Critical Thinking as Integral to Social Work Practice

Abstract

The paper examines the role of critical thinking in an experience-based model of social work education. Within this model, the development of a critical approach to our own understanding of, as well as to existing knowledge about, the world is fundamental for students and educators alike. Critical thinking is defined as more than a rational, step-by-step problem-solving process; it is seen as the systematic application of critical thinking skills to real life situations that can only be learned and refined through practice within a particular discipline. It presumes a social constructionist understanding of the world whereby knowledge is a social construction; where the limits of knowledge are recognised; and where knowledge is seen as ever changing, even shifting and unstable. This is regarded as a very different process from learning to apply knowledge that one accepts uncritically as true, reliable and correct. Finally, creativity is viewed as pivotal to critical thinking and to preparing students for the ambiguities and complexities of social work practice. As well as describing the critical thinking components of the social work program, the paper shows how a critical thinking stance can be fostered in the classroom, reports on our ongoing evaluation of our attempts to teach students to think critically, and reports on the challenges and rewards experienced thus far.

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