醫學教育強調整體課程的規劃與架構、以outcome為基礎的學習與評鑑等等， 此無一不以現代化的有效性做為設計的理性活動。這項教育藍圖的實踐本無可厚 非，畢竟專業教育以事實與可評量的方式保證outcome的一致性本是實證理性的 要求。然而我們的疑問是，上述的實證、或計算理性是否也是醫學人文教育的基 礎？ 本文以醫學專業素養做為探討醫學人文之現代性與後現代性之線索，並以後 現代的方式，嘗試以醫學和人文的不同方向探討其間既緊張又模糊，既排斥又欲 望的效果，達到彼此解疆域化的效果。同時本文也試著分析通識與醫學人文的區 分，前者是現代性的概念，而後者則是後現代性的產物。

The modern medical education emphasizes the practice of education as one of the rational activities, which should been well designed, evaluated based on students learning outcome. This educational framework gives no cause for criticism, because it does consist with the modern demand of evidence-based medical reasoning. But what we doubt is, could the same educational framework or calculate rationality to be the same foundation of medical humanities? This article will explore the post-modern dimension of medical humanities by following the cure of medical professionalism and uses the post-modern strategies to explain the tension and vagueness between medicine and humanities. We hope, through the deterritorialization of medicine and humanities, we can find the essence of medical humanities, and clarify the difference between general education and medical humanities. The former still belongs to the conception of modernity, and the latter is a product of post-modernity.