本文旨在闡述生命教育，乃以探索生命根本課題為主軸，引領人從內在了解生命意義與價值，從外在實踐生命意義的知行合一教育，其內涵包含人生觀的確立與深化、價值觀的反省與思辨、生命修養的內化與實踐。探討含括人生三問（終極關懷、價值思辨、靈性修養）及方法與基礎（哲學思考、人學圖像）層面，在成人早期（約20～45歲）、成人中期（約46～65歲）及成人後期（66歲以上）三階段成人生命教育的核心素養。為避免高齡者靈性困擾出現「罪惡感」、「喪失生命的意義與目的」、「缺乏愛及歸屬感」等現象，提出《大學》明明德、親民及止於至善三層面的成人生命教育靈性發展需求。

This paper aims to explore the fundamental themes in life education, within which individuals inwardly endeavor to search for the meanings and values of life while outwardly engaging themselves in life education practices at the same time. The domains of inquiry include the establishment and deepening of perspectives of life, the inquiry and speculation of values of life, as well as the internalization and cultivation of the virtuous life. The topics of inquiry range from three fundamental questions (which are ultimate concern, value speculation, and spiritual cultivation), methods (philosophical thinking and iconology), and the core literacy for individuals of different stages of adulthood (early adulthood, 20-45; middle adulthood, 46-65; golden years, after 66). To prevent the spiritual and emotional stress the elders might encounter, such as a sense of guilt, loss of meaning in life, and lack of love and belonging, the author applied the three phases of development stated in the Great Learning as the discussion framework. The three phases are manifesting one’s bright virtue, loving the people, and striving for perfect goodness.