This article discusses the philosophical and ideological nature of theory and examines the ways ideology becomes infused into social work theory and practice. The use of critical thought and specific evaluation criteria based on consistency with social work values are proposed.IN RECENT TIMES, SOCIAL WORK and many of the helping professions have placed a heavy emphasis on practice that is based on scientifically derived theories and knowledge. The National Association of Social Workers (NASW) Code of Ethics explicitly mandates that professional practice include empirically based knowledge, the evaluation of programs and interventions, and that social workers "critically examine and keep current with emerging knowledge relevant to social work and fully use evaluation and research evidence in their professional practice" (NASW, 1996, p. 4) Thus, in our attempt to shape and mold professional practice, theories of causation, prevention, and intervention are expected to be empirically tested and verified, or, at the very least, lend themselves to empirical verification.With this in mind, it seems important to ask "What is the actual basis of our current professional knowledge?" This is not an insignificant question because, unlike other helping professions, social workers are expected to be experts on not only the biological, psychological, social, cultural, economic, and political aspects of human behavior, but experts on assessment, prevention, and intervention at all levels of social systems as well. It is this very complexity, however, and the mandate that social workers examine both the person and the environment, that contributes to the unique mission of social work practice. However, according to Kilty and Meenaghan (1995), the recent focus on empirical verification has, in part, contributed to an incomplete focus on better individual and family outcomes rather than an understanding of the larger issues and societal structures that contribute to risk and maintain social and economic inequality. Citing Abramovitz's (1983) concern about the narrowness of our conceptual frameworks, they propose that the selected use of scientifically based methods has unwittingly obscured the full range of value choices and research that the profession might pursue in its study of people and environments.There have been numerous debates in the professional literature about the nature of requisite knowledge for the profession (see, for example, Atherton, 1993;Fischer, 1981;Franklin, 1995;Fraser et al;Gibson & Nurius, 1992;Goldstein, 1992;Harrison, Hudson & Thyer, 1992;Hartman, 1990;Heineman, 1981;Herr, 1995;Hudson, 1982;Imre, 1984;Kirk, 1996;Klein & Bloom, 1995;Kondrat, 1995;Lindsey & Kirk, 1992;Minahan & Pincus, 1977;Reid, 1994;Rein & White, 1981;Rodwell, 1987;Sheldon, 1978;Staller & Kirk, 1998;Tucker, 1996;Weick, 1987;Witkin, 1991;. To date, apart from the general mandates of curricular policies set by the Council on Social Work Education, there is little consensus about essential knowledge for professional practice. In...
