Change and Deeper Change: Transforming Social Work Education

Abstract

In recent years, the concept of transformation has become more prevalent in the social work literature; however, its use is quite varied. In this article, I attempt to disentangle some of these uses. I then propose a conceptualization of transformation and discuss its relevance for social work education. In this conceptualization, transformation is considered an orientation to learning and knowing rather than about particular content or an end state. I conclude with some ideas about how this conceptualization might be integrated into social work education.

Notes

¹ It is not surprising that my approach mirrored, with a few notable exceptions, my own education. This is not to condemn this didactic approach; after all, it worked out pretty well for me.

² I am not trying to define transformative change as much as give readers a sense of how I understand this concept. I recommend considering this discussion as a potential resource for action rather than definitive pronouncements of the real.

³ I am not suggesting that these views are correct and that alternative views are wrong; in fact, such distinctions are, from my perspective, not most relevant.

⁴ This understanding is itself a possible object of transformation that could change the transformative process (e.g., its need or direction).

Additional information

Notes on contributors

Stanley L. Witkin

Stanley L. Witkin is professor at the University of Vermont.