The Primary Trait of a Socialist Education Power with Chinese Characteristics

At the National Conference on Education held on September 9–10, 2024, Xi Jinping stressed in his speech that the education power we aim to build is a socialist education power with Chinese characteristics, and that it should possess a strong leading force for ideological and political education, talent competitiveness, scientific and technological support, people’s livelihood security, social coordination capacity, and international influence, so as to provide robust support for comprehensively advancing the building of a strong country and the great rejuvenation of the Chinese nation through Chinese-path modernization. Among these, placing the leading force for ideological and political education at the forefront of the “six forces” represents a new contribution to the important discourse on education, as well as a new contribution to the theory and practice of ideological and political education.

2024年9月9日至10日，习近平在全国教育大会讲话中强调指出，我们要建成的教育强国，是中国特色社会主义教育强国，应当具有强大的思政引领力、人才竞争力、科技支撑力、民生保障力、社会协同力、国际影响力，为以中国式现代化全面推进强国建设、民族复兴伟业提供有力支撑。其中，将思政引领力置于“六力”之首，这是关于教育重要论述的新贡献，也是对思想政治教育理论与实践的新贡献。

I. The Leading Force for Ideological and Political Education Is the Chinese Characteristic of Building an Education Power

一、思政引领力是建设教育强国的中国特色

The proposition of “Chinese characteristics in education” is a sub-proposition of the overarching theme of socialism with Chinese characteristics, and is the concretization of socialism with Chinese characteristics in the field of education. The assertion that the education power we aim to build is a socialist education power with Chinese characteristics deepens the discourse on socialist education with Chinese characteristics and also deepens the theme of building a modern socialist power with Chinese characteristics. This is the dimension of Chinese characteristics for understanding an education power.

教育的中国特色这一命题是中国特色社会主义这个主题的子命题，是中国特色社会主义在教育领域的具体化。我们要建成的教育强国是中国特色社会主义教育强国，这一论断是中国特色社会主义教育论题的深化，也是建成中国特色社会主义现代化强国主题的深化。这是理解教育强国的中国特色维度。

First, Xi Jinping’s statements on Chinese characteristics in education have laid the ideological foundation for understanding the Chinese characteristics of an education power. In 2014, Xi Jinping pointed out in his speech at a symposium with teachers and students of Peking University: “To run world-class universities in China, we must have Chinese characteristics. Without characteristics, simply following others step by step and copying their patterns will not succeed.” In 2016, Xi Jinping further emphasized in his speech at the National Conference on Ideological and Political Work in Colleges and Universities: “China has a unique history, unique culture, and unique national conditions, which determine that we must take our own path of higher education development and solidly run colleges and universities of socialism with Chinese characteristics. The development direction of China’s higher education must be closely linked with the real goals and future direction of China’s development, serving the people, serving the governance of the Communist Party of China, serving the consolidation and development of the socialist system with Chinese characteristics, and serving reform and opening up and socialist modernization.” In 2018, Xi Jinping emphasized at the National Education Work Conference: “We are running socialist education. We must uphold that education serves the people, serves the governance of the Communist Party of China, serves the consolidation and development of the socialist system with Chinese characteristics, and serves reform and opening up and socialist modernization.” In 2024, Xi Jinping further stressed in his speech at the National Conference on Education that the education power we aim to build is a socialist education power with Chinese characteristics. From “having Chinese characteristics,” to “colleges and universities of socialism with Chinese characteristics,” and then to “a socialist education power with Chinese characteristics,” the relationship between China’s education and building an education power with socialism with Chinese characteristics has been clarified.

