CHRISTIAN WORLDVIEW THINKING has become an increasingly prominent framework for thinking about education since its uptake by a new and rapidly growing constituency of Evangelicals. On the surface this popular surge vindicates the methodology yet the literature demonstrates a concerning lack of engagement with apparently debilitating critiques advanced by a previous generation of scholars like Karl Barth. There have been responses of course, but they are notable for domesticating the critiques rather than treating them as fundamental objections, a situation urgently requiring attention if worldview thinking is to position itself as a genuine alternative in the wider marketplace of ideas.
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