The purpose of this essay is to explore how the fictional violence in Jan Guillous Evil (1981, Ondskan, Swedish title) can function to awake a didactic potential to discuss the schools basic values. This study explore how the schools basic values can permate the general teaching in the subject Swedish in the swedish gymnasium (age 16-19). The study has two problem formulations. How is the fictional violence depicted in Ondskan (1981)? What function can it have to awaken a didactic potential? To examine said problem the essay uses text analysis of the novel Ondskan, based on Malin Alkestrands defintion on the concept of didaktisk potential (didactic potential). Theory used in this essay is partly about the functions of fictional violence, how it can be looked at by readers and how it can be used by authors. The study also uses theroy connected to the ability of litterature to cause defamiliarization (Viktor Sklovskij). To show something familiar in a new light. Also the study uses theory in regard to the etichal and moral aspect of litterature for example the implied author (Wayne C. Booth). Who represents the values of the text. The study also uses Malin Alkestrands theorizing around the term didactic potential. The didactic potential is partly awaken by bringing basic values to the fore, partly by showing contradictory messages regarding the basic values. The analysis shows that the fictional violence can bring basic values to the fore. Partly by its function to cause defamiliarization and partly through a more artistic view of the fictional violence. To make contradictions visible the the fictional violences function to create a discussion about morality can be used.