第一，习近平关于教育的中国特色为理解教育强国的中国特色奠定了思想基础。2014年，习近平在北京大学师生座谈会上讲话中指出：“办好中国的世界一流大学，必须有中国特色。没有特色，跟在他人后面亦步亦趋，依样画葫芦，是不可能办成功的。”2016年，习近平在全国高校思想政治工作会议讲话中进一步强调：“我国有独特的历史、独特的文化、独特的国情，决定了我国必须走自己的高等教育发展道路，扎实办好中国特色社会主义高校。我国高等教育发展方向要同我国发展的现实目标和未来方向紧密联系在一起，为人民服务，为中国共产党治国理政服务，为巩固和发展中国特色社会主义制度服务，为改革开放和社会主义现代化建设服务。”2018年，习近平在全国教育工作大会上强调：“我们办的是社会主义教育。必须坚持教育为人民服务、为中国共产党治国理政服务、为巩固和发展中国特色社会主义制度服务、为改革开放和社会主义现代化建设服务。”2024年，习近平在全国教育大会讲话中又进一步强调指出，我们要建成的教育强国，是中国特色社会主义教育强国。从有中国特色，到中国特色社会主义高校，再到中国特色社会主义教育强国，明确了中国教育、建成教育强国同中国特色社会主义的关系。

Second, the leading force for ideological and political education is the leading force of socialist ideology. Since the 18th National Congress of the CPC, the Party and the state have attached great importance to the work of socialist ideology. The report of the 20th National Congress of the CPC pointed out: “Build a socialist ideology with strong cohesion and leading power.” Enhancing the appeal of socialist ideology has become a national strategic measure. Ideological work in colleges and universities is an important part of socialist ideological work. The leading force for ideological and political education and the appeal of ideology in colleges and universities are different expressions of the same issue and are consistent in essence. In the process of solidly advancing ideological work in colleges and universities, the integration of ideological work and higher education has accumulated valuable experience for building universities of socialism with Chinese characteristics, and has also accumulated valuable experience for building a socialist education power with Chinese characteristics. This experience is also applicable to the leading force for ideological and political education.

第二，思政引领力是社会主义意识形态引领力。党的十八大以来，党和国家高度重视社会主义意识形态工作，党的二十大报告指出：“建设具有强大凝聚力和引领力的社会主义意识形态。”增强社会主义意识形态吸引力成为国家战略举措。高校意识形态工作是社会主义意识形态工作的重要组成部分。思政引领力同高校意识形态吸引力是同一问题的不同表述，在本质上是一致的。在高校意识形态工作扎实推进的进程中，意识形态工作同高等教育的融合为中国特色社会主义大学建设积累了宝贵经验，也为中国特色社会主义教育强国建设积累了宝贵经验，这些经验也适用于思政引领力。

II. The Leading Force for Ideological and Political Education Is the Combined Force of Ideological and Political Elements Moving in the Same Direction

二、思政引领力是思政要素同向同行的合力

Generally, “思政” (sizheng) is the abbreviation for “ideological and political education” or “ideological and political work.” As an educational practice, ideological and political education belongs to the education system and operates in parallel with knowledge education, cultural education, labor education, etc. As part of the Party’s work, ideological and political work operates in parallel with organizational work, united front work, etc. In schools, ideological and political education and ideological and political work are used interchangeably. The leading force for ideological and political education refers to the guidance that ideological and political work provides to practices such as teaching, management, and service. This leading force mainly includes ideological leadership, value leadership, and goal leadership.

通常，思政是思想政治教育或思想政治工作的简称。作为一种育人实践，思想政治教育属于教育系统，同知识教育、文化教育、劳动教育等并行。作为党的工作的一部分，思想政治工作同组织工作、统战工作等相并行。在学校，思想政治教育和思想政治工作交替使用。思政引领力是指思政对教学、管理和服务等实践的引领。思政引领力主要包括思想引领力、价值引领力、目标引领力等。

First, the ideological leadership of Marxism. The so-called ideological leadership refers to the guidance of scientific thought, specifically the guidance of Marxism and its theoretical achievements adapted to the Chinese context. Marxism is a scientific theory that reveals the general laws of the development of human society, indicates where to go, and constitutes leadership in development direction. Marxism is a theory of the people, which not only regards the people as the protagonists in the drama of history but also insists that the people are the authors of historical development, clarifying for whom and on whom social development relies, and constitutes practical leadership. Marxism guides various social trends of thought to achieve the goal of ideological consciousness among the broad masses.

