The paper examines the relationship of values to education and stresses the need to design socially relevant educational systems. Problems which have contributed to the failure of most educational systems to reflect overall cultural values are identified. These include that educators are often oblivious to social needs and are unwilling to suggest innovative approaches within the traditional educational system. Two questions are posed--the first question centering on whether mainstream schools fit general social values and the second focusing on whether it is impossible to use schools as instruments for social reform. The answer to both questions is a qualified 'no'. 'No' to the first question because many school practices and policies reflect the values of special interest groups including educational administrators, politically-motivated school board members, or teachers holding outdated values such as conformity and blind obedience. 'No' to the second question because social reform has historically emanated from education, as in the case of Indians demanding independence from Britain after studying about liberalism and nationalism. A scenario is presented of an ideal social/educational system based on humanism, globalism, resource conservation, a pro-work ethic, stress on citizenship responsibilities, and selective acceptance of innovative technology. The conclusion is that this type of ideal social/educational interaction will be brought about if teachers reevaluate their roles, administrators willingly restructure traditional systems, parents and students redefine their educational needs, and society clarify its values. (DB)