Many teachers attempt to ignore value questions in the social studies classroom, emphasizing intellectual development alone. Through actions and selection of topics and materials, however, a teacher suggests that he believes in certain ideas and events and, therefore, teaches values. The key issue here is not whether values should be taught, but rather, the justification of certain values over others to be taught and the decision on how to teach them. Values, defined as concepts in the minds of men which are reflected in specific value claims made by individuals, represent the quality of worth or merit which men place on various aspects of their experience and by which they judge that experience. Students need to understand the difference between personal, market, and real value claims, and how to know that the latter assert that a given thing is better than other conceivable and available alternatives according to a particular set of criteria. Moral value claims represent a particular kind of real value claim. Students can be taught the meaning of justice and its potential usefulness as a universally applicable principle, and need to empathize with the feelings of others. Value education includes both cognitive and affective components. (Author/SJM)