The Internal Structure, Construction Logic, and Advancement Path of the Independent Knowledge System of the Discipline of Ideological and Political Education

In May 2016, Xi Jinping proposed at a symposium on philosophy and social sciences to “construct a disciplinary system, academic system, and discourse system with its own characteristics.”[1]1 “三大体系” (three major systems) refers to the disciplinary system, academic system, and discourse system, a framework for developing Chinese philosophy and social sciences proposed by Xi Jinping.(P19) In April 2022, Xi Jinping emphasized again during an inspection at Renmin University of China: “To accelerate the construction of philosophy and social sciences with Chinese characteristics, in the final analysis, is to construct China’s independent knowledge system.”[2]2 “40年的历程” (40 years): The discipline The reason the independent knowledge system has been placed in a more important position is that the “three major systems” are the rational expression of the knowledge system, and the knowledge system is the foundation and hard core of the “three major systems.” Only by constructing an independent knowledge system can philosophy and social sciences promote the holistic construction and systematic development of the disciplinary system, academic system, and discourse system. As a foundational discipline of philosophy and social sciences, the discipline of ideological and political education is a vital force in promoting the flourishing development of philosophy and social sciences. Therefore, constructing an independent knowledge system has become an objective necessity for the development of the discipline of ideological and political education. In the New Era, clarifying the connotation of the independent knowledge system of the discipline of ideological and political education, understanding its organic composition, and grasping the logical mainline of its construction are the necessary paths to enhance the overall strength of the discipline, increase its international influence, and prosper philosophy and social sciences. This holds significant value for accelerating the building of a culturally strong country, enhancing cultural soft power, and elevating China’s international discourse power.

2016年5月，习近平在哲学社会科学工作座谈会上提出“构建具有自身特质的学科体系、学术体系、话语体系”，[1](P19)2022年4月，习近平在中国人民大学考察时再次强调：“加快构建中国特色哲学社会科学，归根到底是建构中国自主的知识体系”。[2]自主知识体系之所以被摆在了更加重要的位置，是因为“三大体系”是知识体系的理性表达，知识体系是“三大体系”的基础和硬核，哲学社会科学只有建构自主知识体系方可助推学科体系、学术体系、话语体系的整体性建设和系统化发展。而思想政治教育学科作为哲学社会科学的基础性学科，是促进哲学社会科学繁荣发展的有生力量。为此，建构自主知识体系已成为思想政治教育学科发展的客观必然。新时代明晰思想政治教育学科自主知识体系的内涵，了解思想政治教育学科自主知识体系的有机构成，把握思想政治教育学科自主知识体系建构的逻辑主线，是提升思想政治教育学科整体实力、提高思想政治教育学科国际影响力、繁荣哲学社会科学的必经之路，对于加快建设文化强国、增强文化软实力、提升我国国际话语权具有重要价值考量。

I. Raising the Question

一、问题的提出

In today’s world, for the development of social sciences, Chinese knowledge, Chinese wisdom, and Chinese solutions not only cannot be absent but should become foundational components supporting the human knowledge system. Promoting Chinese culture to play a driving role in human civilization requires constructing a knowledge system based on China’s own problem domain—that is, an independent knowledge system. As one of the key disciplines supporting China’s independent knowledge system, the issue of constructing the independent knowledge system of the discipline of ideological and political education is particularly prominent. First, from the perspective of the disciplinary attributes of ideological and political education, it is a product of the comprehensive development of multiple disciplines, a comprehensive discipline that absorbs the achievements of many disciplines. Its knowledge pedigree has a broad origin, and the research object of ideological and political education is a changing whole, characterized by complexity and comprehensiveness. This makes different knowledge contents both dynamic and tense. Second, from the perspective of the establishment of the discipline of ideological and political education, it has gone through 40 years from its establishment to innovative development, making it a relatively late-emerging discipline. The richness of its disciplinary knowledge system lags behind that of other long-established disciplines. At the same time, as an emerging discipline, although its knowledge system has undergone a process of continuous expansion in scope, “the growth in connotation has not been significant.”[3]3 “Four beams and eight pillars” (四梁八柱) is a Chinese architectural metaphor for the main supporting framework of a structure, used here to refer to the core components of the knowledge system. Third, from the perspective of the development of the discipline of ideological and political education, its autonomy needs further strengthening. Scholars are the main producers of the independent knowledge system of the discipline. Although a group of academic masters has been cultivated and a considerable number of academic achievements have been produced, with the advancement of disciplinary construction, the performance of scholars in knowledge creation and knowledge innovation still cannot adequately meet the needs of the times. Fourth, from the perspective of the practice of ideological and political education, with the development of the times, many new issues have emerged in the process of carrying out domestic ideological and political education practical activities. These issues have already exceeded the explanatory boundaries of the original knowledge system. Therefore, it is necessary to respond to new issues with new knowledge. Based on this understanding, analyzing the internal structure of the independent knowledge system of the discipline of ideological and political education, grasping the logical mainline of its construction, and optimizing the advancement path for its construction have become inherent requirements of the current disciplinary construction of ideological and political education.

当今世界，对于社会科学发展而言，中国知识、中国智慧与中国方案不仅不能缺席，更应该成为支撑人类知识体系的基础性构件，而促使中华文化对人类文明起推动作用需要构建基于自身问题域的知识体系，即自主知识体系。作为支撑中国自主知识体系的关键学科之一，思想政治教育学科自主知识体系的建构问题尤为突出。其一，从思想政治教育学科属性来看，思想政治教育学科是多学科综合发展的产物，是一门吸收了多学科成果的综合学科，学科知识谱系来源广泛，且思想政治教育学科研究对象是一个变化的整体，具有复杂性与综合性的特征，这就使得不同的知识内容之间既充满活力又存在张力。其二，从思想政治教育学科创立来看，思想政治教育学科从设立到创新发展已走过40年的历程，属于相对晚近产生的后发学科，学科知识体系的丰厚程度相对滞后于其他历史悠久的学科，同时作为一门新兴学科，学科知识体系虽经历了外延不断扩展的过程，但“内涵式增长却不明显”。[3]其三，从思想政治教育学科发展来看，思想政治教育学科自主性有待进一步强化。学者是思想政治教育学科自主知识体系生产的主体，尽管目前已经培养造就了一批学术大家，产出了较多的学术成果，但伴随学科建设的推进，广大学者在知识创造与知识创新方面的表现力仍然不能更好满足时代所需。其四，从思想政治教育学科实践来看，随着时代的发展，国内思想政治教育实践活动在开展的过程中涌现出了诸多新课题，这些课题已然超出了原有知识体系的解释边界，为此需以新知识回应新课题。基于这一认识，剖析思想政治教育学科自主知识体系内在结构，把握思想政治教育学科自主知识体系建构的逻辑主线，优化思想政治教育学科自主知识体系建构的推进路向已然成为当前思想政治教育学科建设的题中应有之义。

