生命教育在台灣的推動已行之有年，但卻一直停留在自殺防治、反校園霸凌、或生涯規劃等宣導式的課程內容，等而下之，更有一些學校打著生命教育的名號，推動的卻是洗腦式的品德教條。本文從一般生命教育中所倡導的「自我覺醒」概念入手，發現自我概念雖然是生命教育中非常核心的主軸，但是在自我概念的建構過程中，必須有「他者」的參與及互動，才能使每一個主體的自覺得以完整。因此，本文主張：讓每一個自覺的主體在自我的追尋中，必須看見他者的存在，然後才能返回自身定位自己的生命意義與價值，這樣的生命教育內涵所開啟的生命哲學，才能讓每一位年輕學子重新思索自身的價值，也透過欣賞不同的生命樣態變化，鼓勵他們找到屬於自己的真正生命意義，而不再是人云亦云的品德教育教條。 Taiwan carry out life education has many years. But, the achievements still are prevents suicide, anti-bullying, or career planning. Even, that is brainwashing of moral dogma. This research explores two important facts in life education: Ego and Others. Explore the predicament of present life education from the dilemma between Ego and Others. We find ‘Ego’is core concept in life education, but the construction of ‘Ego’concept must involve ‘Others’. So, this research advocates: 1) everyone must find out the existence of ‘Others”from self-search; 2) Redefine the life meaning and value from the other philosophy; 3) Final, everyone assured of their own and appreciate others. This life education is real life philosophy but parrot.
