自伯利西宣言（Tibilisi Declaration）以降，永續性（sustainability）理想的支持者們多視大學為實現此理想的重要機構，大學因此成為許多相關倡議的對象。但本研究藉由文獻探討，要指出此現象儘管政治正確，卻存在爭議，並且爭議之關鍵乃在於「大學本質」的根本問題。換言之，本研究認為對於大學應如何實現永續性理想的思考，不可能不首先涉及「大學應以何種典範為其本質」的問題。藉由對實用性、知識工廠與博雅教育等數種著名典範的初步探討，以及對教育哲學的思考，本研究主張以博雅教育典範為根據來論述大學在回應與實現永續性理想上的合宜態度，並進一步指出大學在作為社會成員、職業相關教育機構、培養未來菁英領袖之機構、以及培育人文素養與追求知識之團體的四種層次上能有何作為。其中尤其強調，相較於社會上的其它機構，大學在培養和發展與此理想相關的人文素養與環境倫理上的獨特潛力與優勢，是其亟待發揮的部分。

The advocates of sustainability have started to regard universities as an important means to realize sustainable development since the Tbilisi Declaration in 1977, making universities a target of many initiatives to this day. However, as this study argues in accordance with the result of literature review, this phenomenon is politically correct as much as controversial. The reason lies in the fundamental question about the nature of university. In other words, the talk about how to realize the ideal of sustainable development through universities has to involve first the question of ＂what is the paradigm for universities?＂ As this study argues in light of rudimentary inquiries of the three paradigms and the reflection on educational philosophy, the university is better when it is based on the paradigm of ＂liberal education＂ rather than that of ＂knowledge factory＂ or ＂pragmatism.＂ The study suggests that universities should adhere to the paradigm of liberation education as the most appropriate response to the ideal of sustainable development. Not only so, this study further points out what universities can do on the basis of their roles in the society: a member in the society, a vocational education institution, a training center for future leaders, and an organization for humanity and knowledge. It is especially worth noting that universities have potentials and advantages for the development of humanities and environmental ethics that are yet to be discovered and expanded.