II. Clarifying the Internal Structure of the Independent Knowledge System of the Discipline of Ideological and Political Education

二、思想政治教育学科自主知识体系内在结构的厘清

Knowledge refers to the conceptual categories, principles and rules, methods and laws, and institutional norms formed in the process of people understanding and transforming the world. The systematic integration of numerous knowledge points constitutes a knowledge system. An independent knowledge system mostly refers to a general system of knowledge formed with Chinese discourse, rooted in China’s specific reality and fine traditional Chinese culture, possessing Chinese characteristics, Chinese style, and Chinese manner. Constructing the independent knowledge system of the discipline of ideological and political education first requires clarifying its internal composition. Currently, regarding the elemental composition of the knowledge system of the discipline of ideological and political education, the academic community has discussed the following three main views: First, the “two-element theory.” Some scholars divide the knowledge system of the discipline of ideological and political education into “two major aspects: main disciplines and branch disciplines.”[4]4 The term “big science” (大科学) refers to large-scale scientific research that typically involves massive funding, interdisciplinary collaboration, and complex infrastructure, often associated with major national or international projects. Second, the “three-element theory.” Some scholars believe the knowledge system involves “the philosophy, principles, and applied knowledge of ideological and political education,”[5]5 The phrase “losing its voice, disappearing, falling silent” (失语、失踪、失声) is a well-known formulation while others divide it into “theoretical knowledge, institutional knowledge, and practical knowledge.”[6]6 The 20th National Congress of the CPC: The 20th National Congress of the Communist Party of China, held in October 2022, at which Xi Jinping delivered Third, the “four-element theory.” Some scholars argue that the knowledge system consists of “concepts, categories, principles, and laws,”[7]7 “Fostering virtue through education” (立德树人) is a fundamental task of education in China, emphasizing the cultivation of moral character and talent. while others divide it into “common-sense knowledge system (knowledge in a narrow sense), conceptual system, theoretical system, and methodological system,”[8]8 The “Declaration on the Construction of New Liberal Arts” (《新文科建设宣言》) is a policy document issued by the Chinese Ministry of Education in 2020, promoting the integration and innovation of liberal arts disciplines in response to technological and social changes. and still others classify it into “basic theory, historical research, applied research, and comparative research,”[9]9 The New Era (新时代) refers to the period beginning with the 19th National Congress of the CPC in 2017, characterized by the guidance of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era. and so on. It can be seen that whether at the macro level of dividing main and branch disciplines or at the micro level of distinguishing theoretical and practical knowledge, the inherent attributes of knowledge are inseparable. Scholars classify according to the attributes of knowledge, based on the unity of scientificity and ideological nature, and from different perspectives, deeply analyze the internal composition of the knowledge system of the discipline of ideological and political education. This not only lays the foundation for the enrichment and development of the independent knowledge system but also provides ideas for its innovative development.

知识是指人们在认识世界和改造世界的过程中所形成的概念范畴、原理原则、方法规律以及制度规范，众多知识点的系统化整合则构成了知识体系。而自主知识体系多指立足于中国具体实际，植根于中华优秀传统文化，以中国话语形成的具有中国特色、中国风格、中国气派的知识总和的概括性体系。建构思想政治教育学科自主知识体系首先要厘清思想政治教育学科自主知识体系的内在构成。目前围绕思想政治教育学科知识体系的要素构成，学界讨论较多的有以下三种观点：其一，“二要素说”。有学者把思想政治教育学科知识体系划分为“主干学科和分支学科”两大方面。[4]其二，“三要素说”。有学者认为知识体系涉及“思想政治教育哲学、原理和应用性知识”，[5]也有学者把知识体系分为“理论性知识、制度性知识和实践性知识”。[6]其三，“四要素说”。有学者认为知识体系由“概念、范畴、原理、规律”[7]四要素构成，也有学者把知识体系分为“常识性知识体系（狭义的知识）、观念体系、理论体系、方法体系”，[8]还有学者将其分为“基础理论、历史研究、应用研究、比较研究”，[9]等等。可见，无论是宏观层面的主干与分支的划分，还是微观层面的理论知识与实践知识的区分，都离不开知识的应有属性。学者们按照知识属性分类，基于科学性与思想性的统一，从不同视角出发，深度剖析思想政治教育学科知识体系的内在构成，不仅为自主知识体系的丰富发展奠定了基础，而且为自主知识体系的创新发展提供了思路。

Carefully clarifying the specific composition of the content of the independent knowledge system is key to holistically promoting the coordinated development of all elements. Mao Zedong once pointed out: “The distinction of scientific research is based on the particular contradictory nature of the scientific object.”[10]10 “Involution” (内卷) is a term popularized in Chinese online discourse to describe a situation of intense, zero-sum competition that leads to exhaustion without meaningful progress, often applied to education and employment.(P309) Therefore, the independent knowledge system of the discipline of ideological and political education should arise from the revelation of the understanding and laws of the research object. From this perspective, in the New Era, the discipline of ideological and political education, precisely through the investigation of “the contradictions, phenomena, problems, and laws of ideological and political education,”[11]11 “Lying flat” (躺平) is a Chinese social phenomenon and slogan, particularly among youth, referring to a withdrawal from societal pressures such as intense competition, consumerism, and career striving, in favor of a minimalist, low-effort lifestyle.(P26) has formed meta-knowledge such as independently created conceptual categories, modes of thinking, discourse expressions, and explanatory methods. Thus, based on the scope of the specific research object of the discipline of ideological and political education, closely following scholars’ discussions on the constituent elements of the knowledge system, and according to the requirements of “innovation in practice, theory, institutions, and methods,”[12](P10), this paper divides the discipline of ideological and political education into an independent knowledge system comprising four sections: theoretical knowledge, practical knowledge, methodological knowledge, and institutional knowledge. Furthermore, the independent knowledge system of the discipline of ideological and political education takes theoretical knowledge as its cornerstone, practical knowledge as its correspondence, methodological knowledge as its axis, and institutional knowledge as its guide. Together, these four provide wisdom strategies and practical guidance for the discipline of ideological and political education, and are all important components of the independent knowledge system.

