Navigating in Swampy Lowlands

Abstract

Abstract The authors describe an approach to learning and teaching in palliative care, based on their experience as social work educators, that is rooted in the pedagogy of relational learning. First, they emphasize that education should be immersed in the “swampy lowlands,” where everyday clinical practice occurs. Second, they stress that the learning context should be one in which practitioners can develop practical tools, insights, and ways of thinking in a user-friendly and collaborative manner. Third, they argue that education in palliative care with social workers must be grounded in a humility that recognizes the importance of being comfortable with uncertainty and with not having all the answers. The authors describe several “ingredients” of relational learning that they consider especially important: creating a safe and hospitable place for learning; validating experiential knowledge and already-existing competence; and inviting multiple perspectives while challenging fixed assumptions.