本文盱衡通識教育全人教育的宗旨，嚐試對智慧財產權的觀念提出批判性的思考，並以資訊科技與生物科技為例，論斷智慧財產權的定義需要重新思考，並整理出三種智慧財產權的非主流觀點。所謂智慧財產權，應該改稱為知識財產權或資訊－知識財產權。三種非主流觀點包括馬克思主義觀點、平衡論與調整論。馬派觀點認為，智慧財產權會造成新的不平等結構，新的圈地運動與生技資本主義。平衡論主張兼顧資訊存取的控制與社會正義，以免造成資訊落差，擴大原已有之的社會不平等。調整論則主張業者考慮調整經營模式與獲利策略，所謂違法，不能只是責怪他人不守法，而是法律架構跟不上社會進步與潮流。如果不由此進行根本的思考，調整或修正策略，那麼這種貓捉老鼠的遊戲只會永無休止。最後，智慧財產權的教育若要放在通識教育的架構裡面，不宜只是當做法治教育的一部分，而是鼓厲學生進行基進的思考。

The paper tries to critically consider the concept of intellectual property right, with cases of information technology and biotechnology as examples and with the theme of general education in mind, which is set to cultivate comprehensive persons. The paper suggests that the concept of intellectual property right should the redefined as knowledge property right or knowledge-information property right. Moreover, three non-mainstream viewpoints are presented. They are the Marxist perspective, the equilibrating view, and the revisionist idea. The Marxist perspective argues that intellectual property right has resulted in new social inequalities, such as new enclosure and biotech colonialism. The equilibrating view claims that both information access and social justice should be attended. The revisionist idea advocates that, instead of resorting stubbornly to relevant laws, the legal frameworks and business models might be revised to adapt to the incessantly progressing technological and consuming trends. Finally, the courses of intellectual property right need to encourage students to do critical thinking when they are put into the framework of general education, so that students will be able to learn how to become more comprehensive persons.