Worldview Curriculum
Belhaven College, now Belhaven University, took a
bold step in 1999 to revolutionize its required general core curriculum by
requiring a two-year course of study focused around thematic topics and arranged
on an historical timeline, which helps students understand and contrast a
Christian worldview with the marketplace of history’s ideas.
Belhaven’s "Worldview Curriculum,"
required of all entering freshmen and sophomores, offers an integrated study
(structured chronologically) of the great movements and ideas in history,
literature, the fine arts, Bible, philosophy and theology. Using history and the
study of civilizations as a foundation, this unique approach to the traditional
core curriculum enables students to learn the necessity of a Christian worldview
in their personal spiritual growth, the shaping of culture’s moral values, and
in building prosperous communities and a healthy society.
The traditional approach of general education has always been
disjointed, as students are likely to be studying Reformation theology, 20th
century British literature, Roman history, and the art and music of the Middle
Ages in four different courses. Rather, Belhaven offers these topics in an
integrated study as faculty work together to assure the curriculum is harmonized
across disciplines week by week in each class segment — students studying the
theology of the Reformation are also studying at the same time the history, art
and literature of the period. Through this presentation of history’s major
themes, students understand how ideas and events fit together, how conflicting
worldviews have developed and how a Christ-centered understanding of our world
has remained consistent throughout the ages. Anchoring the entire worldview
curriculum is Belhaven’s traditional requirement of a full-year study of the
Old Testament and New Testament.
In keeping with its vision and mission, Belhaven University
believes that high academic and scholarly goals are first realized through a
foundation in general education that affirms the Lordship of Christ over all
aspects of learning — scholarly and personal. While some colleges have offered
a "great ideas" or "great books" curriculum for honors
students, we believe that every student must have this understanding of the
development of our worldviews. And thus, we have taken this bold step to offer a
uniquely structured general core curriculum for all students.

The Curriculum
The first year of the two-year course of study integrates the
topics of history, culture, literature, Christian perspectives and our unique
Master Learner Seminar topics into a whole that offers students the conceptual
and practical foundations for successful college-level study. The second year
builds upon the groundwork of the freshman year and culminates in a capstone
course bringing a Christian worldview to bear upon today’s culture.
Worldview Curriculum: The Intersection of Topics
First Year – Fall and Spring Semesters
| Weeks |
Western Civilization |
Form and Meaning |
Literature |
Christian Perspective |
| Fall |
| 1-2: |
Origins,
Egypt, Eastern Empires |
Worldviews,
art and intent |
Genesis,
The Epic of Gilgamesh |
Epistemology
and Theism |
| 3-4: |
Hebrew worldview, Israel,
Minoa |
Idea and concept: the tabernacle |
The Iliad and The Odyssey |
Theism vs.
Christian Theism |
| 5-6: |
Greece and
Greek philosophy |
Greek art –
subject, style and medium |
Greek Drama |
Deism and
Naturalism |
| 7-8: |
Hellenistic Age, Rome |
Roman art – subject, style and
medium |
Virgil, Horace, Cicero |
Nihilism |
| 9-10: |
Rome’s Rise
and Fall |
Roman art –
technology |
Ovid and
Juvenal |
Existentialism |
| 11-12: |
Early Christianity, Monasticism |
Reprise: worldview and intent |
Confessions of Augustine |
Gnosticism
redux: the New Age |
| 13-14: |
The Middle
Ages |
Organic unity:
painting and architecture |
Beowolf |
God Exists:
the Bible is His Word |
| Spring |
| Weeks |
Western Civilization |
Form and Meaning |
Literature |
Christian Perspective |
| 1-2: |
High Middle
Ages & Medieval worldview |
Line and
shape: the order of Medievalism |
Divine
Comedy |
Our
responsibility to God |
| 3-4: |
Late Middle Ages |
Texture and value: late Middle
Ages |
Piers Plowman |
Responsibilities
to self and others |
| 5-6: |
Renaissance:
Society, Politics & Humanism |
Color and
space in Renaissance art |
Canterbury
Tales |
Responsible
sexuality |
| 7-8: |
The Reformation and its spread |
Late Renaissance: harmony and
balance |
Erasmus and Luther |
Abortion |
| 9-10: |
Commercialism
and Constitutionalism |
Proportion |
Calvin and
Montaigne |
The poor and
oppressed |
| 11-12: |
Scientific Revolution and The
Enlightenment |
Enlightenment art: movement |
Don Quixote and Tartuffe |
Responsibilities
to the environment |
| 13-14: |
Enlightenment:
Secular Revolution |
Organizing
principles as worldview |
Candide |
Biblical
discernment |

Second Year –
Fall and Spring Semesters
| Fall |
| 1-2: |
Old Regime and
the French Revolution |
Art: Rocco and
Neoclassical, Music: foundational concepts |
Misanthrope,
Scarlet Pimpernel |
*Old Testament
Course, New Testament Course |
| 3-4: |
Napoleon, the Industrial
Revolution |
Art: Romanticism, Music:
Romanticism in music |
The Romantic Poets |
*Students
are also required to complete two full semester courses (6 credit hours)
in Old Testament and New Testament. |
| 5-6: |
19th century
"Isms" |
Art:
Romanticism to Neoclassicism, Music: heartsongs of the homeland |
Frankenstein |
| 7-8: |
Realism, Darwinism, Naturalism |
Art: academic art and realism,
Music: the composers |
Faust |
| 9-10: |
Revolution and
the mid-century "Isms," unification of Italy |
Art: Manet to
Impressionism, Music: Brahms and the Formalists |
Dickens,
Frederick Douglass |
| 11-12: |
Rise of the German Empire,
England and France |
Art: Post-Impressionism, Music:
Debussy and the Impressionists |
The Inspector General, Napoleon
of Notting Hill |
| 13-14: |
Imperialism |
Art:
Post-Impressionism and symbolism, Music: the post-Romantic dilemma |
Poems of
Thomas Hardy and Matthew Arnold |
| Spring |
| 1-2 |
Europe and
World War I |
Art:
abstraction, Dada, surrealism |
WWI British
Poets |
Biblical
discernment |
| 3-4 |
Russian Revolution and the 1920s |
Music: Expressionism – tonal
or a-tonal? |
Tolstoy |
Understanding
pop culture |
| 5-6 |
Pre-WWII
intellectual and social trends |
Art: Ecole de
Paris and USA in 1920-1930 |
Pirandello |
Worldviews and
television |
| 7-8 |
Great Depression and Origins of
WWII |
Music: music and the state |
Kafka |
Worldviews and
cinema |
| 9-10 |
World War II
and the Cold War |
Art: abstract
Expressionism, pop art |
Camus and
Graham Greene |
Worldviews and
music |
| 11-12 |
Recovery of Europe,
Détente, Ostpolitik |
Music: fragmentation and the
avante garde |
Martin Luther King, Jr. |
Worldviews and
moral issues |
| 13-14 |
Vietnam War
through the present |
Art and Music:
Postmodernism |
Vonnegut |
The Christian
and culture |
