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Critical Learning for Social Work Students by Sue Jones

By Sue Jones

Social paintings organisations wish newly-qualified employees who can perform as hugely encouraged and self-flourishing execs. To get to this level, social paintings measure scholars must be serious, analytical and evaluative of their considering, analyzing and writing. And whereas academics may possibly spotlight this want whilst marking assignments, there's constrained area to discover those subject matters inside an already tight social paintings curriculum. This revised moment version is helping to take on this challenge and is going to the guts of those crucial talents.

By utilizing functional examples and interactive beneficial properties severe studying for Social paintings scholars can assist consultant you thru your measure and directly to turning into a fully-developed and significant practitioner. It covers key parts of serious pondering corresponding to constructing a transparent and logical argument in addition to the appliance of self-evaluation and knowing the 'professional self'. For this variation there's a new bankruptcy on constructing emotional intelligence.

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Like riding a bicycle, asking critical questions eventually becomes automatic. Yet it takes some time to learn to balance, steer and pedal at the same time. You have to think about what action to do next. So it is with asking critical questions; you have to think through the actions initially but then suddenly you realise that you are asking these sorts of questions all the time. Even in your private life you will automatically be applying your new skills to new ways of posing questions. Also, just like riding a bicycle we usually have help to get us started.

These would allow for the inclusion of contrasting views and opinions. They would give the evidence with which to support arguments. If 23 Chapter 1 Developing critical questions this contrasts with ‘received’ views then it allows you to look at the evidence and justify your decision to sustain or change your current views and beliefs. That the questions I ask myself should problematise my own approach and personal views to expand my own critical thinking, I should ask those questions that allow me to focus on offering a critique.

The questions asked will signal what it is to be searched for. Questions that can be broken down, dissected, into more manageable pieces. By answering the questions in stages and progressively asking more complicated questions, for example the four stages of the ‘scaffold’ of criticality (fundamental, connecting, hypothesis and critical). That they should lead me to analyse and think about the type of questions I ask. They should lead me to explore the meaning of the topic under discussion and stretch my abilities to think about the question.

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