A social constructionist approach to social work education in South Africa: Some practical considerations

Abstract

A belief in the scientific method as the only valid approach to knowledge has dominated Western thinking and has significantly influenced the rest of the world. Those professions most closely aligned with science have the most status and, as Saleeby aptly put it, those not covered under the canopy of science scurry to seek its shade (1991:51). Increasingly however, the concept of a single source of truth or understanding is being questioned. Scientific, rational approaches and methods have not lived up to their promises of certainty and progress. Social work practitioners complain that much social work theory is irrelevant as they are constantly faced with a lack of certainty, with multiple perspectives and with diversity. How should social work education respond to this?