Education for Social Work (Paperback)

This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1921 Excerpt: ...familiar but represent the best pedagogical method of approach. Where they frequently need strengthening is in an increased emphasis upon the more general facts and principles that give a comprehensive understanding of the whole situation rather than a definite solution of the immediate problem. The problem itself should continue to be the point of departure and should lead in a natural way to a study of the historical facts bearing upon it. By beginning with the problem instead of the historical introduction so common in university courses, the interest necessary for concentrated effort is aroused and the interpretative value of the historical elements stands out more clearly. But the point where the usual professional course lays itself open to criticism is in its tendency to lead directly toward a consideration of methods and technique. The failure to give sufficient emphasis to the complex factors that enter into the problem under discussion and the causes that underlie it bring about a concentration upon mechanical processes and an overrefinement of technique, that may be useful to specialists who are to deal with particular situations but does not make them professionally educated in the broadest sense. The ideal in technical courses of instruction is to make everything contribute to a thorough knowledge of the whole problem which will as a matter of course include attention to the most approved technique. If the technical courses of instruction deal in this way with specific problems there would seem to be less necessity for courses in which the entire emphasis is upon technique. The technique of family case-work would not need to be taught as a distinct process because it would be a natural part of the courses dealing with problems of the family, ch...