细致厘清自主知识体系内容的具体构成是整体性推进各要素协同发展的关键所在。毛泽东曾指出：“科学研究的区分，就是根据科学对象所具有的特殊的矛盾性。”[10](P309)故而，思想政治教育学科自主知识体系应生发于对研究对象认识与规律的揭示中。从这一视角出发，新时代思想政治教育学科正是在对“思想政治教育矛盾、思想政治教育现象、思想政治教育问题、思想政治教育规律”[11](P26)等的考察中形成了自主原创的概念范畴、思维方式、话语表述以及阐释方法等元知识。因此，基于思想政治教育学科特有研究对象的范围，紧扣学者们对知识体系构成要素的探讨，根据“实践创新、理论创新、制度创新、方法创新”[12](P10)的要求，本文把思想政治教育学科划分为包含理论性知识、实践性知识、方法性知识、制度性知识四个板块的自主知识体系。进言之，思想政治教育学科自主知识体系以理论性知识为基石、以实践性知识为照应、以方法性知识为中轴、以制度性知识为引领，四者共同为思想政治教育学科提供智慧策略与实践指引，皆是自主知识体系的重要组成。

In the autonomous knowledge system of the ideological and political education discipline, theoretical knowledge focuses on the epistemological level, emphasizing the explanation of the “what is” question, studying the origins and evolution of ideological and political education, and encompassing understandings of the essence, objects, environment, and space of ideological and political education. Practical knowledge focuses on the practical level, emphasizing the explanation of the “what to do” question, taking ideological and political education activities as a thread, and including the theorization of practical experience in ideological and political education. Methodological knowledge focuses on the methodological level, emphasizing the explanation of the “how to do” question, exploring the principles to be followed in ideological and political education activities, the actual efficacy of ideological and political education methods, and the content of evaluation systems. Institutional knowledge focuses on the planning level, emphasizing the explanation of the “what kind to do” question, that is, what form it should take, stipulating the makers, implementers, and participants of the ideological and political education system, clarifying the development direction, key points, and difficulties of the autonomous knowledge system of the ideological and political education discipline, and making plans and prospects for basic categories such as ideological education, moral education, and political education. In essence, the “small systems” of theoretical knowledge, practical knowledge, methodological knowledge, and institutional knowledge together constitute the “large system” of the autonomous knowledge system of the ideological and political education discipline. From the perspective of systematic thinking, various knowledge elements interact, interweave, coexist, and advance together, jointly serving the practice of ideological and political education. To ensure the smooth progress of ideological and political education activities, attention must be paid to the generation and development of different types of knowledge, enhancing the flow and exchange between similar types of knowledge, and ensuring the quality and increment of knowledge at each level. Only in this way can the “systematization” of the autonomous knowledge system be demonstrated, avoiding an imbalance in the “four beams and eight pillars” [3]3 “Four beams and eight pillars” (四梁八柱) is a Chinese architectural metaphor for the main supporting framework of a structure, used here to refer to the core components of the knowledge system. of the autonomous knowledge system, and realizing the intended value orientation of the autonomous knowledge system.

在思想政治教育学科自主知识体系中，理论性知识着眼于认识论层面，注重阐释“是什么”的问题，研究思想政治教育的起源与流变，包含对思想政治教育本质、对象、环境、空间等的认识；实践性知识着眼于实践论层面，注重阐释“做什么”的问题，以思想政治教育活动为线索，包含思想政治教育实践经验的理论化；方法性知识着眼于方法论层面，注重阐释“怎么做”的问题，探讨思想政治教育活动的遵循原则、思想政治教育方法的现实功效以及评估体系等内容；制度性知识着眼于规划论层面，注重阐释“做怎样”的问题，即做成什么样，规定了思想政治教育制度的制定者、实施者、参与者，明确了思想政治教育学科自主知识体系的发展方向、重点难点并对思想教育、道德教育、政治教育等基本范畴做了规划与展望。质言之，理论性知识、实践性知识、方法性知识、制度性知识“小系统”共同构成思想政治教育学科自主知识体系“大系统”，系统思维视域下各知识元素交互交织、共生共进，共同服务于思想政治教育实践。为保障思想政治教育活动的顺利开展，就要注重不同类型知识的生成与发展，提升同类知识间的流动和交换，确保各层次知识的质量与增量，如此，方能彰显自主知识体系的“体系化”，避免自主知识体系“四梁八柱”的失衡，实现自主知识体系应有的价值旨归。

Constructing an autonomous knowledge system with Chinese characteristics requires not only clarifying the structural levels of the knowledge system but also understanding the “autonomous” characteristics of the knowledge system. Only by combining the external representations of autonomy with the internal structure of the knowledge system can a scientific and standardized autonomous knowledge system for the ideological and political education discipline be constructed. Currently, the academic community has conducted some discussions on the topic of the autonomous knowledge system, among which representative views explicitly mentioning the description of “autonomous characteristics” are as follows: Some scholars believe that the autonomous knowledge system “possesses inheritance and nationality, originality and contemporaneity, systematicity and professionalism”; [13] it possesses “autonomy, knowledge nature, and systematicity”; [14] it possesses “locality, independence, integration, stability, and originality”; [6]6 The 20th National Congress of the CPC: The 20th National Congress of the Communist Party of China, held in October 2022, at which Xi Jinping delivered it possesses “‘subjectivity’ and ‘originality’”; [15] it possesses “openness, inclusiveness, and leading nature”; [16] it possesses “locality, referentiality, originality, contemporaneity, scientificity, and practicality”; [17] it possesses “autonomy, originality, systematicity, and integration”; [18] it possesses “scientificity, objectivity, value nature, and guiding nature”; [19] and so on. In addition, some scholars mentioned in academic forums that it should possess self-creativity, self-ownership, self-control, and systematicity, while other scholars argued in academic reports that the autonomous knowledge system has characteristics such as locality, independence, integration, stability, systematicity, practicality, developmental nature, and popularization. After summarizing and collating, the following 28 keywords were identified, from which “originality,” “systematicity,” “integration,” and “locality,” which have higher word frequencies, were selected as the logical mainline for the construction of the autonomous knowledge system. It is worth noting that the remaining characteristics are also manifestations of autonomy; here, only the more typical characteristics are selected for in-depth discussion.

