Educational Doctrines And Social Work Values: Match or Mismatch?
Abstract The CSWE accreditation standard requiring deans and directors to demonstrate commitment to the ethical values of the profession again raises questions about what commitment to ethical values means and about how determinations of adherence will be made. In this paper, two contrasting educational doctrines found in universities are reviewed. Aspects of each are found in social work statements of value. Special attention is given to their conflicting conceptions of students and the ideal learning environment. Following this, a sample of social work values and procedures for determining adherence to them are reviewed. Suggestions for further study are given.
TRAINING OF SOCIAL WORKERS IN THE INNOVATIVE EDUCATIONAL ENVIRONMENT OF A UNIVERSITY: CONCEPTUAL IDEAS AND INNOVATION MECHANISMS
The study presents a reflection of the problem of innovation training of future social workers in Ukraine in the context of forming the innovative educational environment of higher educational institutions.
Changes in the system of social workers training are characterized, frames of adding and widening their realization by conceptual ideas and mechanisms as to education in the field of social work are outlined. There is presented the multi-vector type of educational evolution in the field of social education that provides co-existence, development and interaction of conceptions, statements and views, different by their ideas as to the theoretical-methodological base of social workers training.
Solving the problem of functioning of the innovative educational environment of social workers training provides a purpose-oriented preparation to elaboration and implementation of social work innovations, based on ideas of pedagogical innovation, competence-oriented and project teaching, social partnership. This process is specially organized, purpose-oriented, dynamic, which socio-pedagogical conditions are realized in the common activity of teaching subjects due to integration of innovative possibilities of the educational environment and personal potential of a specialist, support of students’ ideas and initiatives, introduction of the method of situational modeling of social situations, provision of teaching subjects’ interaction as a special type of social partnership of state institutions and public organizations.
Such social workers training provides orientation on general scientific principles (system, open, variation, complex ones), concrete-scientific principles of organizing the educational environment (subjective activity, innovation, reflection, integration of the content of educational and other types of activity, principle of social partnership as realization of interaction between social institutions, organization of studio training).
It has been proved, that renovation of social workers training as a process of purpose-oriented support of the innovative content of environment possibilities corresponds to the characteristics (practice-orientation, polyfunctionality, openness, innovativeness) and may be provided by organization-managerial, scientific-methodological, activity-practical mechanisms.
EL TRATAMIENTO NEOPRAGMATISTA DE LA VERDAD EN RICHARD RORTY NEOPRAGMATIST TREATMENT OF TRUTH IN RICHARD RORTY
Richard Rorty, one of the most influential authors of our time, presents a critique of the philosophical concept of truth as correspondence. The conclusion of Rorty's neopragmatism is that the idea of truth as correspondence between language and facts is ineffective because it no longer works. The neopragmatist conception of truth indicates the only possible uses for the term «truthful,» revolving around the idea of jus - tification. In this article, the neopragmatist notion of truth is presented in order to