Humanities and social science education are increasingly influenced by controversy over different conceptions of scientific thinking. The basic conflict is between those who view science as being objectively based and those who see scientific work as being based upon personal and societal variants such as values, feelings, and needs. The debate between value-free and value-laden research has been particularly strong in fields of social science, the humanities, and education. A growing body of writers is demanding that the educational system concern itself with social and economic problems. For example, Willis Harman suggests in his book, "Alternative Futures and Educational Policies," that educational policy must be totally reevaluated. Victor Ferkiss suggests in "The Future of Technological Civilization" that a new type of ecological humanism is necessary for human survival. Several theories which have been developed to help educators transmit values emphasize morale building and leadership skills, belief in the relativity of values, individualism, and the conviction that values are formed by interaction of an individual with the environment. Several moral reasoning approaches based on these theories are widely used in schools, including values clarification, Kohlberg's theory of moral development, the Allen Environmental-Moral Reasoning Model, and the Coombs-Meux Moral Reasoning Model. The conclusion is that educational pedagogy will become increasingly value-based in the future. It is recommended, consequently, that educators use values education to help students choose between positive values and useless cultural traditions which impede development. (DB)