建构中国特色的自主知识体系除明晰知识体系的结构层次外，还需了解知识体系的“自主化”特征，只有把自主化的外部表征与知识体系的内部结构相结合，方可建构出科学规范的思想政治教育学科自主知识体系。目前学界围绕自主知识体系的议题进行了一定的探讨，其中明确提及“自主化特征”描述的代表性观点如下：有学者认为自主知识体系“具有继承性和民族性、原创性和时代性、系统性和专业性”；[13]具有“自主性、知识性、体系性”；[14]具有“本土性、独立性、融通性、稳定性和原创性”；[6]具有“‘主体性’‘原创性’”；[15]具有“开放性、包容性、引领性”；[16]具有“本土性、借鉴性、原创性、时代性、科学性、实践性”；[17]具有“自主性、原创性、系统性、融通性”；[18]具有“科学性、客观性、价值性、导向性”；[19]等等。此外，有学者在学术论坛中提及其应该具有自创性、自有性、自控性和系统性，也有学者在学术报告中认为自主知识体系具有本土性、独立性、融通性、稳定性、系统性、实践性、发展性和普及性等特征。经归纳汇总整理出以下28个关键词，从中选取了词频较高的“原创性”“系统性”“融通性”“本土性”作为自主知识体系建构的逻辑主线，值得注意的是，其余特征也是自主化的表现，此处仅选取较为典型的特性做深入探讨。

III. The Logical Mainline for the Construction of the Autonomous Knowledge System of the Ideological and Political Education Discipline

三、思想政治教育学科自主知识体系建构的逻辑主线

“A very clear logical mainline for constructing China’s autonomous knowledge system is to unify the entire process of knowledge production and application—problem posing, concept explanation, structure setting, and idea development—and to standardize and systematize the involved deductive reasoning, ideological expression, and methodological argumentation.” [20] To this end, combining the main characteristics of the autonomization of the knowledge system, constructing an autonomous knowledge system for the ideological and political education discipline with Chinese characteristics requires targeting the locality of knowledge production, aligning with the integration of knowledge content, focusing on the systematicity of knowledge structure, and highlighting the originality of knowledge application.

“建构中国自主知识体系极为清晰的一条逻辑主线，就是将问题提出、概念阐释、结构设定、思路展开的知识生产运用全过程统一起来，将所关涉的思维演绎、思想表达、方法论证规范化和系统化”，[20]为此，结合知识体系自主化的主要特征，建构具有中国特色的思想政治教育学科自主知识体系需瞄准知识生产的本土性，对标知识内容的融通性，着眼知识结构的系统性，突出知识运用的原创性。

1. Targeting the Locality of Knowledge Production, Refining the Autonomous Knowledge System from Real Life

1. 瞄准知识生产的本土性，在现实生活中提炼自主知识体系

The ideological and political education discipline aims to serve the development needs of the Party and the state, serve reform and opening up and socialist modernization, and serve socialism with Chinese characteristics and the broad masses of the people. The practical functions and value demands of the discipline determine its development direction. Therefore, the knowledge production of the discipline should be based on China’s concrete reality, deeply cultivate the excellent traditional Chinese culture, and focus on extracting knowledge schemas from historical experience that conform to China’s national conditions, possess Chinese characteristics, and can answer China’s questions. In other words, the knowledge production of the ideological and political education discipline points to the subject of knowledge production, the content of knowledge production, and, more importantly, the goal of knowledge production. First, the locality of people. Subjects such as ideological and political education scholars, the ideological and political education community, and the knowledge production consortium of the ideological and political education discipline must continuously enhance disciplinary reflective awareness and academic self-consciousness, bravely undertake the heavy responsibility of disciplinary development, and improve the capacity to supply concepts related to the laws of ideological and political education by studying the excellent ideological and political education activities of Chinese Communists, changes in the thoughts and behaviors of Chinese youth, and the current state of values and moral norms of other groups. Second, the locality of content. Subjects of ideological and political education should base themselves on China’s concrete reality, take China as the reference, extract unique identifying concepts of the discipline from the phenomena of ideological and political education, present unique research paradigms, and summarize the most effective knowledge categories for studying disciplinary activities. Subjects of ideological and political education should deeply cultivate the excellent traditional Chinese culture, be adept at transforming the wisdom of state governance, ideological wisdom, and historical wisdom into knowledge forms, and condense the excellent traditional culture of Chinese civilization—such as the way of learning, the way of self-cultivation, and the dialectical thinking, humanistic spirit, and global vision it contains—into a knowledge system. Finally, the locality of goals. Producing and providing effective concepts that can summarize Chinese experience, explain Chinese problems, and standardize Chinese practice is an inherent requirement for constructing an autonomous knowledge system. The demand of the autonomous knowledge system of the ideological and political education discipline for new concepts and new principles is not only to adapt to the needs of technological revolution and social transformation but also to deconstruct the problems of insufficient overarching control and lagging explanation of disciplinary knowledge points. To this end, subjects of ideological and political education should take real life as the orientation, focus on “things that are happening,” and use patriotic education, collectivist education, socialist education, ideal and belief education, discipline and rule-of-law education, etc., as entry points, striving to unblock the obstructions of original concept research methods, form knowledge points that can reflect the New Era, and provide ideological guarantees for socialist modernization and the realization of the great rejuvenation of the Chinese nation.

