本文採用教育詮釋學方法，對優納斯的責任倫理學進行探討，主要的目的有下列幾項：1.探討優納斯責任倫理學的思想淵源；2.分析優納斯責任倫理學的主要內涵；3.評價優納斯責任倫理學的優劣得失；4.闡明優納斯責任倫理學對生命教育的重要啟示。優納斯被認為是對抗科技力量霸權施展於社會的思想家之一，他以存有論做為其責任倫理學的基礎，主張生命自身就是有機體存在的最高價值與終極目的，向人類發出「應然」的要求。他訴求一種具有未來性、非相互性、絶對性的責任，來保護自然及未來的世代。為了要實現這種新的責任原理，他提出了「恐懼啟發法」，希望能激起人的憂患意識，期能將災害降到最低程度。研究者希望經由優納斯責任倫理學的探究，瞭解其學說的優點與缺點，提供我國做為建立生命教育理論和改善生命教育實際的參考。

This article adapts the method of educational hermeneutics to discuss Hans
Jonas’ ethics of responsibility. Main research aims of this article as following: (1) to discuss the origin of Jonas’ ethics of responsibility; (2) to analyze theoretical contents of Jonas’ ethics of responsibility; (3) to evaluate the advantages and disadvantages of Jonas’ ethics of responsibility; (4) to explain the important implications of Jonas’
ethics of responsibility for Taiwan’s life education. Hans Jonas is considered one of thinkers that fight against the hegemony of technical power upon society. He gives an ontological explanation to point out that life itself is the highest value and ultimate end of organism. What’s more, the objective value claims of “ought” to man to take the responsibility for its subjects. He appeals to a prospective, unreciprocal , and categorical responsibility to protect nature and to save future generations. To realize the new ethics, he proposes “the heuristics of fear”, which means to predict doom in prevalence, therefore make man have consciousness of fear and inspire him to correct
his own errors so as to lessen the possible disaster. I hope through inquiry into Jonas’ ethics of responsibility to understand advantages and disadvantages about his theory. Then, I will offer it as reference, in order to build life education theory and to improve life education practice for our country.