From the Editor: A "Useful" Journal

By Valentine, Deborah P. | Journal of Social Work Education, Fall 2003 | Go to article overview

From the Editor: A "Useful" Journal


Valentine, Deborah P., Journal of Social Work Education


Truth is an eternal conversation about things that matter, conducted with passion and discipline.

--Parker Palmer

I am honored and humbled by the opportunity to provide editorial leadership to the Journal of Social Work Education for the next 3 years. My scholarship on social work education spans such topics as classroom research, social work doctoral education, part-time social work education, innovative strategies to teach content on developmental disabilities, mentorship in the academy, women and accreditation, and sexual harassment in educational settings. I look forward to learning much more about social work education as I review manuscripts and share with our consulting editors the difficult decision of choosing articles for publication. I am grateful for the hard work and leadership provided by previous editors-in-chief and hope that I can leave my mark on the Journal as others have done before me.

In keeping with the Journal of Social Work Education's mission to serve as a forum for "creative exchange on trends, innovations, and problems relevant to social work education," I encourage submissions of manuscripts that reflect multifunctional scholarship, diluting unnecessary tensions between social work research, teaching, and service. In 1991, Ernest Boyer published a report entitled Scholarship Reconsidered. In this report, the former president of the Carnegie Foundation, proposed that a "more comprehensive, more dynamic understanding of scholarship" be considered--"one in which the rigid categories of teaching, research and service are broadened and more flexibly defined" (Boyer, 1991, p. 16). Boyer urges colleges and universities to give the "familiar and honorable term 'scholarship' a broader more capacious meaning, one that brings legitimacy to the full scope of academic work" (p. 16). Specifically, Boyer maintains that scholarship should be thought of as having four separate, yet overlapping, functions. These are the scholarship of discovery; the scholarship of integration; the scholarship of application; and the scholarship of teaching. Each of these types of scholarship are worthy of a brief review.

The scholarship of discovery refers to what is typically considered "research" by members of the academy. The acquisition of new knowledge and free inquiry using traditional scientific methods is a foundation of higher education. The Journal encourages submissions of original research that uses either quantitative, qualitative, of mixed methods to answer questions relevant to social work education. Boyer (1991) describes the scholarship of integration as the process of "making connections across the disciplines, placing the specialties in larger context, illuminating data in a revealing way," seeking to "interpret, draw together, and bring new insight to bear on original research" (pp. 18-19). The Journal will also publish well-crafted articles that synthesize knowledge from disciplines outside social work and that inform social work education in creative ways. An example of the scholarship of integration is the provocative essay published in this issue by Thomas Szasz entitled "Psychiatry and the Control of Dangerousness: On the Apotropaic Function of the Term 'Mental Illness.'"

The scholarship of application refers to a dynamic process whereby the scholar moves toward engagement and "new intellectual understandings can arise out of the very act of application ... in activities such as these, theory and practice vitally interact, and one renews the other" (p. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

From the Editor: A "Useful" Journal
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.