本文企圖從「教育目的」、「教育內容」及「教育方法」三大主軸來探討王陽明的教育思想，進而闡發三者各對當前大學教育的啟示。王陽明的教育目的著重於「成聖」，意即人向內深化覺知，涵養生命根基並能應用於社會；其教育內容是「學主精一」，強調心體才是全部學問的統攝機制，為學的重點不能離開涵養心性來拔高人格，另外重視體驗得來的知識，更甚於書本或教師單向教授獲得的聞見知識；而教育方法則是選擇更開闊且更有靈性的教育場域，引導學生靜坐卻不流於槁木死灰，靈活運用教學技巧激發學生自動發現問題，透過身體實踐來獲得印證，老師並會在日常生活中隨機指點學生。本文並進而詮釋王陽明思想中蘊含的教育目的、教育內容與教育方法應用於當前大學教育的可能路徑，企望能對王陽明教育思想的論題提供新視角，藉此拋磚引玉，引發教育工作者反思當前的教育正面臨的難題，或許我們從陽明心學的角度思索「教育該如何？」，從中能獲得脈絡相應的啟發。

This article attempts to explore Wang Yang-ming’s educational thought from the three major dimensions of “educational purpose”, “educational content”, and “educational methods”, and further elucidate the insights each offers for current university education. Wang Yang-ming’s educational purpose focuses on “being sage”, which means deepening one’s self-awareness, nurturing the foundation of life, and applying it to society. The educational content is based on the “unity of Jing (activities of gaining knowledge) and Yi (nous, the Self)”, emphasizing that the Self (innate good) is the governing mechanism for all learning. The key to learning lies in nurturing the Self to elevate one’s character. Additionally, it values experiential knowledge more than information gained solely from books or one-way teaching by teachers. As for educational methods, Wang Yang-ming advocated choosing more open and spiritually-oriented educational environments. He guided students in meditative contemplation, preventing them from becoming stagnant and lifeless. At the same time, he encouraged flexible use of teaching techniques to inspire students to discover problems on their own and validate their understanding through practical experience. Wang Yang-ming also offered lots of spontaneous guidance to students in their daily lives. Furthermore, after interpreting the underlying educational purposes, contents, and methods in Wang Yang-ming’s thought, this article proposes some possible approaches to apply these insights to current university education. We hope to provide a fresh perspective on the topic of Wang Yang-ming’s educational thought, sparking reflections among educators on the challenges currently faced in education. Perhaps by contemplating “What really makes a good education?” from the perspective of Wang Yang-ming’s thought, we may gain relevant and inspiring insights.