本文探究杜威、赫欽斯與羅蒂對博雅教育的不同看法及其對通識教育的啟示。研究透過文獻分析來釐清博雅教育的概念，以及杜威、赫欽斯、羅蒂三者對博雅教育的分殊見解。研究發現，博雅教育源於古希臘自由民教育，並歷經智識傳統與做中學的辯證，進而融入多元與圑結的觀念。其中，杜威強調學習者在與自然和社會環境的互動中，自然會產生學習的意義。赫欽斯則強調透過博雅科目之能力與思維訓練來培養理智的健全個體。羅蒂懷著對博雅教育的浪漫追求，期待博雅教學能使個體在多元的群體中，彼此分享所編織的夢想而使我們聯繫在一起。對通識教育的啟示在於：杜威做中學的理與赫欽斯理性觀在通識教育中可調和並用，並且透過羅蒂通識學習的圑結觀使我們在多元社會中共生共榮的圑結在一起。

This study investigates the implications for general education from the various perspectives on liberal education among John Dewey, Robert Maynard Hutchins, and Richard Rorty. I use literature review to clarify the concept of liberal education and the viewpoints of Dewey, Hutchins, and Rorty. I find that liberal education came from free man education in ancient Greece. It experienced the dialect between the intellectual tradition and the idea of learning by doing in modern time, and merged with the idea of plurality and the idea of solidarity in postmodern time. In the process, Dewey emphasized the learner's interaction with the social and natural situations to get the meaningful learning naturally. Hutchins emphasized liberal arts and intellectual reasoning to train the intellectual individual. Rorty held the romantic pursuing in liberal education, and he expected to share one's own dream in the plural community and bind us together. The implications for general education are as follows: The learning by doing idea of Dewey and the intellectual idea of Hutchins could work together in a harmony way. We need to develop the solidarity of coexistence and mutual prosperity in plural society through the idea of solidarity from Rorty's general studies.