本文著重在王陽明本人對生命意義的發掘，由這個主軸出發，討論其悟道的實際意涵，最後則釐清其覺民行道的作法內蘊的生命教育。王陽明自童年開始就不斷在發掘自己的生命意義，直到在貴州龍場悟道後，終於洞見自家體會出來的心學，就開始對外傳播自性的生命教育。他認為良知人人都有，只是有些人不能洞察「天地萬物一體」的事實，自設壁壘，活在自我的牢籠裡。良知能產生「體驗的知識這是知識的源頭，其意義高於「聞見的知識」。王陽明對弟子的生命教育著重在開啟自性，且同時不放棄人的個性，讓狂者與狷者都能各自獲得成就，這種態度帶給後世一大難題，使得自性與自我常相互混淆，整個明朝中葉而降，因為尚處在發現自我的激情裡，都沒有獲得圓滿的解決，自性與自我究竟是否有衝突？這是個即至今日，在從事於生命教育的探索過程裡，依然得要面對的艱難課題。

This paper explores life meaning of Wang Yang-ming. The focus was on the Self (Innate Good). When young, Wang failed to pass imperial examinations twice and was unable to understand thoughts of Zhu Xi. He wanted to be a person of holiness inside and reason outside but in vain. The three difficulties made him continue unearthing the meaning of life Not until he finally realized the Entity in Longchang in Gueizbou did he understand the Nouslogy. He then started propagated the life education of the Self. To him, every one had Innate Good. Some did not know the fact of all in one. These people defined themselves and lived in their Ego. Innate Good generated experienced knowledge from cultivation of moral character. It was the origin of knowledge and the meaning was beyond knowledge from texts and study. He transformed the meaning of sages and ordinaries. The difference was no longer evaluation under moral standards but whether they could realize the realm of holiness. When educating his disciples, he focused on enlightenment of the Self, but did not abandon people's personalities. Those who were radical and conservative could have respective achievements. Such attitudes brought difficulties afterwards. After the middle of Ming Dynasty, pass ion of discovering the Ego was not fully solved. Was the Self in conflict with the Ego? Today, in the exploration of life education, this is still a tough issue.