第一，马克思主义思想引领力。所谓的思想引领是指科学思想的引领，具体是指马克思主义及其中国化理论成果的引领。马克思主义是科学的理论，揭示了人类社会发展的一般规律，指明了往何处去，是发展方向引领。马克思主义是人民的理论，不仅认为人民是历史的剧中人，而且坚持人民是历史发展剧作者，明确了社会发展为了谁和依靠谁，是实践引领。马克思主义引领各种社会思潮，达到广大人民群众思想自觉的目标。

Second, the value leadership of core socialist values. Under market economy conditions, the coexistence of multiple forms of ownership of the means of production has given rise to multiple relations of production. The objective fact of “one planet, two systems” also causes the dual influences of capitalism and socialism to overlap. Consequently, value contradictions, value differentiation, and value conflicts keep emerging. To arrive at the greatest common divisor in values, it is necessary to cultivate and practice core socialist values. Core socialist values pool strength and unite the people’s hearts, forming social consensus.

第二，社会主义核心价值观的价值引领力。市场经济条件下，多种生产资料所有制形式并存产生了多种生产关系。“一球两制”的客观事实也使资本主义与社会主义的双重影响叠加在一起。由此，导致了价值矛盾、价值分化、价值冲突不断。形成价值观上的最大公约数，需要培育和践行社会主义核心价值观。社会主义核心价值观凝心聚气，形成社会共识。

Third, the goal leadership of fostering virtue and nurturing people (立德树人). What is the value of education? At the primary and secondary school level, exam-oriented education oriented toward the college entrance examination has a far-reaching impact. In universities, teaching, research, serving society, and cultural inheritance are the main functions. In 2018, Xi Jinping pointed out at the National Education Work Conference: “Currently, the most prominent problem in education is that primary and secondary school students are too bitter and too tired, and some practices in running schools are too short-sighted and too utilitarian. What is more serious is that everyone knows this situation is wrong, but they are still following this path, sinking deeper and deeper, and the deeper they sink, the more they sink! Quality education has been proposed for more than twenty years, and some progress has been made, but overall, achievements in various regions are not balanced. At the root, the requirement of fostering virtue and nurturing people has not been fully implemented into the institutional mechanisms. The baton of education at the primary and secondary school level is actually examination scores and enrollment rates, and at the university level it is mainly research papers. The due status and scientific evaluation system of moral education and quality education have not been truly established. This is a long-standing and difficult problem that must be solved. We must resolutely overcome the stubborn diseases of only valuing scores, only valuing enrollment, only valuing diplomas, only valuing papers, and only valuing titles [1]1 The “Five-Only” (五唯): Score-only, enrollment-only, diploma-only, paper-only, title-only. These refer to overemphasis on scores, enrollment rates, diplomas, research papers, and academic or professional titles in education evaluation., fundamentally solve the problem of the education evaluation baton, and reverse the utilitarian tendency in education. We must fully implement the fundamental task of fostering virtue and nurturing people, promote reforms in the ways of educating people, school-running models, management systems, and guarantee mechanisms, and establish a long-term mechanism to promote students’ physical and mental health and all-round development.” With fostering virtue and nurturing people as the goal leadership, we commit to the all-round development of students in moral, intellectual, physical, aesthetic, and labor education [2]2 Moral, intellectual, physical, aesthetic, and labor education (德智体美劳): The five aspects of all-round development for students under the Chinese education system., and achieve the integrated connection of private virtue, public virtue, and great virtue [3]3 Private virtue, public virtue, and great virtue (私德、公德和大德): A framework for moral cultivation, where private virtue concerns personal conduct, public virtue concerns social conduct, and great virtue concerns loyalty to the country and the Party., forming a consensus on education development. In addition, there is also the cultural leadership of advanced socialist culture, among others.

