you know? 

What did God choose to do about the fall of creation? Why? 

What was required to redeem all the relationships of creation from 

the fall? 

What do these verses tell us God reconciled or brought back into 

harmonious relationship with Himself? 

62 



Student Worktext: pp. 63-68 

If you are following the suggested syllabus, assign The Main Points, (SWT pp. 

63-64), The Main Points (SWT p. 65), Writing About It (SWT p. 66), and Hiding 

God's Word (SWT pp. 67-68). 


your own. 


67



LESSON 10 

"I, the Lord, speak the truth" Isaiah 45:19 

The Biblical Christian View of Truth 

Introduction 


Individual and corporate behaviors within global cultures reflect the diversity of 

worldview beliefs people hold. And these beliefs, whether true or untrue, serve as 

the basis for describing and interpreting the world and for prescribing how life is 

to be lived within it. Within this global arena of diverse and conflicting worldviews, 

Christians are faced with at least two critical questions: How do we know what is 

true? and How must we live our lives in relation to the truth we come to know? The 

biblical Christian worldview affirms that it is based on truth that is absolute and 

knowable through the revelation of God. It affirms that God exists, and that as a 

Personal Being, He has communicated essential truth for understanding and living 

in His creation. 

Lesson 10 introduces students to the concept of truth and explores the three primary 

ways God communicates His truth to His image-bearers: through creation, through 

Scripture, and personally through Jesus, Who is the Way, the Truth, and the Life 

(John 14:6). 

LESSON 10 Memory Verses 

"I, the LORD, speak the truth. 

I declare what is right." 

Teach me your way, O LORD, 

and I will walk in your truth. 

Isaiah 45:19 

Psalm 86:11 




See Syllabus, pp. xvii-xviii 




lesson. 




topics. 






lesson. 














Objectives 

• Students will correlate the five parts of the House of Truth with the five categories 

of beliefs inherent in all worldviews: beliefs about truth, God, the universe, people, 

and values (right and wrong). 

• Students will define truth and explore how they discover truth through their senses 

and through reason. 

• Students will discover the limitations of knowing truth through the senses and reason. 

• Students will identify the written documents the world's three great theistic worldview 

religions believe are their revealed truth and the basis of their worldviews. 


149



• Students will identify the source of truth for the biblical Christian worldview as 

God and His Word. 

• Students will define revelation and identify the three major ways God reveals truth: 

through creation, through Scripture, and personally through Jesus. 

• Students will explore Scriptures confirming that Jesus continues to reveal the 

truth of God's Word today personally through the illumination of Scripture and 

the sanctifying work of His indwelling Holy Spirit. 

Materials 

Books of the Bible Posters 



Lesson 10 Memory Verse 1 Isaiah 45:19 

Lesson 10 Memory Verse 2 Psalm 86:11 

Definition 10a 

Definition 10b 

Definition 10c 

Definition 10d 

Truth: That which agrees with, accurately 

describes, and accurately explains what is real 

Revelation: God's communication of truth that we 

never could have known if He had not chosen to 

uncover or reveal it 

Inspiration: The power of God that enabled men 

to write the words of Scripture without errors 

Illumination: The work of God by His Spirit that 

enabled men to receive and understand God's 

revelation of Scripture 





lesson. 









concepts. 



binder. 



Getting Started and Topic 1 


Topics 2-3 





Topic 4 


Topic 5 




"I, the LORD, Speak the Truth" Isaiah 45:19 

Topic 6 




Group Activities 

God Said, Jesus Fulfilled: Have students research major Old Testament 

Messianic prophecies and their fulfillment in Jesus. Have them prepare a 

3-column chart: Prophecy—OT References—NT Fulfillment References. 

Direct students to Bible reference materials or to web sites such as 

http://truthsaves.org/prophecy/index.asp 

Jesus Film: To reinforce the concepts covered Topic 5, God Personally 

Reveals Truth to us Through His Son, Jesus (SWT pp. 165-171), show 

selected clips from the Jesus Film produced by Campus Crusade. Select 

scenes where Christ demonstrates God's truth and love through various 

aspects of His ministry and death. 

God Reveals His Glory in Nature: Take a short nature walk. Have students 

identify one or two aspects of nature they particularly enjoy. Have them 

share what these aspects of nature tell them about God. 

What Would Jesus Do? Read selected stories from the life of Christ that 

illustrate the concept that Jesus reveals God's truth to us through His 

ministry and His response to people's needs (sickness, poverty, injustice, 

fears, doubts, etc.). Have students select a class project that will allow them 

to demonstrate the truth of Christ's love to others. 





getting started—the house of truth 

as a worldview model 

In Lessons 4-9, we constructed the House of Truth as a visual model of God's 

great story. In Lesson 10, we first extrapolate the parts of the model—the Rock of 

Truth, the Foundation of Wisdom, the four walls of relationships, and the Roof of 

Character—to represent the major categories of beliefs inherent in all worldviews. 

We begin with the biblical Christian worldview. The foundation includes essential 

beliefs related to God and truth (God is the Truth). The four walls include beliefs 

related to God, the universe, and people. The roof represents beliefs about right 

and wrong—values or behaviors that people manifest in response to their deeply 

held beliefs about truth, God, the universe, and people. The House of Truth and 

the biblical Christian worldview it represents will also provide the framework for 

exploring, contrasting, and evaluating the worldview beliefs of Islam, Naturalism, 

and the New Age movement in Units 3-5. 


