This paper treats the case of social pedagogy, which is an important but widely misunderstood member of the social professions, as an example of how only by exploring the historical roots and trajectories of methods paradigms can we hope to understand their contemporary, cross- national and cross- cultural relevance. It locates the rise of social pedagogy as both a method and a set of social policy institutions in the historical context of the development of the German nation state with its particular relationship to a corporatist, conservatives' model of the welfare state. This illustrates not so much a singular development under particular historical circumstances, but the intricate interrelationship between social policies and social work methods which are a feature of this profession in all societies. By analyzing the dynamics of this close relationship with social policy, which gave rise to the ambiguous reputation of social work as a semi- profession, the conditions of a theoretical engagement with contemporary social policy developments can be determined with much greater clarity. This is necessary, for instance, in relation of the rising importance of social care in the UK_ a development which appears as yet under- theorized. Parallels and differences to the social pedagogy paradigm can only be discerned against the background of the necessity for professional social work, under whatever title it is practiced, to critically observe and contribute to the shaping of social policies in order to regain the professional initiative.