This paper aims to critically reflect on the possibility of developing a distinctive Taiwanese philosophy of education in the global world. The inquiry into the Taiwanese philosophy of education involves a more profound request for Taiwan identity, which is like a sprectre, continuously facing the threat of being eradicated, sometimes emerging and sometimes disappearing. Taiwan is being under erasure. To unravel the predicament, this paper uses Derrida's "sous rature" and the notion of deconlonisation. Taiwan is now recognised as a democratic state, but it was ruled by different colonial regimes during various periods in history. The colonial history has embedded in Taiwan's current conundrum of identity and philosophy of education. This paper argues that decolonisation involves two levels: 'Asia as method' and 'Native as method'. By addressing both, the lived experiences of the people can be genuinely acknowledged, as well as their identity. Then, a distinctive native philosophy of education becomes possible.