「生命教育」如何可能？

How Is “Life Education＂ Possible?

本文主旨在於論證21世紀作為通識教育的「生命教育」的重要性、困難及其超越之途徑，全文共分6節。第1節提出本文論述之四大問題，第2節釐定「教育」之目標與內涵，並指出「教育」之本質與核心就是「生命教育」。本文第3節分析作為通識教育的「生命教育」教學實務上常遭遇的兩項障礙：第一是「言」與「意」的斷裂問題；第二是因時空條件不同，而導致之生命經驗難以傳遞之問題。這兩個問題都使「生命教育」難以經由課堂講說而完成。本文第4節分析「生命教育」之教學目標在於攝智歸仁，學習方法在於窮智見德，也就是將價值理念領納入學習者的身心之中，以持守「心」之清明與貞定。本文第5節則建議作為通識教育的「生命教育」的切入點在於經典教育，以經典之活化、深化與內化，喚醒學生生命之主體性。本文並從朱子讀書法中，提出「親切」與「敬」作為21世紀經典閱讀的兩個關鍵詞。

This paper discusses the importance, challenges and implementation of life education in general education in 21^(st-)century Taiwan. There are six parts in this essay. The first section discusses four main arguments in this essay. Part two defines the goal and content of education and argues that the substance and core of general education lies in life education. In section three, the essay delineates two difficulties in life education: (a) the rupture between language and realities and (b) the rupture of experience of different generations. In section four, we argue that the aim of life education lies in moral cultivation through the embodiment of values. This moral cultivation may be achieved by attaining the imperturbability of heart-and-mind. We conclude by suggesting that the best way to start life education lies in reading of classics. Reading of classics can establish and enhance the moral subjectivity of students' lives. We also suggest that two keywords in Zhu Xi's method of reading classics, namely, “intimacy” and “composure,” are enlightening in the 21st century.