後人類(posthuman)在近20年來隨著資訊科技與生物科技的快速發展，已經成為人類在21世紀未來，所不能迴避的議題，其中有關人性、人權、人的主體性等「人之所以為人」的基本問題，正面臨前所未來有的挑戰。這種挑戰所隱含的意義，不僅是一國家中憲法人權體系價值的衝突競爭，或是國與國之間普遍性／相對性人權承認的歧異，更可能是人類與後人類在「人性尊嚴」理念的割裂。生命倫理學家通常疑慮網路權力、生殖自由、基因選擇權等造成變異人性尊嚴，而使「去人化」成為科技統治／操控的最終結果，所以他們認為應防免人類因發展科技，道致道德滑坡而淪落後人類情境；但崇尚科技者認為人類發展科技對於我們，以及我們的後代子孫－後人類，可以比現在人類有更好的健康、智能，或許還可以賦予全新的意識和控制情緒的能力，是具有價值的，至於人性、道德是另一個問題。如果說通識教育的核心意義，即在於建立人的主體性，是一種完成人之覺醒的教育，那麼面對人性尊嚴可能的變異與操控，或可以憲法上「人性尊嚴」的上位規範來重新理解與詮釋，使人性尊嚴在人類與後人類之間找尋適當的規範內涵。

With the fast development of information technology and biology technology in the 20 years, posthuman has become an inevitable issue in the 21 century. Fundamental questions of what makes human a human such as humanity, human rights, and individual subjectivity are facing an unprecedented challenge. It’s not just a conflict of human values in a country’s constitution or prevalent diversity on human rights among countries It could be a diverse idea about human dignity between human and posthuman. Bioethicists think cyber power, reproduction freedom, and genetic option change human dignity and end in dehumanization. So human should prevent moral decline from developing technology. Technology believers, however, claim that the development of technology is beneficial for human and posthuman. They have better health, intelligence and are empowered the ability to control emotions. If the core of general education lies in establishing individual subjectivity, that is the completion of education of human awakening, then it will help to reinterpret the human dignity in constitution in the face of variation and manipulation of human dignity. A workable solution will be provided for human and postthman.