美國在1980 年代之後，「品格教育」隨著種 種的社會道德問題之日益惡化而重新復甦。我國教 育部於2004 年12 月開始推動實施期程為5 年的 「品德教育促進方案」，隨後於2009 年提出「第 二期」促進方案；最近於2014 年進行「第三期」 計畫。品格教育在學校中重新受到重視，但是卻存 在一個「沒有被回答的問題」，亦即品格教育的立 論基礎為何？另一個「沒有被回答的問題」，則是 「品格」的界定與內涵似乎仍相當多歧而混亂。本 文嘗試回答上述兩個「沒有被回答的問題」，以作 為滑世代品德教育實施之參考。首先說明「品格」 的意義與內涵，其次分析「品格教育」相關的立論 基礎，包括德行倫理學、新德行倫理學（及社群主 義）、關懷倫理學，以及儒家的德行倫理學等，進 而提出省思意見，最後歸納結論。

Since 1980s, there has been a movement of 'new character education' in the United State. And since 2004, there has been a program named 'Character Education Promotion', enacted by Ministry of Education, implemented in kindergartens, schools, and universities. Though this phenomena means that character education is both manifest and seems to be important in USA and in Taiwan, there are some unanswered questions of character education. Among them, this article investigates two unanswered questions: one is about the meaning and contents of character education, and the other is concerned with the rationale of character education. By philosophizing, the author analyzes virtue ethics, new virtue ethics, communitarianism, care ethics, and Confucian ethics, in order to answer these two unanswered questions, and to make clear the rationale for new generation's character and moral education.