Taking a Stand in a Morally
and Responsible Dissent
in Moral/Character Education
Institute of Human Development
University of California, Berkeley
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.
Divergent approaches to moral versus character education are based, implicitly or explicitly, on more encompassing political and philosophical ideologies. Such was explicitly the case for Kohlberg (1981), and it is for me. Kohlberg's perspective on moral education is rooted in Kantian epistemology and Rawls's theory of justice; mine in dialectical materialist epistemol