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EDITORIAL

EDITORIAL Asking the Right Questions It is seldom difficult to state what we want to know but to frame the precise questions and place them in a hierarchy of links is the art of being scientific. It is applicable to all endeavour and in social work at all levels from the individual case to the planning of policy and legislation. And as far as levels are concerned there are no priorities—the question-asking must go on all the time. When Professor Brennan was asked to speak to social workers in New South Wales on the contribution of research to social work, he firmly eschewed the possible implication that he should advise or commit himself on what we should put at the top of our priority list. You will see that he has opted first to establish what he believes are the basic characteristics of a research strategy for a profession. He reminds us that in professional education the function of the teacher is to select "information" (i.e., theory) which can be readily adapted to use in given situations—that it must "answer the questions posed by practice". And, of course, he also reminds us that many of these questions have not been http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Social Work Taylor & Francis

EDITORIAL

Australian Journal of Social Work , Volume 20 (3): 1 – Aug 1, 1967
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EDITORIAL

Abstract

Asking the Right Questions It is seldom difficult to state what we want to know but to frame the precise questions and place them in a hierarchy of links is the art of being scientific. It is applicable to all endeavour and in social work at all levels from the individual case to the planning of policy and legislation. And as far as levels are concerned there are no priorities—the question-asking must go on all the time. When Professor Brennan was asked to speak to social workers in New...
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Publisher
Taylor & Francis
Copyright
Copyright Taylor & Francis Group, LLC
ISSN
0004-9565
DOI
10.1080/03124076708549651
Publisher site
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Abstract

Asking the Right Questions It is seldom difficult to state what we want to know but to frame the precise questions and place them in a hierarchy of links is the art of being scientific. It is applicable to all endeavour and in social work at all levels from the individual case to the planning of policy and legislation. And as far as levels are concerned there are no priorities—the question-asking must go on all the time. When Professor Brennan was asked to speak to social workers in New South Wales on the contribution of research to social work, he firmly eschewed the possible implication that he should advise or commit himself on what we should put at the top of our priority list. You will see that he has opted first to establish what he believes are the basic characteristics of a research strategy for a profession. He reminds us that in professional education the function of the teacher is to select "information" (i.e., theory) which can be readily adapted to use in given situations—that it must "answer the questions posed by practice". And, of course, he also reminds us that many of these questions have not been

Journal

Australian Journal of Social Work – Taylor & Francis

Published: Aug 1, 1967

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