ABSTRACT
My standpoint on constructive obedience and responsible dissent in character education will be presented in three sections. In the first section I present the philosophic and metaethical perspective from which I consider the substantive issues discussed in the second and third sections. In the second section I consider the meaning of morality, character, and virtue in the context of moral education. In the third section I address the role of socialization and the disciplinary encounter in guiding the development of character and competence in children.
