PHIL5101 Worldview and Basis for Critical Thinking


View the Enrollment Agreement

View the Withdrawal and Refund Policy

Request more information

Enroll Now


PHIL5101 Worldview and Basis for Critical Thinking is a presentation of the literal, grammatical, and historical approach to studying and understanding communication, with an emphasis on special hermeneutical problems, such as figures of speech, typology, and modern criticism.


Christopher Cone, Th.D, Ph.D, Ph.D

John Oglesby, MA

Mark Perkins, M.Div

Stephen Lewis, Ph.D

Michael Thompson, M.Div



Module 1 – Worldview Foundations for Transformation – Christopher Cone, Th.D, Ph.D, Ph.D

Dr. Cone introduces and defines transformative thought, explains the relevant topics, and introduces the various hermeneutic approaches within various worldviews.


Cone, Integrating: p. 1–46
Cone, Priority: p. 1–16


Module 2 – The Genesis Principle – Christopher Cone, Th.D, Ph.D, Ph.D

Dr. Cone presents an exegetical case for a normative understanding of the Bible throughout the book of Genesis.


Cone, Priority: p. 17–76
Terry, p. 137–150


Module 3 – Literal Grammatical-Historical Hermeneutic Defined – John Oglesby, MA

John Oglesby provides a brief definition of the Literal Grammatical-Historical hermeneutic providing six principles to follow.


Baurain, A Short Primer
Terryp. 161–162; 203–253


Module 4 – Comparative Hermeneutics 1: Theological, Allegorical, and Spiritualization – Stephen Lewis, Ph.D

Dr. Lewis covers comparative hermeneutic models including the theological, allegorical, and spiritualization models of interpretation


Terry, p. 163–174; 302–328
Cone, Priority p. 77–82


Module 5 – Comparative Hermeneutics 2: Complementary, Canonical, and Genre – Mark Perkins, M.Div

Mark Perkins covers comparative hermeneutic models including the complementary, canonical, and genre models of interpretation.


Cone, Priority p. 83–148


Module 6 – Comparative Hermeneutics 3: Postmodern, Trajectory, and Redemptive – John Oglesby, M.A.

John Oglesby covers comparative hermeneutic models including the postmodern, trajectory, and redemptive models of interpretation.


Terry, p. 603-738


Module 7 – Hermeneutics and Personal Growth – Michael Thompson, M.

Michael Thompson engages the interdisciplinarity of hermeneutics and personal growth. Includes a look at hermeneutics, personal growth, and the interplay/relationship between the two.


Cone, Priority p. 149-204


Module 8 – The Impact of Theology on Understanding and Learning – Mark Perkins, M.Div

Mark Perkins explores the relationship between theology and understanding engaging the impact one has on the other.


Cone, Priority p. 205-245

Terry, p. 582-600

Module 9 – Four Steps for Understanding – John Oglesby, M.A.

John Oglesby presents four basic steps for understanding any communication while focusing on understanding the Bible itself. The steps explored are observation, interpretation, verification, and application.


Terry, p. 17-75


Module 10 – The Exegetical Process and Transformation – Christopher Cone, Th.D, Ph.D, Ph.D

Dr. Cone expands on the four basic steps of understanding, breaking down the process into a detailed exegetical process which leads to the transformation of the individual.


Cone, Integrating p. 47-132



Required Texts:

  • All CBU courses use the Bible as a primary textbook. Translations used for coursework include any of the following: NASB, ESV, KJV, and NKJV. Other translations/versions may be used for complementary study and research.
  • Christopher Cone, Integrating Exegesis and Exposition: Biblical Communication for Transformative Learning (Fort Worth, TX: 2015) ISBN: 978-0-9765930-5-8, $14
  • Christopher Cone, Priority in Biblical Hermeneutics and Theological Method (Raymore, MO: 2018) ISBN: 978-0-9982805-2-6, $16.
  • Milton Terry, Biblical Hermeneutics: A Treatise on the Interpretation of the Old and New Testaments (New York, NY: 1890) Electronic Copy Provided.
  • Thomas Baurain, “A Short Primer on Biblical Hermeneutics,” The Journal on Dispensational Theology 10, no. 31 (Dec. 2006): 41. Electronic Copy Provided.



