Skill development is essential curricular content for social work education. The necessity for teaching this content has had an impact on the profession’s struggle to find a place in the modern university. This paper examines whether current education for skilled action is sufficiently scientific, learned, and scholarly to belong in the academic world. The authors offer the concept of the reflective practitioner, and place it in relation to social work education, its literature, and some of the epistemological considerations of recent years.
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