ABSTRACT
This chapter describes the nature of case study as a pedagogical tool for Values Fluency Education (VFE), using discourse analysis as a strategy. It discusses the importance of developing a strong teacher educator—student teacher relationship when using a Personal Values Compass to address Values Dilemmas. Within the Values Fluency Education programme, the student teacher will develops his/her own Personal Values Compass. The chapter presents a way of interrogating the values dilemma using design thinking techniques. What follows are three iterative stages of the design thinking process: clarification; ideation; and development to critique the Values Dilemma. Good design is grounded in a deep understanding of the person for whom the product/process is being designed. The chapter argues that the student teacher is encouraged to look specifically at the central character (CC) and to articulate a plan for how CC might contend with this Values Dilemma should it present itself again.