思想政治教育学科以服务于党和国家发展需要、服务于改革开放和社会主义现代化建设、服务于中国特色社会主义和广大人民群众为旨归，学科的现实功能与价值诉求规定了学科的发展方向，故而，学科的知识生产应立足中国具体实际，厚植中华优秀传统文化，注重从历史经验中提炼出符合中国国情、具有中国特色、能够解答中国问题的知识图式。换言之，思想政治教育学科知识生产既指向知识生产的主体，又面向知识生产的内容，更朝向知识生产的目标。首先，人的本土性。思想政治教育学人、思想政治教育共同体、思想政治教育学科知识生产联合体等主体要不断增强学科反思意识和学术自觉意识，勇于承担起学科发展的重任，通过研究中国共产党人优秀的思想政治教育活动、中国青年思想与行为的变化以及其他群体价值观念与道德规范的现状，提升有关思想政治教育规律的概念供给能力。其次，内容的本土性。思想政治教育主体要立足中国具体实际，以中国为观照，从思想政治教育现象中提炼出学科特有的标识性概念，呈现独特研究范式，概括出研究学科活动最有效的知识范畴。思想政治教育主体要厚植中华优秀传统文化，善于把治国理政智慧、思想智慧、历史智慧等转换为知识形态，把中华文明中的学问之道、修身之道及其所蕴含的辩证思维、人文精神、天下格局等优秀传统文化凝练为知识体系。最后，目标的本土性。生产并提供能够总结中国经验、解释中国问题、规范中国实践的有效概念是自主知识体系建构的应有之义，思想政治教育学科自主知识体系对新概念、新原理的吁求，不仅是为了适应技术革命和社会转型的需要，更是为了解构学科知识点统摄不力、阐释滞后的问题。为此，思想政治教育主体要以现实生活为面向，以“正在发生的事情”为重点，以爱国主义教育、集体主义教育、社会主义教育、理想信念教育、纪律与法治教育等为切入口，着力打通原有概念研究方法的梗阻，形成能够体现新时代的知识点，为社会主义现代化建设和实现民族复兴伟业提供思想保障。

2. Aligning with the Integration of Knowledge Content, Perfecting the Autonomous Knowledge System in Dialogue and Exchange

2. 对标知识内容的融通性，在对话交流中完善自主知识体系

Xi Jinping clearly pointed out: “The actual form of philosophy and social sciences is the result of the integration and generation of various kinds of knowledge, concepts, theories, and methods from ancient to modern times.” [21] (p. 338) Therefore, scholars should neither regard the knowledge of this discipline as a “private domain” nor restrict exchanges among the various disciplines of philosophy and social sciences. Today, global scientific research has entered the era of big science, the breadth and depth of Chinese culture’s participation in the dialogue of world multiculturalism are constantly expanding, and the influence of knowledge from many disciplines within Chinese philosophy and social sciences is also growing. For this reason, the basic prerequisite for placing the construction of an autonomous knowledge system for the ideological and political education discipline within an international perspective in the New Era is to emphasize cross-fertilization and integration with multidisciplinary knowledge. On the one hand, integrate the resources of Marxist theory. “The question of knowledge is a scientific question.” [10]10 “Involution” (内卷) is a term popularized in Chinese online discourse to describe a situation of intense, zero-sum competition that leads to exhaustion without meaningful progress, often applied to education and employment. (p. 287) The fundamental hallmark distinguishing contemporary Chinese philosophy and social sciences from other philosophies and social sciences lies in adhering to the guidance of Marxism. Therefore, adhering to the guidance of Marxism is an inevitable choice for constructing the autonomous knowledge system of the ideological and political education discipline. To this end, scholars of ideological and political education must uphold the Marxist worldview and methodology, uphold the innovative theories of adapting Marxism to the Chinese context and the needs of the times, integrate the principles and methods directly related to ideological and political education within the Marxist theoretical system—such as the dialectical relationship between social existence and social consciousness, the theory of socialist ideology construction, and the theory of socialist cultural construction—continuously explore the laws of development in ideological and political education practice, reveal new knowledge content in new knowledge forms through condensation and integration, avoid Marxist theory “losing its voice” in the ideological and political education discipline, “disappearing” in textbooks, and “falling silent” in forums, and enhance the political nature and academic rationality of the autonomous knowledge system. On the other hand, integrate resources from other disciplines. Autonomization is not homogenization, but an organic integration of knowledge. The autonomous knowledge system of the ideological and political education discipline must emphasize integration with technology, that is, forming a foundational knowledge of mastering technological operations at the theoretical level, such as actively exploring the application of blockchain technology in online ideological and political education, the challenges posed by the metaverse to online ideological and political education, and breakthroughs in applying big data to ideological and political education; it must also take into account cross-fertilization with the natural sciences, absorbing and drawing on the research methods and paradigms of the natural sciences, grasping the collaborative, collective, and cooperative research characteristics of the natural sciences, promoting increments in knowledge production through mutual knowledge reference, and promoting the standardization of knowledge production through complementary methods; it must improve dialogue and exchange with other philosophy and social science disciplines, deepening interdisciplinary research on the basis of existing knowledge stocks in psychology, sociology, political science, pedagogy, and management, and promoting knowledge innovation through knowledge integration.

习近平明确指出：“哲学社会科学的现实形态，是古往今来各种知识、观念、理论、方法等融通生成的结果。”[21](P338)因此，学人既不可把本学科知识视为“私域”，也不能限制哲学社会科学各学科之间的交流。如今，全球科学研究已进入大科学时代，中华文化参与世界多元文化对话的广度和深度不断拓展，中国哲学社会科学内众多学科知识的影响也在不断扩大，为此，新时代把思想政治教育学科自主知识体系的构建置于国际视野中的基本前提就是注重与多学科知识的交叉融合。一方面，融通马克思主义理论的资源。“知识的问题是一个科学问题”。[10](P287)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在于坚持马克思主义的指导，因而坚持马克思主义的指导是思想政治教育学科自主知识体系构建的必然选择，为此思想政治教育学人要坚持马克思主义的世界观和方法论，坚持马克思主义中国化时代化的创新理论，融合马克思主义理论体系中的社会存在与社会意识的辩证关系理论、社会主义意识形态建设理论以及社会主义文化建设理论等与思想政治教育直接相关的原理和方法，不断探索思想政治教育实践的发展规律，在凝练融通中以新的知识形态揭示新的知识内容，避免马克思主义理论在思想政治教育学科中“失语”、教材中“失踪”、论坛上“失声”，增强自主知识体系的政治性与学理性。另一方面，融通其他学科资源。自主化非单一化，而是知识的有机集成。思想政治教育学科自主知识体系要注重与技术的融合，即在理论层面形成掌握技术运行的基础知识，如积极探讨区块链技术在网络思想政治教育中的应用、元宇宙对网络思想政治教育的挑战、大数据应用于思想政治教育的突破等；要兼顾与自然科学的交叉融合，吸收借鉴自然科学的研究方法和研究范式，把握自然科学协同性、集体性、合作性的研究特点，以知识互鉴促进知识生产的增量，以方法互补促进知识生产的规范；要完善与其他哲学社会科学的对话交流，在已有心理学、社会学、政治学、教育学、管理学知识存量的基础上，深化学科交叉研究，以知识融合促进知识创新。

