Over the last 20 years there has been a resurgence of interest in the value component of education under labels such as values education, moral education and aesthetic education. It is argued in this study that consideration needs to be given to the question of how the value domains of the aesthetic and the moral (including the social) can legitimately and usefully be developed. To carry out this task adequately it is necessary to analyse key concepts such as value, education, integration and curriculum; and to examine various approaches to establishing the relationship between aesthetic, moral and social values. The position adopted in this study is that it is both possible and desirable for teachers and curriculum developers to deal with the aesthetic, moral and social value areas simultaneously because of the intimate and integrated nature of the relationship between them. It is argued that the respective value domains referred to cannot be treated in an entirely separate way, and that efforts to do so will distort that relationship.