Traditionally in social work, as well as with most other social sciences, dichotomous thinking has predominated approaches to knowledge building and action. What was being undertaken was understood as either research or practice. It was not, and could not be, both. This discussion was further complicated by questions about what constituted human knowing. Was it a process or a product? (Bernstein, 1985; Foucault, 1980; Weick, 1993).