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Thoughts on World Views



A World View Plan

by David Quine

Our Priority

What are we praying to impart into the lives of our children? What is the goal of our instruction? We want our children to be both 'useful' and 'fruitful' for the Lord Jesus Christ in the 21st century (II Peter 1). This means that our children will be living based upon the Biblical world view. Dr. Schaeffer says that there was a time in which children would just catch the proper world view from their surroundings like a child catching measles. But he insists that this is no longer true. We must have a plan!

Our Plan

We must be consciously preparing our children to stand for Christ. The following three stages provide a plan for educating of our children.

Stage I

The Foundation

Ages: Birth through 12 - 14

You may be familiar with how a new bank teller is trained to recognize counterfeit money. They are allowed only to touch the 'real' money. The idea is that touching what is true will enable tellers to recognize that which is false. Applying this analogy to Christian education means that children should primarily 'handle' - think about -truth during this first stage. Such an involvement with truth establishes a child's thinking upon what is right. It is during this stage that a child will have the standard upon which to judge all other ideas.

When our children are young we must focus their thinking on those things that are true … worthy of reverence and honor, things that are just, pure, lovely and lovable, kind and winsome and gracious, virtuous and excellent, and anything worthy of praise. This is the time for 'touching' - thinking about - ideas consistent with the Scripture. Good literature that reflects Christian virtue is so invaluable during this time. Building your children's thinking upon the Biblical world view is the foundation for life. Their ideas must be established upon the solid foundation of truth and absolutes.

Stage II

Evaluating Ideas

Ages: 13 - 15 to Adult

There is coming a time however, when the person being trained with the "real" money becomes a bank teller. He is now responsible for evaluating the money with each exchange. Usually, there is a time of on-the-job training (apprenticeship) before the teller works without supervision. However, if questions arise regarding the money, the teller is to seek consultation with those higher in authority. The Secret Service may even be drawn into the evaluation if need be.

As your children mature, most likely sometime after their 13th birthday, it is the appropriate time to introduce classical literature. In the safety of your home your children will begin reading a variety of literature - some coming from the nonbiblical world view. In the analogy with the money your children are now apprenticing at the bank. They exchange money with the patrons - not knowing if they are handed real or counterfeit ideas. They are to be 'on alert' under your direct supervision- some of the thoughts may be counterfeit. The standard of course is the "real" ideas that have been "handled" - the Scripture. With your help your children will evaluate what is being said by different authors. The evaluation must include the answers to these questions:

  • Is there a God? What is He like?
  • What is the nature of the universe?
  • What is the nature of man?
  • What is the basis for ethics?
  • What is the cause of evil?
  • What happens to man after death?
  • What is the meaning of history?

Two Precautions for Parents

Historically, the ability to handle nonbiblical ideas seems to be conditioned upon two important ideas: a "robust Christian faith" and a proper view of Scripture.

Robust Christian Faith

It seems that the Apostle Paul and the early Church did not forbid the teaching and using of classical ideas. However, according to Dr. Schaeffer a person must have a 'robust Christian faith' in order not to compromise the truth. What does this mean? Dr. Schaeffer is referring to a life being lived moment-by-moment in the finished work of the risen Christ through the power of the Holy Spirit. This "robust faith" is a life fully clothed with the armor of God - with no "cracks or chinks."

The Bible: Our Final Authority

As we study ideas that are coming from a different world view, we must not simply read to understand and appreciate the beauty of the language. We must judge the thoughts and evaluate the ideas against the gauge of Scripture. The Bible must be the final and ultimate authority - the standard by which all ideas are measured and evaluated. We must never mix Christian thinking with Greek or Roman thinking as was done during the Renaissance.

Stage III

Making an Adequate Defense

Ages: 13 - 15 to Adult

At this stage your children will be preparing to give clear, concise, and convincing proof - an adequate defense for the hope that is within them (I Peter 3:15) as they prepare to go out into the culture on their own.

There is no better preparation for college … there is no better preparation for life!

Our Prayer

  • Though we don't feel qualified or prepared for this task, we thank you for making us adequate in Christ for such a ministry ( II Cor. 2 - 4).
  • Build within our children strong convictions - the resolve of a Daniel - so that they will be able to withstand the false thoughts and ideas of our culture and stand firm for Christ!


Thoughts on World Views from Bryce Quine

reprinted from Let Us Highly Resolve

IDEAS HAVE CONSEQUENCES. This is true whether one is referring to philosophy, theology, music, art, or law. A person's outlook on the world will shape his actions. During the last 120 years this nation has departed significantly from the thinking of our founding fathers. This is why I have decided to dedicate my life to working in the governmental system to bring back the world view of those men who founded our country.

It has always been my parents' goal to prepare and equip me for whatever career I would ultimately choose. Throughout my childhood school was not just formal education. Every day my father and I would discuss the events in the world and examine the world views of the leaders, past and present. This teaching dealt with much more than facts, it was concerned with ideas. This kind of education has prepared me to look beyond the individual laws or specific court decisions and to look for the ideas that are behind the actions of world leaders. Without this kind of teaching I would be lost in a sea of confusion.

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