The document contains a paper on the values theorists' approach to moral/citizenship education and three critiques of the paper. The paper discusses the common goal of values education approaches which is to help individuals lead personally satisfying lives and become constructive members of society. Values clarification, moral development, and cognitive-decision-making theories are examined as well as the traditional models of moralizing and modeling. The author proposes a synthesis of values education objectives. Further research activities are suggested, with an emphasis on furthering knowledge of each of the separate approaches and in undertaking major integrative studies which address basic issues in the field. The final section briefly examines the general community reaction to values education. The first critique takes issue with the proposed synthesis of values education theories and with the author's slighting the social context of values education. The final critique contends that the author of the main paper assesses the state of the art in values education with optimism clouded by uncritical eclecticism. (KC)