「生命教育」的推動，是在社會風氣與學校方針關注人才教育、忽略人的培育之背景下形成的。本文透過莊子對「有用之用」與「無用之用」的反省，省思「人才教育」與「生命教育」之間的關係。最終指出，唯有掌握了「無用之用」才能避免個體生命被「有用之用」窄化成工具性價值，如此乃能成就個體生命目的性價值的「大用」。若要活出一自適逍遙的幸福人生，「有用之用／人才教育」的謀生技能是必要條件，「無用之用／生命教育」的生命智慧是充分條件，「無用之用／生命教育」高於「有用之用／人才教育」，但兩者並行不悖，共構生命的整全意義。

The promotion of “life education” was formed in the background of society and schools focusing on talent education and neglecting the cultivation of human. This article meditates on the relationship between “talent education” and “life education” through Zhuangzi’s reflections on “use of usefulness” and “use of non-usefulness.” Finally, it is pointed out that only by mastering the “use of non-usefulness” can the individual be prevented from being narrowed into instrumental value by “use of usefulness”, and in this way can the significant use of the terminal value of the individual be achieved. If you want to live a free and happy life, the livelihood skills of “use of usefulness/ talent education” are necessary conditions, the life wisdom of “use of non-usefulness/ life education” is the sufficient condition. The priority of “use of non-usefulness/ life education” is higher than “use of usefulness/ talent education”, but the two are not mutually exclusive and co-construct the whole meaning of life.