This article describes the teacher-student relationship that schools are pushing hard to establish: character education. When it came to developing moral fiber, much of what is learned about right and wrong must come from a communal effort. Teachers especially are asked to embed "character education" into the curriculum, but the learning to "be good" needs to be habitual rather than something acquired by intellectual means. Internalizing one's own moral compass happens experientially. Greek philosophers believed that "arête" (excellence or virtue) would lead to "eudaimonia" (happiness, or the good life), both character developments. The idea of establishing moral reasoning can happen in a student-centered setting in which everyone, students and teachers alike, engage in dialogue daily. The conversations however, do not stop at the classroom door, it invites kids back in at any time during the day--recess, lunch, free period, even years after students have graduated. It gives students permission to struggle with their emotions, which are genuine and worthy of investigation, but which they can hardly handle alone. They need motivation from others, be it a peer or a teacher.