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Abstract
Rapid expansion of educational research and conceptualization combined with increased emphasis on relevance and effectiveness as values within the educational institution encourage expansion of the assumptions made by social work educators. Such expansion forces recognition of the complexity of the educational transaction and of the importance of flexibility as a teacher characteristic. But certain new assumptions suggest undeveloped opportunities for facilitating significant student learning. This article identifies four such opportunities based on assumptions about individual differences, cognitive functioning, and affective learning. A complex, growth-oriented view of social work education is emphasized.