師生戀是教育界中最富爭議的倫理議題之一。有鑑於現今人際關係的多元化，加上終身教育趨勢，校園中的師生關係也似乎不再是以往的固著模式，反而有了多重樣貌。本文藉由相關案例彙整分析，並分別呈現反對與贊成師生態的兩種立場， 一者以不倫、違反師德、有損名譽、損及學生權益等理由來強調師生戀不宜；另一者則以自由婚戀的權利、性自主應受保障、專業不涉教師私下行為等三種理由，主張師生戀應可受保障。筆者以為兩種立場並非絕然對立，故提出在肯認師生皆有自由戀愛的權利前提下，重新釐清教師專業倫理的界線，期能做為顧及權利保障又不失專業倫理，符合規範又適切於當今多元開放的倫理原則，來回應師生戀的爭議課題。

Romantic love affairs between teachers and students are one of the most controversial ethical issues, In this paper, the author analyzed the relevant cases reported in the mass media during 2006-2009 in Taiwan, There are two main kinds of perspectives reflecting common moral views and profession ethical views in the mass media, One view stands against teacher-student love affairs, which states that it is inappropriate to enter into such a duel relationship based on several reasons that such a relationship fails to meet the requirements of educational profession, and would not only humiliate the school's reputation but also offend the rights of students, The other view is grounded in the right to love (including the right for free sex). It deems the right to love and marriage as fundamental human rights, Professional ethics can only limit teachers' conduct in the public sphere, In conclusion, the author suggests that the right of free love has priority over other reasons, but teachers should still avoid intimacy with students under age 16 and not maintain a direct relationship with students, such as supervising, mentoring, or evaluating the student falling in love with them, Following such principles, teacher-student love would be acceptable for the sake of human rights.