Worldview Pedagogy for Integration of Religion and Spirituality in Social Work Education

Abstract

The study applies worldview diagnostic scale (WDS) as a classroom instrument for enhanced pedagogy for teaching on religion and spirituality in social work education. A sample of 110 Masters of Social Work (MSW) alumni and 154 MSW students was used to investigate: 1) differences in worldviews on human nature and social justice between clinical and community concentration MSW students; and 2) diversity of positions on theological, epistemological, ontological, axiological and deontological issues as related to social work practice. These were compared to MSW alumni to determine spheres of differences between trainees and graduates from the same institution. The results served as a foundation on which the integration of religion and spirituality in social work education was built. They derived the conclusion that a worldview system is a stable structure that does not easily yield to outside influences.

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