當代的社群媒體科技讓i世代的青年處於一個將自身存在予以視覺化的時代中，惟不管是尋求存在性肯定或是爭取競爭性曝光，終究帶給個體一種「雙重束縛」，讓主體性主動臣服於被認為合理、可欲及可行的規範中而「自願奴役」。為了回應追求社群媒體可見度所致的雙重束縛，本文透過文獻分析，援引Edward W. Said的「流放」隱喻，作為一種另類的抗拒之道，進一步從流放概念開展出生命教育的教學實踐，以引導學生超越所處困境，追尋或保持「自由」之姿的能力，作為教學目標；以提供學生生活經驗中具「對位的同時覺知」特徵的教學題材，作為教學內容；以引領學生能自主學習及體驗「用不同角度觀看」的學習機會，作為教學方法。本文嘗試為社群媒體時代下的生命教育實踐提供新理論觀點與教學實踐構想。

Contemporary social media technology has brought the iGeneration into an era of visualizing their own existence, inducing them to participate in their visibilizing practices voluntarily. However, whether seeking existential recognition or competing for exposure, it eventually brings individuals a sort of “double binds,” which make individuals’ subjectivity voluntarily subject to the norms considered reasonable, desirable, and viable. In response to this problem, this article, through literature analysis, draws from Edward W. Said’s “exile” metaphor as an alternative way of resistance. It further develops the teaching practice of life education from the concept of exile. It takes guiding students to transcend the predicament and pursue or maintain their “freedom” as the teaching goal; providing materials characterized of “contrapuntal and simultaneous awareness” in students’ life experience as teaching content; guiding students to be able to self-directed learning and experience “seeing from different perspectives” as teaching methods. This paper makes contribution to providing new theoretical perspectives and teaching practice for life education practice in the era of social media.