The purpose of the study is to clarify the meaning of education through analyzing the relation between 'Doing-Learning'(爲學, wei hsüeh) and 'Doing-Tao'(爲道, wei tao) in Lao-tzu's Tao-te-ching. The nature of education can be understood in two ways in accordance with two interpretations of the relation between Doing-Learning and Doing-Tao. The one is that Doing-Learning and Doing-Tao are contrary to each other, the other is they are different aspects of same activity. But first interpretation entails a serious problem. If Doing-Learning and Doing-Tao were contrary to each other, the state of 'Non-Knowledge'(無知, wu chih), which is synonymous in Tao-te-ching to Tao, supposedly attained by Doing-Tao, would be opposed to the state of 'knowledge'(知, chih) attained by Doing-Learning. In this case, the state of Non-knowledge indicates mere ignorance or lack of knowledge, and Doing-Tao is nothing but pursuing the ignorance. To avoid this absurdity, we must interpret Tao as the 'logical cause' of Things. Tao constitutes the logical presupposition of Things, and is not manifested in itself but through Things. However, Things as manifestations of Tao can stand in relation to man only by being designated in words and formulated in knowledge. Thus learning knowledge is the only legitimate way to Tao. In other words, 'Doing-Learning' is nothing other than 'Doing-Tao'.