人本教育基金會（簡稱為「人本」）時常藉由新聞媒體對教育問題提出批判，使得不少教育人士對「人本」抱持負向觀感，並對「人本」建構出不完整的圖像。本研究之目的，就是希望能對「人本」的教育實踐與理念進行探究，並對「人本」圖像進行再建構。研究對象為「人本」中部聯合辦公室成員，研究者以參與觀察法、訪談法、文件分析法等來蒐集資料，並以紮根理論在質性資料中建立理論架構。研究結果顯示「人本」的外部運作是由「揭露教育問題與除弊」、「示範教育的可能性」所構成，「人本」的內部運作則存在著互賴、兩難及箝制等關係。文末針對研究限制、教育需求階層模式的建構、智慧均衡的分析等三項議題提出討論。

As a private and non-profit organization of educational reform in Taiwan, Humanistic Education foundation [HEF] promotes alternative educational ideas and cooperates with mass media to criticize educational problems. The critical role it played in educational issues has resulted in bad reputations for anti-schools and incomplete images of HEF on the public. Through the qualitative stud of HEF, we aim to explore connections between humanistic beliefs and practices, in order to reconstruct the complete images of HEF. Research participants were the staff of HEF Taichung office. Grounded theory was used to analyze qualitative materials, which were collected by participant observation, interviews, and documents. Results indicated the HEF carries on both deconstructed and constructive activities. However, the public concerns mainly about the deconstructed side of HEF and results in notorious reputation of HEF. In the end, three issues, including research limitation, a hierarchy model of educational needs, and analysis of the balance theory of wisdom are discussed.