LDRS/EDUC 620 - Worldview Foundations for Educational Leadership 
(3 S. Hrs)

This course introduces the two stories and worldviews in which the believing community in the
western world carries out its educational calling: the grand narrative of the biblical story
(creation-fall-restoration-consummation) and the Western story and worldview (modernity and
postmodernity). It examines the complex issue of "indwelling" the biblical story in the context of
contemporary western culture, paying particular attention to the idea of "contextualization" as a
way of dealing with the tension and conflicts resulting from the comprehensive demands of
these two incompatible stories and worldviews. Participants will examine selected models for
building personal and shared vision as presented in scholarly literature on social theory and
educational leadership. They will develop and discuss a framework and strategies through
which the school leader can work reflectively with faculty, parents, students and others in
establishing and sustaining a vision-shaped educational community.

Course Objectives

This course is designed so that educational leaders will:
1. Discern the religious nature, comprehensive demand, and social embodiment of the
Biblical story and worldview.
2. Examine how a Biblical worldview is foundational for understanding the nature of the
learner, the teacher, nurture, and the purpose and goals of education.
3. Critique the pervasive secular/religious, public/private dichotomies of Western culture
and the myth of neutrality, and examine Wolters' concepts of "structure & direction" as
mental models for viewing our world.
4. Critique the pervasive influence of the Western story and worldview in shaping our
understanding of the learner, the teacher, nurture, culture, authority, and the purpose
and goals of education.
5. Examine and critique selected literature on school culture, on how school culture is
shaped and sustained, and on the role and purpose of education in the
modern/postmodern cultural environment.
6. Examine and critique selected models for building personal and shared vision as
presented in contemporary scholarly literature on social theory and educational
leadership.
7. Explore the role of the educational leader in the development of a Vision Statement and
other policies and practices--ensuring the establishment and maintenance of a school
culture that reflects the Biblical story, living "in the world but not of it."
8. Identify and respond to selected opportunities and challenges of leadership of the
vision-shaped educational community in the modern/postmodern context.
9. Identify requisite leadership gifts, and affirm leadership potential.