Thus far in human history, no society introduces its children to the world with the admittance that “we don’t know why we exist.” Rather, children are introduced to all sorts of ontological and metaphysical frameworks, or worldviews, which fundamentally shape their development, behavior, and experience. In modern society, worldviews are highly heterogeneous. Consequentially, members of the same community often differ in their most basic experience of the world. This hinders cooperative efforts on many issues like decreasing carbon emissions or promoting socioeconomic equity. A potential solution is the promotion of a new educational paradigm wherein students learn about the worldviews of others, and themselves. However, worldviews are complex. Tampering with them may lead to undesired consequences. How can educators and scholars determine which worldviews to challenge, and which to promote?