3. Focus on the systematic nature of the knowledge structure, enriching the autonomous knowledge system within the existing framework

3. 着眼知识结构的系统性，在原有框架中丰富自主知识体系

“China’s autonomous knowledge system is the integration of various kinds of knowledge, concepts, methods, propositions, and theories of philosophy and social sciences with Chinese characteristics.” [22] Systematicity is the key point in constructing an autonomous knowledge system. In other words, the reason the autonomous knowledge system of the ideological and political education discipline is called a “system” is not that it refers to a splicing together of meaningless, fragmented knowledge points, but that it refers to a self-contained, scientific, and standardized sum of knowledge points generated with the study of ideological and political education phenomena as its backbone. Although the theoretical system of the ideological and political education discipline is gradually being perfected, it is undeniable that there is still enormous room for research on the discipline’s fundamental theoretical issues. Focusing on the systematic nature of the knowledge structure, the construction of the autonomous knowledge system of the ideological and political education discipline must include the following three dimensions: First, the knowledge system itself. The autonomous knowledge system of the ideological and political education discipline consists of four levels: theoretical knowledge, practical knowledge, methodological knowledge, and institutional knowledge. There is an inherent symbiosis and interdependence among the knowledge at each level. Therefore, scholars of ideological and political education must adhere to the unity of comprehensive grasp and key breakthroughs, promoting the renewal and iteration of original knowledge content with forward-thinking and an overall perspective. Second, the constituent elements themselves. Based on the essential requirements of knowledge attributes, multiple types of knowledge build a knowledge edifice in a certain order by virtue of their functional positioning and value roles. However, each level also contains several knowledge elements, that is, within different types of knowledge there exist more concrete “divisions of labor.” Taking practical knowledge as an example, it further includes many elements such as the theory of action principles of ideological and political education, the theory of action processes of ideological and political education, and the theory of action conditions of ideological and political education. It can be seen that the constituent elements themselves are also a subsystem. For instance, the theory of action principles provides ideological guidance for carrying out ideological and political education activities, the theory of action processes provides normative guidance for them, and the theory of action conditions is a powerful guarantee for promoting their smooth progress. To enhance the persuasiveness and appeal of practical knowledge and improve the action capability of its dissemination, scholars must cultivate fertile soil for knowledge growth, focus on complex and diverse problem situations, rely on “reflection in action,” and promote the generation and perfection, renewal and upgrading of practical knowledge. Third, meta-knowledge itself. Meta-knowledge is the smallest unit of the knowledge system. The generation of meta-knowledge is not only a manifestation of thinking activities moving from representation to concreteness, from abstraction to concreteness, but also a conscious presentation revealing the phenomena of ideological and political education. It internally contains the subject’s dismantling, deconstruction, and analysis of knowledge, involving multiple factors such as emotion, cognition, and experience. Therefore, the generation process of meta-knowledge itself is also systematic. Just as truth is the dialectical unity of absoluteness and relativity, meta-knowledge also has a dual nature. The construction process of any meta-knowledge is not uniform, the construction method is not rigid, and the construction result is not immutable. To this end, scholars of ideological and political education must closely follow the development and changes of the object, fill gaps in meta-knowledge with the generation of new knowledge, promote the renewal of meta-knowledge with the perfection of new knowledge, and achieve the unity of “what is” and “what ought to be.”

“中国自主的知识体系是中国特色哲学社会科学各种知识、观念、方法、命题、理论的集成”，[22]系统性是自主知识体系构建的关键点，换言之，思想政治教育学科自主知识体系之所以称为“体系”，不是指无意义、碎片化知识点的拼接，而是指以研究思想政治教育现象为主干生成的自成一体的科学化、规范化的知识点总和。尽管思想政治教育学科理论体系在逐步完善，但是，不可否认的是，学科在基础理论问题的研究上仍存在巨大的空间。着眼知识结构的系统性，思想政治教育学科自主知识体系的构建需包含以下三个维度：其一，知识体系本身。思想政治教育学科自主知识体系由理论性知识、实践性知识、方法性知识、制度性知识四个层次构成，各层次知识间具有内在共生性和相互依赖性，故而，思想政治教育学人要坚持全面把握和重点突破相统一，以前瞻性思维、全局性眼光促进原有知识内容的更新迭代。其二，构成要素本身。基于知识属性的本质要求，多种知识凭借其功能定位与价值作用以一定次序搭建起知识大厦。然而，每个层次又包含若干知识元素，即不同类型知识内部又存在着更为具象的“分工”，以实践性知识为例，其又包含思想政治教育行动原理论、思想政治教育行动过程论、思想政治教育行动条件论等诸多要素，可见，构成要素本身亦是一个子系统。如行动原理论为思想政治教育活动开展提供思想指引，行动过程论为其提供规范引导，行动条件论则是推动其顺利进行的有力保障。为增强实践性知识的说服力和感召力，提升实践性知识传播的行动力，学人要厚植知识生长的沃土，聚焦复杂多样的问题情境，依托“行动中的反思”，促进实践性知识的生成与完善、更新与升级。其三，元知识本身。元知识即知识体系的最小单元，元知识的生成，既是思维活动从表象到具象、从抽象到具象的彰显，也是揭示思想政治教育现象的自觉呈现，其内含着主体对知识的拆解、解构与剖析，涉及情感、认知、体验等多种因素，故而元知识生成过程本身也具有系统性。正如真理是绝对性与相对性的辩证统一，元知识同样具有双重属性，任一元知识的建构过程非千篇一律，建构方法非墨守成规，建构结果也非一成不变，为此思想政治教育学人要紧跟对象发展变化，以新知识的生成弥补元知识空白，以新知识的完善促进元知识的更新，实现“实然”与“应然”的统一。

4. Highlight the originality of knowledge application, broadening the autonomous knowledge system in practical experience

