Usually, schools and academic institutions separate teaching ‘knowledge’ and teaching values. As a result, knowledge and values are considered two separate, standalone aspects of daily life. Scholars claim that this has far-reaching consequences to one’s decision-making process, which might exclude value considerations from the process. Decisions are not devoid of values, whether concerned with scientific, educational or everyday topics (Patry, 2002). Value and knowledge education (VaKE) suggests combining these aspects - to teach a specific field of knowledge, but also to understand the relationships between theory and its practical application. Accordingly, the educational process includes dialogue of a relevant moral dilemma.