ABSTRACT
A subterranean distinction has rumbled along beneath the chapters of this book.1 Sometimes the argument has been organized with the general aim of showing how substantive knowledge from different kinds of research and inquiry can make for good social work practice. The previous chapter is a good example of this approach, as is Chapter 2. On other occasions the authors have focussed more of how different ways of disciplined thinking and inquiry constitute indispensable elements of practice. Chapter 4 is an example of this approach.
