Worldview—a Filtered Lens

Worldview is a filtered lens through which we look.

by Shawn Hassen

Worldview is connected to author’s commentary, which I discussed in a previous post at the end of March. It is “bigger” and more suggestive because it goes beyond the piece of literature itself. While it is quite discernable through the deductive, “scientific,” logical methods we have been applying to our study (also discussed in previous posts), it also requires some inductive reasoning. Unlike the combinations of literary elements + theme + commentary which are evidenced within the pages of the text, worldview refers to the actual “world” beyond the limits of the mere novel—the world as seen by the writer.

Initially, worldview is confusing to students. Are we trying to read the writer’s mind? By no means. Nor are we trying to make any unsupported claims about an author’s beliefs. We are still using the evidence within the text to logically suggest a writer’s worldview. So what is a worldview, exactly? The analogy of a filtered lens on a camera offers students a great starting point. Cameras have a variety of filters. There are red filters, for instance, through which every image appears red. Looking at the world through a red filter seemingly–and the operative word is seemingly–produces a red world. A sunset might actually be red, but an evergreen tree is not red. It just appears red because of the filter. So—and this is important—filters can be realistic or unrealistic, accurate or inaccurate. This visual of a literal filter over a camera lens will help students begin to understand that worldview is a particular “way” to “view the world.” Now expand the analogy to substitute views for ideas. A worldview is a “filtered” view of humanity and the world. It is how we interpret life.         

How did humans originate? 

Are humans animals?

What value do humans have?  

What is “human nature–” what are we like in our most natural state?  

What defines us?  Nature? Nurture?  

Is anyone or anything in charge here?  

Is this world/life as good as it gets? 

Why does so much seem to be upside down?  What’s wrong? 

Can’t we just all get along?  What’s the solution?  

Consciously or subconsciously, throughout life, we ask and answer these questions with the influence of a variety of sources. Parents, teachers, philosophers, art, culture, religion, and even our own experiences shape our belief system, and the answers we develop to these big questions inform a surprising number of details in our lives. Everyone, including writers, has a worldview.  It has recently become popular to hear people speak of a particular idea as “my truth.” They are actually referring to their worldview (which, as we have seen, ironically may or may not be “true.”)

Here is another analogy that may help students. Consider the ever-fun shoebox diorama which we all made in grammar school. Maybe it was a Civil War battle with toy soldiers, clay, and moss. The battle in the shoebox is the youngster’s portrayal or representation of history. The third-grader might want to build a hill with trees on the top. Furthermore, he has an adorable little plastic deer that is begging to be placed under one of the bushy cotton ball trees. It’s certainly a charming, detailed diorama with hills, trees, deer, soldiers, gunfire, and the battle lines clearly drawn. But is it accurate? We have to ask—would a deer stand in the midst of cannon and musket fire? And what if further historical study of this particular battle reveals that the land was flat and treeless because it was nearing a swamp. So . . .no deer, no trees, no hills. The young student’s diorama is a particular view of this battle, and while there might be aspects of the representation that are accurate, there are certainly aspects that are not. We appreciate the aesthetic of the diorama, but as observers, we have to think for ourselves to sort through its accuracy.    

Writers (like all of us) are building their own shoebox dioramas of life, of humanity, of the world. Their “dioramas” often critique the world as they see it and possibly offer solutions to the wrongs they have identified in society. Instead of using toothpicks, glue, and cotton balls, writers carefully craft their literature using the tools of their trade. Themes are essential to author’s commentary and worldview, but so are the detailed literary elements leading up to theme. The way a writer creates characters, for instance, reveals a lot about his or her view of the world. How many of Hemingway’s works have female characters who are manipulative and use sex to gain power? Quite opposite, several of John Steinbeck’s works present female characters who have been ignored, neglected, and oppressed by men.  All of the literary elements work together to point toward the writer’s snapshot of the world, the lens through which he or she sees society.

Our diagram representing the study of literature can now be completed: the core is the piece of literature we are studying; the next layer or ring is titled Elements; the next ring is Author’s commentary; and the final ring or layer of study is Worldview. It’s important for students to realize that no layer functions as a separate entity. Each layer offers insights into the next layer. Also, to help them better grasp the relationship among these layers, show them how this diagram works in two directions--from the inside out, and from the outside in.   This may help clinch it for them. Here’s what I mean:  

If we are studying a piece of literature, we start at the center (as we have been doing in this chapter) and travel outward. We first read the fictional work and annotate it thoroughly. Next, we sort through all of the literary elements that weave theme throughout the work and begin to reveal the writer’s commentary.  Finally, on the macro level, we can surmise some of what the writer believes is true of the world (worldview).   

If I am the writer, however, I am unconsciously starting at the outer ring and traveling toward the center. My experiences, my beliefs, my observations, my education and so forth have helped shape the way I see the world–my worldview.  As a writer, I want to express my ideas about society and this world as I see it. I have a particular critique to offer, and in order to share my commentary, I will have to decide upon the themes I’ll tackle--and I will use all of the literary tools I have on hand to produce a work of fiction that reflects me as the artist.  

The diagram with arrows pointing outward from the center as well as arrows moving from the outer Worldview ring inwards toward the core will give students a visual appreciation for both the process of writing fiction and the process of studying fiction.