第三，立德树人的目标引领力。教育的价值是什么，在中小学阶段，以高考为目标的应试教育影响深远。在大学，教学、科研、服务社会、文化传承等是主要职能。2018年，习近平在全国教育大会上指出：“现在，教育最突出的问题是中小学生太苦太累，办学中的一些做法太短视太功利，更严重的是大家都知道这种状况是不对的，但又在沿着这条路走，越陷越深，越深越陷！素质教育提出二十多年了，取得了一定进展，但总的看各地区成效不够平衡。说到底，是立德树人的要求没有完全落实到体制机制上，教育的指挥棒在中小学实际上是考试分数和升学率，在高校主要是科研论文，关于德育、素质教育的应有地位和科学评价体系没有真正确立起来。这是一个必须解决的老大难问题。要坚决克服唯分数、唯升学、唯文凭、唯论文、唯帽子的顽瘴痼疾，从根本上解决教育评价指挥棒问题，扭转教育功利化倾向。要全面落实立德树人根本任务，推进育人方式、办学模式、管理体制、保障机制改革，建立促进学生身心健康、全面发展的长效机制。”以立德树人为目标引领，致力于学生德智体美劳的全面发展，并实现私德、公德和大德的一体贯通，形成教育发展共识。此外，还有社会主义先进文化的文化引领等。

Only when ideological leadership, value leadership, and goal leadership work together in the same direction and with the same force, forming a synergistic effect of moving in the same direction and taking the same path, can they converge into a combined force.

思想引领、价值引领和目标引领等只有共同发挥作用，方向一致、力量一致，形成同向同行效应，才能凝聚成合力。

III. Practical Paths for Further Strengthening the Leading Force for Ideological and Political Education

三、进一步增强思政引领力的实践路径

Exerting the leading force for ideological and political education is a fine tradition and political advantage of the Communist Party of China. From “ideological and political work is the lifeline of the Party” to “ideological and political work is an important way to govern the Party and the country,” the importance attached to the leading force for ideological and political education is reflected. In building an education power, the leading force for ideological and political education has already constructed pathways such as goal leadership, disciplinary leadership, curriculum leadership, and evaluation leadership. How to further improve the institutional mechanisms is a question worth studying.

发挥思政引领力是中国共产党的优良传统和政治优势。从思想政治工作是党的生命线，到思想政治工作是治党治国的重要方式，都体现了对思政引领力的重视。教育强国中的思政引领力已经建构起目标引领、学科引领、课程引领、评价引领等途径，如何进一步健全体制机制是值得研究的问题。

First, disciplinary leadership. The focus of disciplinary leadership is to use the key textbook construction of the Marxist Theory Research and Development Project [4]4 The Marxist Theory Research and Development Project (马克思主义理论研究和建设工程), initiated in 2004, is a major national project to strengthen the study and dissemination of Marxism, including key textbook development and theoretical research. to guide textbook construction, and to use the disciplinary construction of Marxist theory to guide the construction of the philosophical and social sciences disciplines.

第一，学科引领。学科引领的重点是以马克思主义理论研究和建设工程重点建材建设引领教材建设，以马克思主义理论学科建设引领哲学社会科学学科建设。

Adhering to the guidance of Marxism is the fundamental hallmark that distinguishes contemporary Chinese philosophy and social sciences from other philosophies and social sciences. It is necessary to accelerate the construction of a disciplinary system, academic system, and discourse system for philosophy and social sciences with Chinese characteristics, and to form a Chinese independent knowledge system. To this end, in 2004, the central government launched the Marxist Theory Research and Development Project, aiming to strengthen key textbook construction and theoretical innovation. In 2018, Xi Jinping pointed out at the National Education Work Conference: “Textbooks are the main carriers for disseminating knowledge, embodying the value system of a country and a nation, and are important tools for teachers’ teaching and students’ learning. Textbooks must uphold the guiding position of Marxism, reflect the requirements of adapting Marxism to the Chinese context, reflect the style of China and the Chinese nation, reflect the basic requirements of the Party and the state for education, reflect the basic values of the country and the nation, and reflect the accumulation and innovative achievements of human culture and knowledge. We must vigorously strengthen the construction of textbooks in minority languages. Textbook construction must strengthen political scrutiny. Textbooks that are politically incorrect or insufficient must be vetoed. However, textbooks that simply paste political labels, disregarding the integrity and logical completeness of the textbook system, and arbitrarily insert political content in a disjointed manner, are also unacceptable.” The textbook system and the academic system, disciplinary system, and discourse system of philosophy and social sciences with Chinese characteristics complement each other, and they are a concentrated manifestation of the achievements in constructing China’s independent knowledge system. Only by adhering to the guiding position of Marxism in textbook construction can the Chinese characteristics, people’s standpoint, and socialist nature of education be guaranteed. At the same time, textbook construction must adhere to a problem-oriented approach, using Chinese discourse to explain Chinese practice, Chinese experience, and Chinese truth in the process of scientifically answering the questions posed by China, the world, the people, and the times [5]5 Questions posed by China, the world, the people, and the times (中国之问、世界之问、人民之问、时代之问): A formulation by Xi Jinping emphasizing that theoretical and practical development should respond to the specific issues facing China, global. The key to textbook construction in the New Era lies in adhering to the principle of the Two Integrations [6], further integrating Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era into the curriculum and textbook system, and promoting the transformation of the textbook system into a teaching system and a student concept system. Only by persistently using the Party’s innovative theories to forge souls and educate people can we cultivate more new generations who reassure the Party, love and dedicate to the country, and shoulder the heavy responsibility of national rejuvenation.

