An overview of values education is outlined. The semantic problems relating to the language of values/character education are identified, and some of the extant philosophical postures and controversies are sketched. Semantic issues relate to the interrelationships among the terms "values,""morals," and "ethics" as well as to the close alliance of values to attitudes, interests, and personality. A. H. Maslow and B. F. Skinner have provided important insights for the teaching of values education from the points of view of the research psychologist and behavioral psychologist, respectively. The leading controversy surrounding values teaching concerns whether the traditional American nationalistic values should be taught directly or indirectly. Much important work has been done in the field of values clarification, the first models of which were pioneered by L. Raths et al. The values analysis model is an ancient-modern structured approach grounded in argumentation theory and formal debate practice. General character education models can be categorized into hard-line and soft-line strategies. Several strategies have been developed for specific goals, for example, diminishing delinquency, preventing suicides and homicides, and dispelling disruptive behavior. Eighteen tools for measuring values are listed; 14 of these are briefly described. Additionally, 43 general references and 31 selected ERIC documents are listed. (TJH)