1. Practice what you teach…making your core values explicit Shamini K Ragavan

2. Making your core values explicit Often, in a classroom, we, as educators, bombard our students with how and why values are important in their careers and in their lives. However, seldom, do we, speak about our own values, and what has motivated us or motivates us in the work that we do. Should the values educators hold be as important as the values they teach students? Does the discussion of values permit a more reflective dialogue amongst educators and their designs of curriculum or practices in place, and the academic community? What can we learn from our students?

3. Way forward… If we want our students to remember the substantive aspects of the law as well as the values they have learnt at university, then values-education must be made explicit; Stating your core values alone is not sufficient, application of those core values must be included in the delivery of the course content; A community of practice, where all participants are learning and sharing knowledge = partnership learning.

4. Core values of a law academic Altruistic values I want others to benefit and have a better life. I am able to achieve this by imparting relevant knowledge and supporting them. Leadership values I want to become the best I can be in any endeavour undertaken. Role of emotion Many decisions are made based on emotional responses. This is important, as each individual is different and respecting this individualistic diversity helps cater for the needs of the society as a whole. Appreciation of emotion in the law is equally important. Community values How can I effectively give back to my community? Does my work benefit wider society and community? Value of imagination The ability to imagine what will benefit my students and the community as a whole Values of humanity The value of supporting those who are vulnerable by designing various methods that help provide them with the relevant support. Values of society I want to be able to contribute to the society I live in.

5. Demonstration One Law of Evidence Topic: Should the spouse be forced to testify for the state, in particular for a crime committed by her spouse?

6. First stage Video presentation or reading of excerpts – using victim/ witness narrative (trauma experienced, various psychological issues, marital discord, pressure from family, culture of society/ community, children etc) Second stage Questions for the students: should a spouse be made compellable? Does she have a right to refuse to testify? Should she be given a choice to testify? Why? Conflicting values? Hierarchy of values? Can we rank values? Varied contexts? Third stage I speak about my core values

7. Demonstration Two Law of Evidence Topic: Should we apply an intermediate standard of proof in serious civil cases (as opposed to the normal balance of probabilities)?

9. Demonstration three How do values transfer in a mentoring scheme? Sharing of my own experiences/ mentors’ experiences, “story-telling” narratives, role-playing exercises, applying compassion and empathy.

10. Core values may be included in Mission statements, module objectives, induction lecture/ seminar etc.

11. Key challenges in making core values explicit Most educators don’t feel it is in their role to inform their students what their individual values or beliefs are – source of problem - aims of (legal) education is still unsettled; More junior educators may not feel “confident” enough to speak about their values; Having an “objective” approach to teaching (personal values); Possible imposition of values or influence on students; Not aligned to interests of key stakeholders.

12. Questions to help determine your values I asked myself why I do what I do? What does education mean to me? I want them to actively contribute to society and become ambassadors of their values (fearless of their values) What are my key teaching ethos? What motivates me to teach? What do I want to pass on to these students? What is the one thing that makes me feel absolutely frustrated in my role? What is the one thing that frustrates me most about students attitudes or their learning? What type of education do I think will serve the community and the profession? How do I engage them emotionally in values? How do I motivate them? Does it matter that I want to make progress in education? What is this change for?

13. Further questions Personal values of the educator a bad thing? We seem to like “objective” outcomes and responses, and “subjective” values are limited; Could the recognition of core values make the educator more “productive” in making the necessary progress in her field?; What exactly do values entail?

14. Some questions for you: What are your core values? How do you know this is a core value? Are you able to demonstrate this core value or its workings in your work? For example, is it in the course objectives, mission statements, in your teachings. Do you think your students are aware of your core values? Why do you think it might be important for us as teachers to make our core values explicit?