Philosophy of Social Work and the Importance of Theory and Practice in Social Service

Authors

  • Saeidah Abu Sayf Miftah Ali Department of Social Work, Faculty of Arts and Languages, University of Tripoli, Libya Author

DOI:

https://doi.org/10.65420/cjhes.v2i2.190

Keywords:

Social Work Philosophy, Theory and Practice, Professional Intervention, Eclecticism, Knowledge Base, Social Research

Abstract

The research examines the scientific foundations of social work, emphasizing the critical interplay between theory and practice in enhancing professional intervention skills. It addresses the philosophical debates between theoretical perspectives, including the pragmatic and positivist views, which ultimately converged toward eclecticism as a systematic method for professional intervention. The study highlights that the efficacy of social work relies on developing a robust knowledge base that integrates administrative, planning, and organizational theories to reduce errors and optimize resource utilization. Furthermore, it explores the impact of modernity and postmodernity on practice theories, where organized integration allows practitioners to select appropriate theoretical frameworks based on specific field experiences and environmental interactions. The paper identifies key success factors for applying these theoretical trends, such as the political and economic climate, while warning against the growth of administrative bureaucracy. It also underscores the importance of the scientific base, which includes concepts, facts, and hypotheses derived from social sciences like psychology and sociology to guide professional intervention away from randomness. Finally, the research discusses the role of social research and professional ethics in evaluating the validity of these theories and their suitability for contemporary social demands.

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Published

2026-04-08

Issue

Section

Articles

How to Cite

Philosophy of Social Work and the Importance of Theory and Practice in Social Service. (2026). Comprehensive Journal of Humanities and Educational Studies, 2(2), 75-83. https://doi.org/10.65420/cjhes.v2i2.190