It's important to teach children to obey authority figures. It's also important to teach them critical thinking skills and learn how to detect when a thing is arbitrary. However, instead of teaching the child to disrupt the authority in place, I think it is preferable to teach the children to obey unless there is a moral imperative against doing so.

For instance, while your son's teacher may assign him some silly work, while there is no reason to do this work other than the teacher said so, he should learn to work within the framework and do the work anyway because he is subject to the teacher in his current circumstances. If the teacher, however, assigns him to physically harm another student or participate in another morally objectionable act, he should refuse to comply. Things go much smoother this way than they do if people are constantly nagging and arguing over things that really have no incident; much energy could be saved by both your son and his teacher by compliance with non-useful but non-harmful requests rather than disrupting the flow of instruction and encouraging further disorder and disrespect to authority.

It's INCREDIBLY important to teach children to obey authority figures WITHIN REASON. If a teacher, cop or fireman is asking your kid to do something that doesn't seem quite right, their first instinct should be to ignore them, and get help from someone they know. The only people a kid should blindly obey is their own parents.

As far as I know, very few people teach their kids that it's OK to question authority (within reason - and yes, respect authority always. If you're in a teachers classroom, you follow their rules.)

>I think it is preferable to teach the children to obey unless there is a moral imperative against doing so

// I'm not teaching my kids to be anarchists ;0) But equally well I'm not happy for them to be drones or to accept the word of others without reflection on the truth/moral good/right action.

>while there is no reason to do this work other than the teacher said so

// That's a pretty good reason and one that, within the school framework is hard to argue against. The only sorts of arguments that will work against such reasoning are those arguing for a greater moral good or similar.

>Things go much smoother this way than they do if people are constantly nagging and arguing over things that really have no incident;

Who decides what has no incident. Things that matter to one don't to another.

Let me give an example of the sorts of issues that he currently has to address, they're pretty low level: The school has a policy where the teachers lead a class out at a time from the building to be met by parents/carers. The teacher tells them to put their coats on, but it's often too hot to do so and my lad is there in summer in a jumper and coat (causing a minor harm to himself) because he's being obedient. Weather here is very changeable. His jumper and coat should rightly be in his bag. I say he should tell the teacher "it's too hot to wear my coat, can I put it in my bag please". The teacher is possibly menopausal and may be having difficulty assessing the temperature - should he just put his coat on, or should he make a [albeit small] stand with the possible outcome being the greater comfort of all the class [ie they wear appropriate levels of clothing]?

>disrespect to authority

I don't consider it disrespectful to question someone’s reason or motive in giving an instruction. Indeed if you can't explain why one should carry out your instructions then you need to question them.

I could be wrong but I think the child questioning the reason to put on a coat in hot weather today, if they learn to reason an argument, is better equipped to question those who have authority in more vital questions tomorrow.

If something has no incident then why demand it's fulfilment?

One of the examples I normally bring out for this is the case of me being told off by a teacher for insisting that my spelling of a word was correct and theirs was wrong. This (excuse for a) teacher insisted that it had no bearing at all that my spelling was indeed correct, and that I was in the wrong for disagreeing regardless. Needless to say, I adopted a slightly different teaching style.