4. 突出知识运用的原创性，在实践经验中拓宽自主知识体系

Ideological and political education refers to “the educational practice activities consciously carried out by a certain class or political party to transform the ideology it advocates into an ideology widely accepted by the people, guiding the people to form corresponding ideological and political qualities,”[23](P3) and “ideological and political education in its complete form originates from class society.”[24] It can thus be seen that the practice of ideological and political education is not unique to the Communist Party of China, but is an important component of human activity. The mission of constructing an autonomous knowledge system for the discipline of ideological and political education in the New Era lies in basing itself on the great practice of socialism with Chinese characteristics, transforming scattered, perceptual, isolated, and superficial views into systematic, rational, integrated, and profound cognition. This not only contains a deep theoretical interpretation of domestic ideological and political education practice but also includes seeking solutions to global problems faced by humanity. To manifest the localization of the knowledge paradigm, the nationalization of the knowledge map, and the internationalization of theoretical influence of the discipline of ideological and political education, on the one hand, original propositions must be used to solve China’s practical problems. The tremendous achievements we have made since the founding of New China are inseparable from the theoretical and methodological innovations of Chinese Communists, and the construction of an autonomous knowledge system for the discipline of ideological and political education should also follow this path. Constructing an autonomous knowledge system requires “grasping the worldview and methodology of Thought on Socialism with Chinese Characteristics for a New Era,”[25](P18) basing itself on China’s actual development, getting rid of apprentice thinking, upholding fundamental principles and breaking new ground, keeping pace with the times, strengthening research on the history of ideological and political education, research on the modernization of ideological and political education governance, and research on the education system of ideological and political education, and deeply cultivating research on the ideological and behavioral conditions of educational subjects and educational objects existing in the process of ideological and political education, thereby transforming phenomena such as lagging, absent, and crude knowledge points, and thus enhancing the expressive power of knowledge creation and knowledge innovation. On the other hand, original topics must be used to solve human development challenges. Seeking the intersection of ideological and political education practices at home and abroad, targeting the contradictions in ideological and political education practice that arise internationally between “teacher-centered” and “student-centered,” “supply capacity” and “reception capacity,” and “real field” and “virtual field,” and facing challenges such as school violence, cyber attacks, and the pursuit of games, the subjects of ideological and political education must adhere to keeping the world in mind, summarize the practical experience of hundreds of millions of people, transform the concepts, categories, and propositions of ideological and political education contained in fine traditional Chinese culture into a knowledge system that meets actual demands, and commit to proposing theoretical concepts, conceptual principles, and institutional norms from the perspective of ideological and political education that can solve world problems, continuously contributing Chinese wisdom and Chinese solutions to solving human problems, providing a scientific worldview and methodology for the development and progress of human civilization, and realizing the transformation of the autonomous knowledge system from national significance to world significance.

思想政治教育是指“一定的阶级或政党为将自己所倡导的意识形态转化为人们广泛接受的意识形态，引导人们形成相应的思想政治素质而自觉开展的教育实践活动”，[23](P3)且“完全形态的思想政治教育根源于阶级社会”。[24]可见思想政治教育实践并不是中国共产党所独有，而是人类活动的重要组成。新时代思想政治教育学科自主知识体系构建的使命在于立足中国特色社会主义伟大实践，化零散、感性、孤立、粗浅的观点为系统、理性、联合、精深的认知，其不仅内蕴着对国内思想政治教育实践的深度学理阐释，也包含着对人类面临的全球性问题的求解。为彰显思想政治教育学科知识范式的本土化、知识图谱的民族化、理论影响的国际化，一方面，要以原创命题解决中国实际问题。新中国成立以来我们所取得的巨大成就，离不开中国共产党人的理论创新与方法创新，思想政治教育学科自主知识体系的构建也应如此。构建自主知识体系“要把握好新时代中国特色社会主义思想的世界观和方法论”，[25](P18)立足中国发展实际，摆脱学徒思维，坚持守正创新，紧跟时代步伐，加强思想政治教育史研究、思想政治教育治理现代化研究、思想政治教育育人体系研究，深耕思想政治教育过程中存在的教育主体与教育客体的思想行为状况研究，以此转变部分知识点滞后、知识点缺位、知识点粗糙等现象，进而增强知识创造与知识创新的表现力。另一方面，要以原创议题解决人类发展难题。寻找国内外思想政治教育实践的交集，针对国际共有的“教师本位”与“学生本位”、“供给能力”与“接受能力”、“现实场域”与“虚拟场域”间出现的思想政治教育实践中的矛盾，面对校园暴力、网络攻击、游戏追捧等现象的挑战，思想政治教育主体要坚持胸怀天下，总结亿万人民的实践经验，把中华优秀传统文化中蕴含的思想政治教育概念、范畴、命题转化为符合实际诉求的知识体系，致力于从思想政治教育视角出发提出能够解决世界问题的理论观念、概念原则、制度规范，不断为解决人类问题贡献中国智慧和中国方案，为人类文明发展进步提供科学的世界观和方法论，实现自主知识体系由民族意义向世界意义的转化。

IV. The Advancement Path for Constructing the Autonomous Knowledge System of the Discipline of Ideological and Political Education

四、思想政治教育学科自主知识体系建构的推进路向

Constructing an autonomous knowledge system for the discipline of ideological and political education in the New Era is a vast systematic project. Only through holistic grasp and coordinated advancement can it contribute to the formation and development of an autonomous, knowledge-based, and systematic knowledge landscape. Facing multiple difficulties such as weak theoretical rigor, lack of completeness, insufficient innovation, weak openness, and low practicality of the discipline’s autonomous knowledge system, based on the unique spiritual characteristics and development forms of the autonomous knowledge system, the discipline of ideological and political education must take Marxist theory as its guide, take the construction of the textbook system as its starting point, take the transformation of research paradigms as its focus, take international dialogue and exchange as its link, and take solving practical problems as its goal. By clarifying its value orientation, consolidating its theoretical foundation, strengthening its practical reflection, and optimizing its development positioning, it can achieve the “self-shaping” of the autonomous knowledge system.

