本文主要透過教導全人教育課程中心「人生哲學」課程的經驗，思考如何建構整全性的全人教育面向，希望提出個人的經驗反思過程，嘗試提供投入全人教育課程中心的師資群，未來規劃課程內涵的可能面向及架構。首先，在前言中會提出現今教導全人教育課程中心「人生哲學」課程所面臨的困境，其次，處理「知之者不如好之者，好之者不如樂之者」（《論語．雍也篇第六．二十》）――樂味、知味的不同面向。再來，面對「知者樂水，仁者樂山」（《論語．雍也篇第六．二十三》）――因材施教的個別化教學。然後，回歸「仁者人也」（《中庸》）――具有人味的全人教育。最後，在結語中針對前言中面臨的困境提出如何突破的可行性。然而，不可諱言地，因撰文時間緊迫壓縮，而文章必須處理的課題又太廣泛，以至於未能善用有限的文字及時間，嘗試處理好面對的課題。而今從發表者轉換成為省思者的角色，藉由撰寫〈從發表〈人生哲學的整全教育面向――知味、樂味、人味〉一文的再省思〉，給予自己再次省思此篇文章尚未處理好的議題，也算是彌補發表文章中尚未言及的缺憾。

This article presents my experience of teaching the course ”Philosophy of Life”. The main purpose of the paper is to provide suggestions for teachers in constructing a complete Holistic education and framework of their course design.The paper is divided into four parts. The first part focuses on difficulties in teaching ”Philosophy of Life”. The second part is to deal with Enjoyment and Knowledge: ”Knowledge is second to devotion, devotion is not better than joy.” The third part aims at the teaching in accordance with student's individual differences. It is to say: ”the wise enjoy the waters, the benevolent enjoy the mountains.” The fourth part traces back to Humanities in Holistic Education: ”The benevolent is a human being.” The last indicates the possibility of overcoming difficulties in teaching ”Philosophy of Life”.Due to the limited time, I have no sufficient time to deal with all possible aspects in its entirety therefore; I transfer my role from a presenter to a reflector. I have already written a paper The reflection on ”Philosophy of Life” in Holistic Education-Enjoyment, Knowledge, Humanity, for giving this topic an integrated profile.