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.
Anti-Minotaur: The Myth of a Value-Free Sociology
This is an account of a myth created by and about a magnificent minotaur named Max-Max Weber, to be exact; his myth was that social science should and could be value-free. The lair of this minotaur, although reached only by a labrynthian logic and visited only by a few who never return, is still regarded by many sociologists as a holy place. In particular, as sociologists grow older they seem impelled to make a pilgrimage to it and to pay their respects to the problem of the relations between values and social science.
CITIZEN PARTICIPATION IN SOCIAL POLICY: THE END OF THE CYCLE?*
"Citizen participation" is examined in two federal programs: urban renewal and the community action programs. Six meanings of the concept are formed from two dimensions, the dimensions of participation of elites and non-elites, and the dimension of the focus on administrative or political concerns. Participation may mean "elite coalition," "politics of reform," "citizen advice," "pluralist participation," "client participation," or "grassroots participation." Each type is described, and a developmental process is noted whereby programs move toward "pluralist participation."