本文旨在藉由Ricoeur 對回憶及其相關概念的主張、Ricoeur 有 關共同回憶概念的內涵及論證，省思當前的博雅教育。本研究的方法主要採 概念分析及詮釋學方法，期能達到如下目的：1.分析Ricoeur 對回憶及其相 關概念之主張；2.探討Ricoeur 對相關回憶觀點之詮釋與批判；3.探究Ricoeur 有關共同回憶概念之內涵及論證；4.闡釋Ricoeur 共同回憶觀點對博雅教育的 啟思。以Ricoeur 共同回憶觀點而言，正因為人有回憶，才能連結過去-現在- 未來，從而探索人生的意義並自我認同，亦即，人透過思考、言說與敘事而回 顧自己過往的歷史時，就能肯認其生命的價值。同時，藉由共同回憶，人與他 人可以相互了解，且能進行情感、認知、觀念、態度的交會與共感。以上是人 文學科與博雅教育可以發揮之處：哲學、語言、文學、藝術、歷史等學科的重 點與內涵大抵是在通過共同回憶，讓人與人相互了解、交會共感，且承繼傳統 並開展未來。

The purposes of this essay concentrate on “collective memory” 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 memory and the relevant concepts; (2) explore Ricoeur’s interpretation and critique on the relevant theories of memory; (3) explore Ricoeur’s discourse about collective memory; (4) provide implications and suggestions for liberal education based on the research results. The paper adopts conceptual analysis, and hermeneutic approach. According to the analysis of this essay, because of the connectedness of memory/collective memory, we may connect between past and future, and inquire into the meaning of life. In other words, liberal education is directly concerned with human self-understanding and mutual understanding, and our emotions, thoughts, beliefs, and characters can have conversational encounter through collective memory, history, and narration.