Social work pedagogy is at a crossroads. A classically liberal approach is being replaced by one derived from postmodernism and critical theory (PCT). As this shift is mainly paradigmatic, the first half of this paper describes the nature and history of these two competing perspectives. Key differences between liberalism and PCT are discussed and the likely impacts of adopting PCT on key pillars of our profession, such as "starting where the client is," the "person in the environment" perspective, "dignity and worth of the person," "client self-determination" and "critical thinking" are covered. Each perspective's pedagogic goals and implications for school climate are discussed. I argue that PCT is not suitable as the core ideological focus of social work pedagogy, but I also advance reasons why students must be made familiar with the PCT paradigm. In common with everything else we teach, PCT must be taught critically and in a setting which fosters rigorous and open debate, with consideration of the best available empirical evidence and acknowledgment of the possible negative impacts it may have on students and clients.