Being, knowing and doing: aligning ontology, epistemology, and axiology to develop an account of social work as practice.
This article takes as its starting point reflections from social work academics at a Scottish university around persistent tensions between the nature of social work practice and the ways in which social work students and social workers talk about it. Practice (perhaps by definition) is practical, w...
| Published in: | Social Work Education Vol. 44; no. 3; pp. 522 - 538 |
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| Main Authors: | , , |
| Format: | Article |
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Taylor & Francis Ltd
Apr2025
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=187347786&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 187347786 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 02615479 36Q jtl: Social Work Education issn: 02615479 maglogo: N pubinfo: dt: Apr2025 vid: 44 iid: 3 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 187347786 10.1080/02615479.2024.2330598 ppf: 522 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: P size: 350KB tig: atl: Being, knowing and doing: aligning ontology, epistemology, and axiology to develop an account of social work as practice. aug: au: Smith, Mark McCulloch, Trish Daly, Maura affil: Division of Education and Society, School of Humanities, Social Sciences and Law, University of Dundee, Dundee, UK su: Ontology Professionalism Values (Ethics) Social services Learning Theory of knowledge Social participation Aristotelianism (Philosophy) sug: subj: Ontology Professionalism Values (Ethics) Social services Learning Theory of knowledge Social participation Other Individual and Family Services Aristotelianism (Philosophy) keyword: Aristotle practice scholarship of teaching and learning social work theory Aristotle practice scholarship of teaching and learning social work theory ab: This article takes as its starting point reflections from social work academics at a Scottish university around persistent tensions between the nature of social work practice and the ways in which social work students and social workers talk about it. Practice (perhaps by definition) is practical, whereas how it is spoken and written about often betrays instrumental, narrow or dated clinical orientations. Picking up on the International Federation of Social Workers (IFSW) definition of social work as a practice-based profession and drawing on the literature around the scholarship of teaching and learning (SOTL), we seek to (re)invigorate the case for social work as practice. We argue that this offers students and practitioners a conceptual framework through which they might articulate and validate what they do. We begin by critiquing current orientations to social work. We then come on to propose a broadly Aristotelean concept of practice. We make some suggestions for how this might better orient social work to the nature and demands of contemporary professionalism. We conclude by considering the implications of our argument for social work education and practice. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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