Exploring Therapist's Worldview in a Family Therapy Theory Course: A Four‐Corners Learning Activity

ABSTRACT In the evolving landscape of family therapy education, the need for effective teaching techniques for family therapy theory and practice in the current landscape of epistemological diversity has intensified. This article examines the use of a four‐corners active learning activity with first‐year master's students to help them critically analyze their personal and professional worldviews as they learn foundational family therapy theories. This activity aims to help students focus on process, identify their worldview, increase tolerance for uncertainty, and address the gap between espoused beliefs and reactions. By physically responding to epistemological prompts, students confront inconsistencies, fostering self‐awareness, and flexibility. Observations suggest this approach promotes critical self‐awareness and flexibility, which can support the development of their clinical theory. The article reflects on the effectiveness and limitations of this pedagogical strategy, suggesting its wider use in developing responsive and reflexive therapists in a changing sociocultural context.