Worldviews and Teachers

Just like we all have a worldview, as teachers, we all have a philosophy of education; it is unavoidable. So, my thoughts are, if having one is a logical necessity, we might as well try to have one that is well thought out, meaning that it is grounded in our worldview, research, and practice. 


No one’s philosophy of education is fundamental, for our beliefs about education flow out of our beliefs about values. Our beliefs about values flow from beliefs or lack of beliefs in higher powers or purposes and then from our cultural context. These beliefs form the foundation of our worldview.

Merriam-Webster defines worldview as, “a comprehensive conception or apprehension of the world, especially from a specific standpoint.”

Worldview Shapes Your Approach To Education

Many books have been written about how worldview affects education. If you are curious, just Google a worldview + philosophy of education. The traditional approaches to education can be classified as Idealist, Realist, Pragmatic, Existentialist, and Scholastic. For a more modern twist on how worldview shapes education, just take a glance at how many educators are advocating for other teachers to read and teach the principles taught in anti-racism or climate change books. The view that one should be an anti-racist or a “______” educator stems from something more foundational than one’s philosophy of education. These moral positions do not originate with your teaching philosophy, ultimately, they stem from your worldview. 

Worldview Shapes Your Pedagogy

Worldview does more than affect how you deal with cultural issues. It also plays a significant role in your teaching pedagogy. What does good classroom management look like? Is the ideal teacher more of a sage on the stage, a guide on the side, a bit of both? Is knowledge foundational, or are skills? What knowledge, what skills should be taught?

*Note: Your worldview and philosophy of education should be capable of explaining the “why.” If it cannot explain the why, why believe it?

Worldview Shapes Your Values

The reason worldview shapes your approach to education and pedagogy is that worldview shapes your values. That worldview affects values should be obvious to you, but what is often less obvious is that many seemingly neutral things are value laden. Knowledge can appear to be neutral, but knowing is moral. For a clear example, look at reading. Hopefully we all agree that it would be immoral to withhold the knowledge of how to read. The content and skills you choose to teach are not neutral because when we include something, we are by default excluding other things because of time limitations. These are value based and therefore moral decisions. We value what we include more than what we exclude.

Teaching Is Rooted In Morality

When we make these choices, we are making a decision based on our values, so it is a decision rooted in our morality.

The reason people are so passionate about politics is that politics are moral and have real effects. Education is the same. We must make decisions based on our morality and those decisions have real effects. Because of this, there is something about teaching that has intrinsic moral value. This is why debates within education can get so heated, just like political debates. Teachers are not simply disagreeing on methods. Teachers have moral disagreements on what qualifies as good. Even if the stated goals (critical thinkers, life-long learners, etc) are the same, the methods are incompatibly different. 

To have a well developed philosophy of education requires a thought out worldview. This implies having a thought out morality, knowing what you believe is good and why. So, before you work on your philosophy of education, you need to answer this question. Where is your morality rooted?

Book Review: Cognitive Science for Educators by Robert G.M. Hausmann, PhD

This book provides the teacher with a smooth entry into the somewhat intimidating world of cognitive science. The strength lies in its intentional brevity. Most chapters can be read in around 5 minutes.

Each chapter is written in language that is accessible for those of us with little knowledge of cognitive science. In addition, each chapter follows the same format.

The Formats

It starts with Learning by Doing. These sections simply give you a chance to apply the chapter’s content before you read (Don’t worry, you can attempt this activity without knowing the cognitive science behind it.)

Then it shifts into the main body of the chapter. Here you are served a good midwestern dinner of meat and potatoes. You are introduced to the concept with everyday examples. Often, he will introduce key terms with definitions and examples and then weave them together, showing you the part and whole. This section is all killer, no filler. 

After introducing the topic, Hausmann writes about the Classroom Connection. This section is important. For teachers, research is no good if we don’t understand how to apply it. He gives us some ideas for application. 

Finally, each chapter ends with a section called Going Beyond the Information Given. This section is simply a fancy name for footnotes. But I like it because he cites his sources and gives some of his own thoughts.

Final Thoughts

I do wish that some of the sections had more detail, especially for the Classroom Connection sections, but, his goal was to write a brief introduction and he certainly succeeded. If you want a good primer on cognitive science, here is a good place to start.

Rating (out of 5):⭐⭐⭐⭐

Cognitive Science for Educators (Amazon Link)