The purpose of this yearbook is to assist instructors with problems in values education. It attempts to deal essentially with the application of cognitive content to the affective domain. Chapter 1, Objectives of Value Analysis, examines the logic of value judgement and justification and concludes that there are three legitimate objectives: 1) helping students make rational and defensible value judgments; 2) helping them develop the skills and dispositions required; and, 3) teaching them how to resolve value conflict between themselves and other members of a group. Chapter 2, Teaching Strategies for Value Analysis, discusses ways in which teachers might conduct value analyses to secure these objectives. The strategies are grounded in ego development theory, the implications of which are also discussed. Chapter 3, Procedures for Value Analysis, describes two teaching procedures, the Rudimentary and the Extended Procedure, as well as two pictorial models of value analysis which form the basis of the procedures. Teacher-student interviews are involved in most of the steps of the two procedures; details of the personal interview are presented in an appendix. Also appended is a programmed text for teaching the terminology, basic structure, and use of the simple value model of the Rudimentary Procedure. Chapter 4, Resolving Value Conflicts, emphasizes operations the teacher and student can perform. (Author/DJB)