本文旨在藉由Ricoeur對自我及其相關概念的主張、Ricoeur有關敘事自我觀點的內涵及論證，闡釋對我國博雅教育之蘊義。本文主要採概念分析、理論分析及詮釋學方法進行探究，歸納本文的分析，博雅教育有助於我們培養反思能力，深切瞭解自我，並在所有的探索、表達與行動中展露我們對世事的瞭解。同時，博雅教育藉由相關學科的想像空間或敘事模式，可統合學習者的同一性和自身性，並讓其自我在超越與歸屬的過程中陶養人格。最後歸結Ricoeur自我觀點在博雅教育上之意涵及反思如下：(1) 自我係在回顧過往—理解現在—展望未來的敘事中形成；(2) 博雅教育可開展學生關於「自己是什麼」的理解；(3) 博雅教育可經由學生的同一性、自身性的敘事及辯證進行人格陶養；(4) 通識教育的問題與省思。

The purposes of this essay concentrate on “self” concept and implications for liberal education in Taiwan through the perspective of P. Ricoeur. Therefore, this essay is intended as investigations as follows: (1) analyze Ricoeur’s discourse about self and the relevant concepts; (2) explore Ricoeur’s interpretation and critique on the relevant theories of self; (3) explore Ricoeur’s discourse about narrative self; (4) provide implications and suggestions for liberal education based on the research results. The paper adopts conceptual analysis, theoretical analysis, and hermeneutic approach. According to the analysis of this essay, liberal education can foster the ability of reflection, deep understanding of the self, and the understanding of the world through exploration, expression, and actions. Furthermore, liberal education can enhance concordant-discordant synthesis of memete/sameness and ipséité/selfhood of students, and cultivate personality through narratives and imaginative variations of relative subjects.