本文探討生命教育通識課程規劃之理念與實務，而以存有詮釋學作為理念之基礎，以「存在－人本諮商」作為策略導向。本文簡要地考察了生命概念在當代詮釋學中之內涵，並結合海德格(M. Heidegger)之「此有」(Dasein)分析以導出存在－人本諮商之基本命題，以作為課程規劃與教學設計之依據。在課程上參酌「再概念」(reconceptualists)學派之規劃精神；在教材方面，本文具體評論了柯瑞(G. Correy)廣被採用之名作：《追求過去與未來－從不知道我還有其他選擇》；教學上則注入存在－人本諮商學派之團體諮商技術，最後並簡要地評鑑本課程實踐上之利弊得失。

Based on ideas of ontological-hermeneutics and strategies of existententialhumanistic counselling, this essay examines the curriculum planning of life education. Firstly, we interpret the meaning of life about modern hermeneutics shortly, then, combined with M.Heidegger's Dasein analyses, we point out basic propostions of existentential-humanistic counselling, which are basic ideas of our curriculum planning and teaching design. Many ideas of reconceptualist are absorbed in our curriculum planning, and many techniques of group counseling from existentential-humanistic counselling are adopted in the teaching design, also we evaluate the famous text written by G. Corey: I Never Knew I Had A Choice. Finally, we evaluate briefly those advantages and disadvantages about the pratice of this curriculum.