馬里旦的教育哲學，向我們展示了他對於受教者的一種終極的關懷。馬里旦在探討博雅教育時，終極關懷從不曾離開他的視野，對於受教者朝向於終極實在的一種精神發展，被表述在他關於「精神自由」（spiritual freedom）的論述當中，「精神自由」的概念，成為深刻地理解馬里旦教育哲學的核心概念。
本文旨在探索馬里旦博雅教育中所展現的一種對人的終極關懷，此關懷被表現在他的教育理論中對於受教者之最高精神自由的準備與堅持。對人的終極關懷應該要放在教育的首要目的中，它是最基本的、不容被忽視的目的，它被包含在「形塑人」、幫助「孩子獲得他的完全陶成，或者，獲得他作為一個人的完整性」這最本質的教育使命當中。馬里旦博雅教育思想所隱含的一種對人的終極關懷，點明了人本性中不可磨滅的超越因素，在我看來，這正是對當代教育過於注重現實或實用考量的一個有效的警示。

Jacques Maritain’s philosophy of education reveals his ultimate concern for educatees. In his exploration on liberal education, spiritual development of educatees toward ultimate reality is expressed in his discourses on “spiritual freedom,” which are the key to understanding Maritain’s philosophy of education.
This article explores the ultimate concern for human beings which is displayed in Maritain’s liberal education, and such concern is expressed in his educational theories as a preparation for and persistence towards spiritual freedom of students. The ultimate concern of human beings should be a priority of education; it is the most fundamental purpose of education which cannot be ignored; it is the essential task of education, that is, “forming a human being,” helping “a child achieve his full cultivation” and acquiring his integrity as a human being. Maritain’s liberal education implies an ultimate concern for human beings and illuminates transcendental factors in human nature, which, from my viewpoint, is a sound warning to the over-emphasized pragmatic trends in current education.