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The academicization of social work training is often thought of as a remedy for the tendency to reproduce knowledge and practices resulting from a system in which peer training is highly dominant. Faced with the transformations and processes of pedagogical reengineering that the field of social work training in France has undergone since the 2010s, including its entry into the European system of higher education, and the addition of academic subjects to training courses, it is appropriate to question the issues and the scope of the resulting academicization. In the absence of a clear theoretical framework and of concepts for thinking about the social action of individual support and collective transformation, future social workers are exposed to cognitive dissonance. Intervention sociology, among other disciplines, can provide the theoretical, conceptual, and methodological materials to avoid this dissonance.