本篇短文主要選用郎尼根著作《教育專題》，並配合《洞察》中的相關脈絡對教育議題之探討。除了壹、引言一節之導引，可分為三大重點：貳、人類善的基本觀念與其結構；參要人類善對象層次發展之分型化與整合；肆、人類善作為發展中的主體。其中，郎尼根對「善」或「次序善」做了許多說明與澄清，並提出了一個不為任何時代與文明所專利的不變結構。然而，又提出善在認知型態的結構上之極限、常識結構之分型化、以及人的意識結構之動態發展，並對人所關注的眾角度所形成的視域與世界的看法，建立了一套系統論述。在《洞察》中的自然科學式世界觀，頓時轉化成教育與倫理層次，並適當地在最後引出：人作為發展中的主體，具有抉擇與自我意識，或在《洞察》中稱之為理性自覺意識的層次作為小結。此對於郎尼根理論性思想如何做應用性的發展，有關鍵的觸發之效。

This short paper mainly focuses on Lonergan’s Topics in Education, and tries to parallel with his previous masterpiece Insight. There are three main sections except the first introduction: The General Notion of Human Good and its Structure, The Human Good as Object: Differentials and Integration, The Human good as the Developing Subject. Those sections explain about good or human good, and also offer an invariant structure, which it cannot be specified by any single age or civilization. However, this paper also provides the limitations of the knowing; explain the differentiations in the structure of common sense and the dynamic structure of human consciousness, the viewpoints of horizons and world, which everyone concerns. At last, we need to lead the viewpoint to further step: human as the developing subject, there are decision and self-consciousness which called rational-self-consciousness in Insight.