ABSTRACT
This chapter focuses on one particular discussion based on Charles Taylor's critique of the dominant model of the modern self which have briefly sketched out above, and its relation to the self within social work education. For our purposes, chapter focuses on a particular tension within the self implied by certain professional standards. In the United States, the Council on Social Work Education's (CSWE) Educational Policy and Accreditation Standards (EPAS) opens with a declaration that social work is guided, amongst other things, by a knowledge based on scientific inquiry. In the United Kingdom, domain six of the College of Social Work's (TCSW) Professional Capabilities Framework (PCF) shares virtually identical wording. Likewise, the fifth domain of the PCF on Knowledge states that social workers understand psychological, social, cultural, spiritual and physical influences on people; human development throughout the life span and the legal framework for practice; which is applied in their work with individuals, families and communities.