坚持以马克思主义为指导，是当代中国哲学社会科学区别于其他哲学社会科学的根本标志。要加快构建中国特色哲学社会科学学科体系、学术体系、话语体系，形成中国自主的知识体系。为此，2004年，中央启动马克思主义理论研究和建设工程，旨在加强重点教材建设和理论创新。2018年，习近平在全国教育大会上指出：“教材是传播知识的主要载体，体现着一个国家、一个民族的价值观念体系，是老师教学、学生学习的重要工具。教材要坚持马克思主义指导地位，体现马克思主义中国化要求，体现中国和中华民族风格，体现党和国家对教育的基本要求，体现国家和民族基本价值观，体现人类文化知识积累和创新成果。要大力加强少数民族文字教材建设。教材建设要加强政治把关。政治上把握不对、不到位的教材，要一票否决。简单贴政治标签，不顾教材体系完整、逻辑完备，断章取义塞入政治内容，搞得不伦不类的教材，也要不得。”教材体系建设与中国特色哲学社会科学学术体系、学科体系、话语体系相辅相成，是中国自主知识体系建设成果的集中体现。教材建设只有坚持马克思主义指导地位，才能保证教育的中国特色、人民立场和社会主义性质。同时，教材建设必须坚持问题导向，在科学回答中国之问、世界之问、人民之问、时代之问之中，用中国话语阐释中国实践、中国经验、中国道理。新时代教材建设关键在于，坚持“两个结合”原则，进一步推进习近平新时代中国特色社会主义思想融入课程教材体系，推动教材体系向教学体系、学生观念体系转化。只有坚持用党的创新理论铸魂育人，才能塑造更多让党放心、爱国奉献、担当民族复兴重任的时代新人。

In 2005, Marxist theory was established as a first-level discipline, aiming to study Marxist theory as a whole and train high-quality theoretical propaganda and education talents. How to navigate the construction of other philosophy and social sciences disciplines through the disciplinary construction of Marxist theory still needs further exploration. Whether it is the construction of textbooks under the Marxist Theory Research and Development Project or the disciplinary construction of Marxist theory, the common goal is to uphold the fundamental system of the guiding position of Marxism in the ideological field.

2005年，马克思主义理论一级学科设立，旨在从整体上研究马克思主义理论，培养高素质理论宣传与教育的人才。如何通过马克思主义理论学科建设领航其他哲学社会科学学科建设，尚须进一步探讨。无论是马工程教材建设，还是马克思主义理论学科建设，共同的目标是坚持马克思主义在意识形态领域的指导地位这一根本制度。

Second, curriculum leadership. Classroom teaching is the main channel for fostering virtue and nurturing people, and ideological and political theory courses are the key courses for implementing the fundamental task of fostering virtue and nurturing people. All other types of courses must each guard their own section of the channel [7] and till their own responsibility fields, moving in the same direction with ideological and political theory courses to form synergy in educating people. Currently, the pattern formed by the isomorphic construction of ideological and political theory courses and curriculum-based ideological and political education is the embodiment of the leading force for ideological and political education in curriculum construction.

