Every single person alive is born into a world view. The world view could be religious, non-religious, agnostic, atheistic, secular, whatever. The important thing is, while every person is a child and teenager, they are sold a world view by parents, guardians, and their immediate community.
With caveat of exclusion of validation of immorality, prior to arrival at maturity and independence, there does not exist any shame to living in consonance with world views of parents, guardians, or community.
During childhood and adolescence, everyone still is in data collection mode, data that ultimately determines whether they stick to world views of their parents, guardians, and community, or arrive at a switch of world views. This is the reason teenagers are not charged as adults whenever they commit crimes. There is the assumption that while they are in process of collecting data for life, the data has yet to arrive at critical mass necessary for triggering of deep introspection about implications of actions. Perhaps even more importantly, up until attainment to responsibility for ourselves, which typically does not occur until college years, we typically do not take much time to critique our world views.
If education is inclusive of teaching on religion, it typically serves for indoctrination, not elucidation and emancipation. Note that teaching of scientific evidence in support of either of Creationism or Evolution is not tantamount to teaching of religion. If focus is on scientific merits of each competing theory for origins of life, students are not taught religion, they are taught principles for evaluation of dichotomous claims and evidence, important tools for arrival at well articulated world views for life. This way they know stipulation of ‘waking up at 5.00 am’ as mark of success is bogus, clap seeking advice.
If education is, however, what it is supposed to be, educated people learn to ask the right sorts of questions, learn how to arrive at answers to the right sorts of questions. This agenda of education is fodder especially for High School education, and beyond.
In the sciences, physics and chemistry help build up curiosity that results in asking of good questions. Mathematics is so rich, it’s capacity for inducing of good questions typically is delayed until a four-year college course in Mathematics. Perhaps even until a Masters level course.
In the arts, critiquing of poetry, prose, novels and non-fiction books all help to build capacity for asking of good questions, build capacity and confidence for articulating of points of view that differ from typical insights derived from works of art.
If education is what it is, and it’s value is inculcated, you learn to ask the right questions about world views handed down by parents, guardians, or your community. Some of these questions are generated in course of frictions that occur in context of interactions with people who grew up in context of alternate world views. Whenever a person possesses capacity for introspection over preexisting world views in context of frictions with others, this is a good sign, a sign that capacity for asking of right questions, and finding of good answers has been developed.
We all view the world through subjective prisms developed from childhood. For some people, the prism never changes. For yet some others, the prism is altered not by asking of good questions, and finding of good answers, but by devolution into all sorts of biases.
At the present time for instance, while a person who advocates homosexuality is perceived to be liberal, a person who advocates heterosexuality is labeled bigoted. This prism is a biased, distorted, reactionary view of life. If homosexuals are free to be homosexuals and free to advocate homosexuality, clearly, heterosexuals equally must be free to be heterosexual and to advocate heterosexuality.
For a third group of people, the prism through which the world is viewed is altered by capacity for asking of right sorts of questions, and finding of good answers.
In which group would you best love to plunk yourself?