Course Learning Outcomes (CLOs)

  1. To understand the foundational relationship between Hermeneutics in worldview and critical thought
  2. To be able to compare and contrast various methods of understanding and learning
  3. To be able to apply the Biblical model of understanding for personal growth and development
  4. To be able to assess communication based on a biblical model of interpretation


Program Learning Outcomes (PLOs)

  1. To prepare Learners for roles in transformative education teaching and service.
  2. To provide Learners a foundation for effective individual and organizational leadership in diverse environments.
  3. To ensure Learners demonstrate worldview foundation for empowering people and building communities.
  4. To help Learners formulate a Biblical approach to transformative learning and leadership.


Vyrsity Learning Outcomes (VLOs)

  1. Critical Thinking, Problem Solving, and Research – Learners will demonstrate ability to think critically, solve problems, and conduct interdisciplinary research at a level appropriate to their program.
  2. Personal Growth – Learners will understand how learning is related to personal growth, and will be challenged to grow in their thinking, communication, conduct, and engagement with others.
  3. Skills Development – Learners will advance in skills related to their area of learning, demonstrating a level of competency appropriate to their program.
  4. Social Responsibility – Learners will appreciate the diversity in and value of others as designed by our Creator, and will grow in willingness and capability to serve others.
  5. Worldview Applications – Learners will become capable at thinking from a worldview perspective and will understand the relationship of description and prescription, so that they can ground their actions in sound principles.


Assignments and Grading (1000 Points)

  1. Module Assessments (25 points each x 10) 250 Points (Video)
    1. CLO 1 / PLO 3,4 / VLO 1,2
  2. Course Content Assessment             250 Points (Writing)
    1. CLO 2 / PLO 3,4 / VLO 3,5
  3. Reading Content Assessment             250 Points (Writing)
    1. CLO 1 / PLO 3,4 / VLO 1,2
  4. Competency Assessment –
    1. Writing: Write a 3000 word paper on a topic related to hermeneutics and personal growth.
    2. Interview: Interview a religious or philosophical leader who would not agree with your worldview regarding one’s interpretive method. Create a 30-minute video recapping the interview and assessing implications of the other’s views.
    3. Recorded Presentation: Give a 45-60 minute presentation on a topic related to Hermeneutics and personal growth.
      1. CLO 3 / PLO 1,2 / VLO 4,5

250 Points

Grading Scale

91-100%          A

81-90%            B

71-80%            C

61-70%            D

0-60%              F


Carnegie Unit Credit Hour Equivalent

Total Hours of Module Content:                    20 hours

Total Hours of Reading Content:                    40 hours

Total Hours of Minor Assessments:               30 hours

Total Hours of Major Assessment:                 30 hours

Total Hours of Competency Assessment:       15 hours

Equivalent of 3 Credit Hour (135 hours of total course time)

Course Duration Policy

Learners may complete the course in as few as four weeks and in as many as sixteen weeks from the date of enrollment. 

Writing Style Policy

All written assessments must follow the style guide appropriate for each course subject as listed below:

  • PHIL/HUMA/HIST/LANG/BIBL – Chicago Style (The Chicago Manual of Style: The Essential Guide for Writers, Editors, and Publishers, Seventeenth Edition)
  • EDUC/SCIE/MATH/PSYC – APA Style (The Publication Manual of the American Psychological Association, Seventh Edition)
  • ENGL – MLA Style (MLA Handbook, Ninth Edition)
Standard of Intellectual Honesty

By enrolling in a CBU degree program, Learners commit that they will not give or receive aid in any work that is to be used by the professor as the basis of grading, and that, and will do their part to ensure that other Learners uphold CBU's Standards of Intellectual Honesty.

The CBU faculty manifests its confidence in the honor of its Learners by refraining from proctoring examinations and from taking unusual and unreasonable precautions to prevent intellectual dishonesty.

While the CBU faculty alone has the right and obligation to determine academic requirements, Learners and faculty collaborate to establish the conditions for learning that is worthy of the worldview that CBU represents.

Intellectual dishonesty includes but is not limited to:

  1. Copying from another’s work or allowing another to copy from one’s own work
  2. Representing as one’s own work the work of another
  3. Other forms of plagiarism.
  4. Unpermitted collaboration or provision of aid on an academic assignment
  5. Using the same paper or other coursework too satisfy the requirements of more than one course or degree

The standard penalty for a first offense may include a failing grade for the course in which the violation occurred. Repeated offenses may include academic suspension or dismissal.