先秦儒家對於教育的重視無庸置疑，並有許多學者業以指出先秦儒家的教育理念與通識教育有不謀而合之處。本文將以此為基礎，嘗試從荀子「成人」教育的目標、外在與內在因素，以及教育的內容等方面做出深入的說明。並總結出「成人」教育的目標在於培養堅定不移的道德情操，而培養此情操的方法可以透過外在環境的薰陶以及學習者內在的心理因素。再者，學習的外在環境可以透過物質建設、制度設計以及文化傳統建立之，而內在因素方面則有賴於學習者自覺而主動的學習。也由於荀子認為教師對於學生有著直接且快速的影響，因此荀子特別強調教師在知識、品格以及社會責任的自我要求，以作為學習者學習、模仿的對象。最後，「成人」教育雖然以儒家傳統經典為內容，且亦可以史學、美學、倫理學等三個領域作為現代的詮釋。因此，若借鑑於荀子的「成人」教育，當前通識教育應該以「人之所以為人」的品德教育為理念，透過良善的外在環境之薰陶，引發學生「心的覺醒」，並以史學、美學、倫理學等領域為教育內容，從而達成通識教育的目標。

Undoubtedly, Pre-Chin Confucian takes education seriously. Many scholars have pointed out that the educational ideas of Pre-Chin Confucian coincide with the principle of modern general education. In line with these contentions, this article attempts to illustrate the goal, internal and external factors and content of“Cheng-Ren＂ education in Xunzi. In general, the goal of“Cheng-Ren＂education is to cultivate an unwavering moral character. External edifying and internal psycholoical factors can foster such a character. We can make up the external environment by offering material constructions, institutional design and cultural traditions but the development of internal psychological characteristics replies on conscious learning. Because Xunzi claims that teachers have a direct and swift impact on students, he then emphasizes that teachers must set the standard high for themselves in relation to knowledge, morality and social responsibilities so that they can become learning objects for students. At last, although“Cheng-Ren＂ education is built on the foundation of traditional Confucian classic, we can also interpret the concept through the lenses of historiography, aesthetics and ethics in modern education. Therefore, if we use Xunzi’s“Cheng-Ren＂ education as a theoretical basis, then general education should address the uniqueness of human being. Besides, by exercising external edifying to wake up conscious learning and by designing historiography, aesthetics and ethics education courses, we shall reach the goal of general education.