論傳統習俗與生命教育之關係

因著生活科技與物質文明日趨發達，整體人類社會生活方式與傳統規範關聯性日愈疏離，現代人對於自身生命價值與意義的反思逐漸消失，導致現代人的生活趨向苦悶與失落，如同無法獨立思考的機器人一般，生活的意義與重心完全為外在物質慾望的滿足所取代，因此使得社會因著價值觀偏差而顯得紊亂。然而在培育高級知識專業人才的大學教育中，提升重視人自身的存在價值與生命意義成為重要的課題，因此大學通識教育裡的生命教育課程是全人教育的重要一環，透過通識課程導入大學生的生命意義探索，使學生對自己的生命價值、意義、目標等，重新全面反省思考，使得未來的生涯規劃更具宏觀性。然而因著技職教育實用性的考量上，使得大學通識課程逐漸被忽視，反觀傳統教育方式與內容，關於生命教育內涵與知識傳授，在早期社會體系下，被融入於日常生活的習俗之中。故本文以生命教育與傳統習俗各自的內涵與目的相互比較剖析，嘗試以傳統習俗的社會規範與教育功能，輔助學校的生命教育落實。

關鍵字

通識教育；生命教育；全人教育；傳統習俗；禮俗；禁忌；規範

並列摘要

With the development of technology and material civilization, the relationship between social life styles and traditional norms become isolated. Nowadays, the self-reflections towards the value of life disappear gradually, so modern people tend to become depressed and disappointed. Just as the robots without individual thinking ability, the focus of life is substituted by materialism. Thus, our society becomes disordered because of the values deviation. However, it is crucial to improve the emphasis of self-worth and the meaning of life in higher education. As a result, life education of general education is an important issue in holistic education. Through the integration of meaning of life into general courses, university students reflect and rethink their own values, meanings and goals to broaden their future plan. However, with the consideration of practicability in technological and vocational education, general courses in higher education are ignored progressively. On the other hand, when we look back our traditional education styles, the connotation of life education was integrated into daily life's customs in past social systems. Thus, the aim of this study is to compare and analyze the connotations and purposes of life education and traditional customs. In addition, the author tried to use social norms and educational functions of traditional customs to carry out life education in higher education.