Detailed Information on Publication Record
2015
Applying ethical theories in social work – teaching that which cannot be taught?
NEČASOVÁ, Mirka and Alois KŘIŠŤANBasic information
Original name
Applying ethical theories in social work – teaching that which cannot be taught?
Name in Czech
Aplikace etických teorií v sociální práce - vyučování toho, co nemůže výt vyučováno?
Authors
NEČASOVÁ, Mirka and Alois KŘIŠŤAN
Edition
Social Work Education in Europe: towards 2025, EASSW, Miláno, 2015
Other information
Language
English
Type of outcome
Prezentace na konferencích
Field of Study
50300 5.3 Education
Confidentiality degree
není předmětem státního či obchodního tajemství
References:
Organization unit
Faculty of Social Studies
Keywords (in Czech)
filozofie a etika, sociální práce, aplikace, výuka
Keywords in English
philosophy and ethics, social work, applying, teaching
Tags
Tags
International impact, Reviewed
Změněno: 21/10/2018 15:16, PhDr. Mirka Nečasová, Ph.D.
Abstract
V originále
The aim of this contribution is to explore the relationship between classical philosophy and ethics (considered as academic discipline often connected with instruction based learning) on the one hand and the ethics of social work (as practise oriented discipline connected with experience, reflection of values and internalisation of important professional values) on the other hand. Trans-disciplinarity is an important feature of social work and philosophy is one of the disciplines that inform and contribute to the knowledge in the field social work. The way of approaching philosophy and ethics by social work educators will be grasped by presenting summarised discussion among Czech social work educators published over the years 2010-2012 and research on education plans presented by schools united under the Czech Association of Schools of Social Work. The discussion represents various approaches to education and reflects the broader context within which social work and social workers operate as well. The views of the participants in this discussion could not be seen as antagonistic but rather as parts of a continuum, where the extreme position on one side is characterised exclusively by an endeavour to re-interpret the opinions of classical thinkers and on the other side would feature an exclusive reliance on practical experience and routine procedures without theoretical reflection. The concept of education in fact ranges widely across the entire continuum. Some ideas will be presented in the conclusion concerning the ways of continuation and strengthening the dialogue between the practice and the academic world in the field of social work.