This study was an attempt to determine whether, and to what extent: 1) there is disagreement about the nature and function of values and valuing among educators, and between social science educators and certain axiologists; 2) social science educators endorse valuation theories which are internally inconsistent or antithetical to the purposes of inquiry; and, 3) social studies curricula incorporate valuation theories, models, or strategies which are axiologically unsound. Thematic classification was of value theory performed on the periodical and book literature which reflects and influences the thinking and practices of social science educators. The themes were contrasted to one another and to the views of the axiologists. New social studies curriculum materials were then examined for evidence of valuation theories which are internally inconsistent with the views of the axiologists, or antithetical to the fundamental purposes of inquiry. The findings indicate significant and extensive disagreement between the various groups studied, and a generally unsound axiology within the materials analyzed. It is concluded that education is beset with a plague of misconceptions, contradictions, inconsistencies, ambiguities, and myths about valuing. (Author/DJB)