Philosophical social work education: a small-scale pilot study with Barnardo’s

The article describes both the philosophy behind, and the motivation, context, design, pedagogy, and evaluation of, a small-scale pilot project to offer courses in philosophical learning to staff in Barnardo’s Children’s Services (UK). Arising from the convergence of sector concerns about professional curiosity and challenge, critical insights from safeguarding review literature, and academic insights into philosophical education, the project trialed a different kind of learning experience for wider social care education. The article argues that the ‘Socratic moment’ – the activity of questioning, doubting, understanding and re-cognizing what we think we know—is often the missing step between acquiring knowledge and making effective professional judgments. It is our contention that philosophical thinking is an often under-recognized but necessary element of the learning and development that supports social work and social care education. Recognizing and nurturing such thinking practices within learning and development provision, we argue, encourages curiosity, deepened understanding, reasoned argument and self-awareness, all capacities that help to strengthen principled decision-making, and develop well-being by sustaining connection to the human and humane purposes of their work.