本文主題為佛法「以病為喻」的教育啟示，以鳩摩羅什譯《維摩詰經‧文殊師利問疾品》為討論核心，輔以相關佛典加以論述。全文共分兩部分，第一部分針對「面對疾病的教育啟示」進行探討，指出佛教將疾病分為身病與心病，身病多由四大失調與生活習慣所致，無論古代佛典或當代健體領域教育觀，皆認為預防重於治療。心病則源自對一切有為法的執著，因此，若能體悟諸法皆空、萬有皆緣起，則可將疾病視為無常與轉化的契機。第二部分探討「以病為喻」的教育意涵，藉〈問疾品〉中文殊師利菩薩與維摩詰的問疾對話，彰顯菩薩能超越病苦、以他人之病為己病的慈悲利他精神。若以教育角度進行詮釋，教師若能行菩薩道，破除我執，在教育歷程中觀照個別學生困境，以「不二（無分別心）」的態度看待每位學生，如此將能達到「成就每一個孩子」的教育理想。

This article explores the educational implications of using illness as a metaphor in Buddhist teachings, focusing on Kumārajīva’s translation of the Vimalakīrti Sutra, specifically the chapter “Mañjuśrī’s Inquiry About Illness”, with support from related Buddhist texts. The discussion is divided into two parts. The first examines the Buddhist perspective on illness, which distinguishes between physical and mental illness. Physical illness often stems from imbalances in the four elements and lifestyle habits, and both ancient Buddhist texts and modern health education stress the importance of prevention. Mental illness, on the other hand, arises from attachment to conditioned phenomena. Understanding emptiness and dependent origination allows one to see illness as a transient and transformative opportunity. The second part investigates the metaphorical meaning of illness through the discussion between Mañjuśrī and Vimalakīrti, highlighting the bodhisattva’s altruistic compassion in taking others’ suffering as his own. Interpreted through an educational lens, this suggests that teachers, by embodying the bodhisattva path and abandoning ego, can mindfully respond to each student’s unique challenges and approach education with non-dualistic compassion—thus realizing the ideal of nurturing every child.