Values clarification, värderingsövningar, is a participant-activating method including various techniques to reflect important but difficult questions of values and ethics. Although values clarification is a widespread, well-known and appreciated method in schools, municipalities, governmental authorities, NGOS etc., criticism and problematization have also arisen in recent years (Löf, 2011; Zettervist & Kvist Lindholm, 2012; Mattsson, 2019). Among other things, criticism has to do with risk-taking in the peer group when students express their opinion on a question (Andersson, 2019). 

Working with teacher education we have in recent years felt there is something that squeaks in the use of values clarification. We notice that the conversation climate has become more sensitive and sometimes a mined ground. Informal collegial reflections concluded that it seems that one of the very basic premises of values clarification, a democratic society, is no longer taken for granted as a common platform by the students. It might also be that many educators, including ourselves, have been careful to create a safe space with the participants but perhaps not understanding the extent of the threats, which make participation in values clarification risky for the students in several ways (Callan, 2016). 

This paper presents a knowledge overview on Nordic research that gather the method's advantages and disadvantages. This might be of certain interest for drama practitioners since values clarification has become an important tool within our profession. The paper is part of a research project that explore and develops values clarification and in doing so expose ethical and didactic dilemmas.