ABSTRACT Developing critical consciousness is key to social workers becoming competent practitioners, but due to its multifaceted nature, finding a single classroom strategy to effectively engage all students in this process is challenging. Problem-posing education is a method that encourages students to examine the sociopolitical, historical, and cultural causes of problems in their lives. It promotes critical questioning of the status quo, which stimulates the process of critical consciousness development. The author argues here that social work educators can maximize the engagement of undergraduate students in this complex process by utilizing Pitner & Sakamoto’s Critical Consciousness Conceptual Model to guide the implementation of problem-posing education.

中文翻译：

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在本科社会工作课堂中提高批判意识

摘要培养批判意识是社会工作者成为称职的从业者的关键，但是由于它具有多方面的性质，因此要找到一种有效地使所有学生参与这一过程的单一课堂策略是一项挑战。提出问题的教育是一种鼓励学生研究生活中问题的社会政治，历史和文化原因的方法。它促进对现状的批判性提问，从而激发批判意识发展的过程。作者认为，社会工作教育者可以利用皮特纳和坂本的“批判意识概念模型”来指导实施问题教育的学生，从而最大程度地使大学生参与这一复杂的过程。