151




137 


LESSON 10 

“I, the LORD, Speak the Truth” Isaiah 45:19 


Have students turn to Getting Started. Have them read Reviewing What You 

Have Learned So Far. 

The Biblical Christian View of Truth 

Getting Started—The House of Truth as a Worldview Model 

Reviewing What You Have Learned So Far: In about God, the universe, people, truth, and right 

Lessons 1 and 2, you were introduced to a world and wrong concretely affects how we write the 

of worldviews. You learned that a worldview is a stories of our lives. 

set of beliefs through which you view and interpret 

life and the world and that guides your choices 

In Lesson 3, you also explored a much greater 

and behaviors—a set of basic beliefs about God, story than the small stories of your life. We titled 


this story God’s Great Story. We read it as a 3-act 

drama—a true drama about the creation, fall, and 

redemption of the four relationships of creation. 

Within its three acts, God’s Great Story taught us 

Biblical Truths about God, the universe, people, 


You also learned that everyone has a worldview, 

but everyone does not share the same worldview. 

Some people have a theistic worldview and believe 

in the existence of one Personal Creator God. Others 

have a naturalistic worldview and believe the 

natural world and universe are all that exist. Still 

others have a New Age worldview. They believe 

that everything is part of one impersonal energy 

force that they often call “god.” 

In Lessons 4-9, you explored God’s great story 

In Lesson 3, you learned that our lives are like a 

by building a 3-dimensional model, the House of 

book composed of many stories. Every day we live Truth. Like the 3-act drama, the House of Truth 

out or create many small stories that we add to also represented the creation, fall, and redemption 

our own book of life and that we often share with 

of the four relationships of creation. And like the 

others. You also learned that our individual stories drama, it included truths about God, the universe, 

are infl uenced by our worldview. What we believe people, truth, and right and wrong. 


137 

 

Reviewing What You Have Learned So Far: In Lessons 1 and 2, you were 

introduced to a world of worldviews. You learned that a worldview is a set of 

beliefs through which you view and interpret life and the world and that guides 

your choices and behaviors—a set of basic beliefs about God, the universe, 

people, truth, and right and wrong. You also learned 

that everyone has a worldview, but everyone does not 

share the same worldview. Some people have a theistic 

worldview and believe in the existence of one Personal 

Creator God. Others have a naturalistic worldview and 

believe the natural world and universe are all that exist. 

Still others have a New Age worldview. They believe that everything is part of 

one impersonal energy force that they often call “god.” 

In Lesson 3, you learned that our lives are like a book composed of many 

stories. Every day we live out or create many small stories that we add to our 

own book of life and that we often share with others. You also learned that our 

individual stories are influenced by our worldview. What we believe about God, 

the universe, people, truth, and right and wrong concretely affects how we write 

the stories of our lives. 

In Lesson 3, you also explored a much greater story than 

the small stories of your life. We titled this story God’s Great 

Story. We read it as a three-act drama—a true drama about 

the creation, fall, and redemption of the four relationships 

of creation. Within its three acts, God’s Great Story taught 

us Biblical Truths about God, the universe, people, truth, 




Lesson 10 

So whether we look at God’s great story as a true 

drama or as a model of a house, these truths from 

the Bible shape our beliefs or our worldview as 

Christians and influence how we write our personal 

life stories. 

The House of Tr uth as a Model of the Biblical 

Christian Worldview: The House of Truth not only 

represents the truths of God’s great story, it also 

provides us with a model of the biblical Christian 

worldview. In this and the next five lessons, we’ll 

let the parts of the House of Truth represent the 

worldview beliefs Christians hold about God, the 


In this lesson, we’ll look at the biblical Christian 

view of truth. What part of the House of Truth could 

represent these beliefs about truth? 

What part of the House of Truth could represent the 

biblical b Christian worldview beliefs about the nature 

and character of God? What parts of the House 

of 

Truth could represent the biblical Christian 

worldview beliefs about people and the universe? 

And finally, what part of the House of Truth could 

represent the biblical Christian worldview beliefs 

about right behaviors that glorify God and wrong 

behaviors that do not glorify God? 

138 

In Lessons 4-9, you explored God’s great story by building a three-dimensional 

model, the House of Truth. Like the three-act drama, the House of Truth also 

represented the creation, fall, and redemption of the four relationships of creation. 

And like the drama, it included truths about God, the universe, people, 


So whether we look at God’s great story as a true drama or as a model of a 

house, these truths from the Bible shape our beliefs or our worldview as Christians 

and influence how we write our personal life stories. 

The Roof of Character 

The House of Tr uth 

The biblical Christian 

view of right and wrong 

behaviors 


The Walls of 

Fellowship, 

Image-Bearing, 

Servanthood, and 

Stewardship 

The Foundation 

of Wisdom 

The Rock of Tr uth 

138 


view of people and the 

universe 


view of God 


view of truth 


What is a worldview? 

What is a theistic worldview? A naturalistic worldview? The New Age 

worldview? 

What do we mean when we say our lives are like a book? 

What determines how we write the stories of our lives? 

Within whose great story do we live and write the stories of our lives? 


"I, the LORD, Speak the Truth" Isaiah 45:19 

DISPLAY the House of Truth. Refer to the model, highlighting its correlation 

with God's great story. 



Who is the author of God's great story? Where can you find this story 

written? 

What does God's great story tell us about truth? About God? 

What do the four walls of God's great story represent? 

What does the roof represent in God's great story? 

 

Have students read The House of Truth as a Model of the Biblical Christian </

Worldview Teacher Manual samples - Summit Ministries

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