第二，课程引领。课堂教学是立德树人的主渠道，思想政治理论课是落实立德树人根本任务的关键课程。其他各类课程要同思想政治理论课各守一段渠、种好责任田，同向同行，形成育人合力。目前，形成的思想政治理论课与课程思政同构的格局是思政引领力在课程建设中的体现。

Third, evaluation leadership. In the process of “breaking the Five-Only [8]” (破五唯), establish an evaluation system oriented toward fostering virtue and nurturing people. In 2018, Xi Jinping pointed out at the National Education Work Conference: “We must strive to build an education system that comprehensively cultivates people in moral, intellectual, physical, aesthetic, and labor education, and form a higher-level talent cultivation system. We must integrate fostering virtue and nurturing people into all aspects of ideological and moral education, cultural knowledge education, and social practice education, and run through all fields of basic education, vocational education, and higher education. Disciplinary systems, teaching systems, textbook systems, and management systems should be designed around this goal, teachers should teach around this goal, and students should learn around this goal. Any practices that are not conducive to achieving this goal must be resolutely changed.” Since the 18th National Congress of the CPC, the Party and the state have issued a series of policy documents to promote education evaluation reform. In 2020, the Central Committee of the CPC and the State Council issued the “Overall Plan for Deepening Education Evaluation Reform in the New Era” (hereinafter referred to as the “Overall Plan”). As a programmatic document for education evaluation reform in the New Era, the Overall Plan is of great significance for comprehensively implementing the Party’s education policy, further improving the institutional mechanisms for fostering virtue and nurturing people, breaking the persistent diseases of the “Five-Only,” and guiding the entire Party and society to establish a scientific view of education development, talent growth, and personnel selection and use. Education evaluation is a systematic project. The education evaluation reform in the New Era cannot be limited to the education system; it needs to be promoted holistically within the larger social system. For different subjects—Party committees and governments, schools, teachers, students, and society—the education evaluation system should be further improved in a hierarchical and classified manner, laying a solid conceptual foundation and clear goal orientation for building an education power. The basis of the above three paths is the goal leadership of fostering virtue and nurturing people.

第三，评价引领。在“破五唯”的过程中，确立以立德树人为导向的评价体系。2018年，习近平在全国教育大会上指出：“要努力构建德智体美劳全面培养的教育体系，形成更高水平的人才培养体系。要把立德树人融入思想道德教育、文化知识教育、社会实践教育各环节，贯穿基础教育、职业教育、高等教育各领域，学科体系、教学体系、教材体系、管理体系要围绕这个目标来设计，教师要围绕这个目标来教，学生要围绕这个目标来学。凡是不利于实现这个目标的做法都要坚决改过来。”党的十八大以来，党和国家出台了一系列政策文件推动教育评价改革。2020年中共中央、国务院印发了《深化新时代教育评价改革总体方案》（以下简称《总体方案》）。《总体方案》作为新时代教育评价改革的纲领性文件，对于全面贯彻党的教育方针，进一步完善立德树人体制机制，破除“五唯”顽瘴痼疾，引导全党全社会树立科学的教育发展观、人才成长观、选人用人观具有重大意义。教育评价是一项系统工程。新时代教育评价改革，不能局限于教育系统，还需要在社会大系统中统筹推进。针对党委和政府、学校、教师、学生、社会不同主体，分层分类进一步完善教育评价体系，为教育强国建设奠定了坚实的观念基础和明确的目标导向。上述3个路径的基础是立德树人的目标引领。

In summary, on the one hand, the leading force for ideological and political education embodies the Chinese characteristics of an education power; on the other hand, by strengthening the leading force for ideological and political education, it in turn highlights the superiority of the theory and system of socialism with Chinese characteristics. These two aspects are unified in the fundamental task of education: what kind of people to cultivate, how to cultivate them, and for whom to cultivate them.

总之，思政引领力一方面体现了教育强国的中国特色，另一方面通过增强思政引领力反过来彰显中国特色社会主义的理论、制度的优越性。这两者共同统一在培养什么样的人、怎么样培养人和为谁培养人这个教育的根本任务上。

Source: “Ideological and Political Education Research Red” [9], December 3, 2024

文章来源：《思想教育研究红》2024年12月3日

Online Editor: Jing Mu

网络编辑：静穆