The primary concern of this paper is the way of teaching life meaning by role model learning. This paper aims to reflect upon such a pedagogic process. The discussions in this paper are outlined as follows: First, I would like to expose the importance of the question for life meaning. The searching for meaning is a nature of human being. We are always eager to make our life be settled at somewhere of meaning to us. Then, we have to reflect that the self-awareness of life meaning is not to search for something exterior to our life. Rather, the teachers have to help their students comprehend their own life. It is so as to make our students be aware of what distraction and constraints the sensual desire indulgence has imposed upon the mind. Heidegger's philosophical thinking helps us, the people in everyday life, realize the way of life we are leading as is only the one similar to everyone. Based on the comprehension and awareness of our fallen everyday life, we can hear the voice of our conscience through angst. The voice of conscience opens us to our own life choices and resolution. This leads us to the realization of our own life meaning. This paper concerns also for a reflection on pedagogy of humanity as different from that for science of objective knowledge. I want to bring into this field the concept of cultivation as a new horizon for the pedagogy of life education. Finally, I conclude at ＂comprehension comprehends action＂ for humanity. When students start to comprehend their own life, such comprehension is inevitably brought into action. On the contrary, it is not ＂true comprehension＂ if there is no active application associated with it. With such a standpoint in the life meaning awareness and realization, it turns out that: Once we really comprehend the uniqueness of one's life and we have the freedom to choose the possibility most pertinent to our own, we will definitely make our resolution to realize our own life meaning.