Educational changes in the form of curriculum development are needed in response to post-industrial socioeconomic shifts that have created a legacy of future problems for today's students. "A new general education" must prepare youth to cope with societal issues and define values for a humane world. Educators should consider futurists' declarations that solutions for problems can no longer be discovered in past experience and knowledge. Development of a desirable future depends on recognition of serious world problems, initiation of value changes that produce a livable world, and acceptance of responsibility for promoting those values, particularly in the schools. A list of "shifting values toward a new age" is divided into sections for "industrial age values" and "new age values," with 15 contrasting values in each category developed in subsequent analysis. For example, the industrial age value of "conspicuous consumption" is opposed by the new age value of "enoughness consumption." In conclusion, schools have responsibility to inform both learners and community about issues emanating from changing values and to address local and global problems through systematic curriculum planning. (CJH)