人透過精神的修養進而改變其存有的狀態，達至人性最高的精神解放與自由，是莊子哲學的最終企向。莊子從一種與道相冥合的高度精神自由出發，指出人心智的本有限制，從而幫助人之心智自我超越，擺脫世俗中人與萬物、與他人相互對待、分別的處境，以朝向於道，這其中蘊含了莊子從體驗而來的生命智慧。它與西方博雅教育對於精神自由的追求，表達了一種相同的洞見，但卻是從一個完全不同的角度來思考的。因此，莊子的論述應用於人文的博雅教育中，正可以幫助避免封閉的人文主義以及主觀性的過度膨脹。莊子哲學與西方博雅教育的理念，在通往人精神自由之進路上有所不同，但這並不影響彼此在最終目標（即精神之自由與解放）以及在對人之理解的最深刻意涵上的相通。據此，本文在分析了莊子關於人之精神自由的意涵後，將進一步簡要地闡述莊子所給予的、關於人之最高精神自由的啟示，與西方人文博雅教育理念在目標上與方法上的異同，以期中西哲人的智慧在教育的實踐上能夠相互補充，彼此豐富。

The ultimate goal of Zhuangzi’s philosophy is to alter one’s state of being through spiritual cultivation in order to achieve supreme spiritual liberalization and freedom. Starting from high spiritual freedom of implicit agreement with the Dao, Zhuangzi points out the intrinsic limits of the human mind and accordingly helps one’s mind to surpass itself. Detached from the opposed situations among creatures and human beings, one is able to reach out toward the Dao. The pursuit of spiritual freedom in western liberal education expresses an insight shared by Zhuangzi’s philosophy, albeit approached from a different perspective. Therefore, if Zhuangzi’s discourses apply to liberal education, it may help to avoid self-contained humanism and over-inflated subjectivity. Approaching spiritual freedom along different paths, Zhuang’s philosophy and western liberal education correspond to each other in terms of their ultimate goals (spiritual freedom and liberalization) and also of their most profound understandings about human beings. Therefore, after analyzing Zhuangzi’s philosophy on human spiritual freedom, the writer will further summarize Zhuangzi’s revelations on supreme spiritual freedom and show the similarities and differences between Zhuangzi and liberal education in terms of their goals and methods, which will help Zhunagzi’s philosophy and liberal education enrich and compensate each other.