The major premise of the three essays in this booklet is that moral education in the schools is and will become even more explicit and direct. Another premise is that only through education do people become moral; ethical behavior arises neither from psychological predetermination nor from instinct. New approaches to moral education are necessary for two reasons: (1) current societal events suggest that traditional approaches are inadequate, and (2) scholarly endeavors have given rise to new theories regarding ethical education. The first essay, written by R. Freeman Butts, considers the substance and basis of moral education. The essay analyzes arguments regarding values education and demonstrates that the objectives of schooling are based on moral authority. Butts further argues that curricular priority should center upon the values of liberty, equality, and justice. The second essay, written by Donald H. Peckenpaugh, discusses the organization and methodology of moral education in the schools. This essay contrasts alternative teaching strategies and reviews current programs. Peckenpaugh concludes that moral education need not usurp the role of the home or church, prohibit self-determination, or violate the demands of a pluralistic culture. The final essay, written by Howard Kirschenbaum, outlines the current state of values education and makes recommendations for further research, development, and dissemination activities. (KC)