本文試圖探討：在這個韋伯（Max Weber, 1864-1920)描述為 「業已除魅了的」世界、在這個我們「必須成為職業人」的世界裡， 「人文教育」、亦即以「完美的人」為理想的教育還可以有什麼意義。 儘管韋伯認為「完美的人的時代」已然過去，然而，就在自由主義的 傅統、尤其在威廉■洪堡德（Wilhelm von Humboldt, 1767-1835)與 密爾（John Stuart Mill, 1806-1873)的著作中，我們都看到了「完美 的人」的人格理想。我認為，這種人格理想如果加以進一步的徹底 化，以尼采(Friedrich Nietzsche, 1844-1900)所主張的「成為你自已」 加以詮釋，將可以與「職業人」的概念相容。在這種詮釋下，我將進 一步依照某些取自韋伯、尼采與狄爾泰（Wilhelm Dilhey, 1833-1911) 的觀點說明人文教育在今日所可以有的意義。

The article tries to think about the significance of humanities which have the concept of “perfect and beautiful human being” as their educational ideal in our “disenchanted” world in which we are forced to be “a person with a vocational calling” (Berufsmensch). Although
Weber declared that the “era of perfect and beautiful humanity” (Zeit vollen und schdnen Menschentums) is gone forever, we can nevertheless find out an Ideal of “perfect and beautiful human being” in liberal tradition, especially in the works of Wilhelm von Humboldt (1767-1835) and John Stuart Mill (1806-1873) . I argue that this idea of personality, when radically interpreted with Nietzsche’s (1844-1900) doctrine of “become, who you are” (Werde, der du bist), will become compatible with that of “Berufsmensch' . I will then explore the significance of humanities nowadays according to some viewpoints I adopted from Weber, Nietzsche and Wilhelm Dilthey (1833-1911).