Moral education is concerned with depolarising the tension between loyalty and sedition, but little work has been done in the field to describe and map the territory between these poles. This paper proposes that the concept of dissent accomplishes this task and satisfies the need for a construct which describes the condition of sitting apart from those one is a part of. Through a seven‐part descriptive and prescriptive conceptual analysis it is revealed that this kind of ‘loyal disagreement’ depends upon (...) disagreeing within rigorous and desirable conceptions of franchise, shared history, contra‐hegemony, ethical principles, reasonable heresy and a publicly pronounced attitude of persuasion. Through revealing dissent’s conceptual complexity, this argument also demonstrates that such complexity is also, generally speaking, central to the aims of moral education insofar as these can be described as making correct judgements in the interests of maintaining social relationships. (shrink)