新时代建构思想政治教育学科自主知识体系是一项庞大的系统工程，只有整体把握、统筹推进，才有助于自主化、知识化、系统化知识图景的形成与发展。面对学科自主知识体系学理性不强、完备性欠缺、创新性不足、开放性较弱、实践性不高等多元困境，基于自主知识体系所特有的精神特质与发展形态，思想政治教育学科要以马克思主义理论为指导、以教材体系建设为抓手、以研究范式转换为重点、以国际对话交流为纽带、以解决实际问题为目标，通过明确其价值取向、夯实其理论根基、强化其现实观照、优化其发展定位，实现自主知识体系的“自塑”。

1. Constructing the Autonomous Knowledge System Guided by Marxist Theory

1. 以马克思主义理论为指导建构自主知识体系

“Marx’s whole world outlook is not a doctrine, but a method. It provides not ready-made dogmas, but starting points for further investigation and the method for this investigation.”[26](P691) Constructing an autonomous knowledge system guided by Marxism originates from the scientific nature and truth of Marxist theory. Currently, the scientific nature of the autonomous knowledge system of the discipline of ideological and political education needs further strengthening. The laws of the development of the objective world revealed by Marxism, as well as the essence of cognition and the general laws of cognitive development, provide an action guide for the construction of the autonomous knowledge system of the discipline of ideological and political education. Only by adhering to the guidance of Marxist theory can the autonomous knowledge system find its development positioning and clarify its value orientation. Breaking free from the “apprentice” state and dependent position on Western philosophy and social sciences is the second dimension for choosing Marxist theory. Under the circumstances where “the Western philosophical and social science knowledge system takes liberalism as its theoretical pilot,”[27] for China’s discipline of ideological and political education to achieve the autonomization of its knowledge system, it should all the more take Marxist theory as its pilot and use scientific truth to promote the innovation of the knowledge structure.

“马克思的整个世界观不是教义，而是方法。它提供的不是现成的教条，而是进一步研究的出发点和供这种研究使用的方法。”[26](P691)以马克思主义为指导建构自主知识体系源于马克思主义理论所具有的科学性与真理性。目前思想政治教育学科自主知识体系的科学性有待进一步强化，而马克思主义所揭示的客观世界发展规律以及认识的本质和认识发展的总规律等，为思想政治教育学科自主知识体系的构建提供了行动指南。自主知识体系只有在坚持马克思主义理论的指导下，方能找准发展定位，明确价值取向。摆脱对西方哲学社会科学的“学徒”状态和依附地位则是选择马克思主义理论的第二个维度，在“西方哲学社会科学知识体系以自由主义为理论领航”[27]的情况下，我国思想政治教育学科要想实现知识体系的自主化更应该以马克思主义理论为领航，以科学真理推动知识结构的创新。

The report of the 20th National Congress of the CPC clearly points out: “Why the Communist Party of China was capable and why socialism with Chinese characteristics worked; ultimately, it was because Marxism worked, and because the sinicized and modernized version of Marxism worked.”[25](P16) To uphold the Chinese background of the autonomous knowledge system of the discipline of ideological and political education and achieve the logical self-consistency of the autonomization of the knowledge system, the subjects of ideological and political education need to promote the generation of new concepts, new propositions, and new terms from the following three aspects. First, adhere to the people’s standpoint of Marxism. The people’s standpoint is a distinctive sign that distinguishes Marxist political parties from other political parties. “People-centered” is not only the ideological crystallization of the integration of Marxism with China’s specific realities but also a value concept that transcends Western capital supremacy. Therefore, under the guidance of Marxist theory, the discipline of ideological and political education should strengthen research on people’s subjective spirit, subjective consciousness, subjective character, and subjective personality, insist on taking “for the people” as the starting point for the autonomous construction of the knowledge system, taking “rely on the people” as the inevitable path for the autonomous construction of the knowledge system, taking “benefit the people” as the value orientation of the autonomous construction of the knowledge system, and running the concept of “people supremacy” throughout the entire process of constructing the autonomous knowledge system, so as to achieve the value appeal of realizing the comprehensive development of the human person. Second, adhere to the worldview and methodology of Marxism. “Marxism is our powerful ideological weapon for understanding the world, grasping laws, pursuing truth, and transforming the world,”[28](P509) Constructing the autonomous knowledge system of the discipline of ideological and political education requires adhering to dialectical materialism and historical materialism, paying attention to the conceptual interpretation of Marxist classics, and promoting the generation and application of meta-knowledge concerning ideological and political education models, functions, values, processes, methods, carriers, environments, and evaluations with correct value concepts and scientific research methods. Third, adhere to the latest achievements of adapting Marxism to the Chinese context and the needs of the times, especially Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era. Scholars of ideological and political education should be adept at extracting concepts with the characteristics of the times from the Party’s innovative theoretical achievements and condensing original knowledge forms from the wisdom of national governance, thereby enriching the content and structure of the autonomous knowledge system of the discipline of ideological and political education.

党的二十大报告明确指出：“中国共产党为什么能，中国特色社会主义为什么好，归根到底是马克思主义行，是中国化时代化的马克思主义行。”[25](P16)为坚守思想政治教育学科自主知识体系的中国底色，实现知识体系自主化的逻辑自洽，思想政治教育主体需从以下三个方面促进新概念、新命题、新术语的生成。一是坚持马克思主义的人民立场。人民立场是马克思主义政党区别于其他政党的显著标志，“以人民为中心”既是马克思主义与当代中国具体实际相结合的思想结晶，也是超越西方资本至上的价值理念，因此，思想政治教育学科要在马克思主义理论的指导下，加强对人的主体精神、主体意识、主体品格、主体人格的研究，坚持把“为了人民”作为知识体系自主化构建的出发点，把“依靠人民”作为知识体系自主化构建的必由之路，把“造福人民”作为知识体系自主化构建的价值旨归，把“人民至上”的理念贯穿自主知识体系构建始终，以达到实现人的全面发展的价值诉求。二是坚持马克思主义的世界观和方法论。“马克思主义是我们认识世界、把握规律、追求真理、改造世界的强大思想武器”，[28](P509)构建思想政治教育学科自主知识体系要坚持辩证唯物主义与历史唯物主义，注重对马克思主义原典的概念阐释，以正确的价值观念和科学的研究方法促进有关思想政治教育模式、功能、价值、过程、方法、载体、环境、评估等方面元知识的生成与运用。三是坚持马克思主义中国化时代化的最新成果，尤其是习近平新时代中国特色社会主义思想。思想政治教育学人要善于从党的创新理论成果中提炼出具有时代性的概念，从治国理政智慧中凝练出具有原创性的知识形态，以此丰富思想政治教育学科自主知识体系的内容与结构。

2. Constructing the Autonomous Knowledge System by Taking the Construction of the Textbook System as the Starting Point

2. 以教材体系建设为抓手建构自主知识体系

The textbook system is an important carrier of the discipline’s autonomous knowledge system. Whether the textbook can reflect theoretical knowledge, practical knowledge, methodological knowledge, and institutional knowledge with Chinese characteristics, and whether it possesses accurate knowledge concepts and a reasonable knowledge structure, are important manifestations of the level of construction of the autonomous knowledge system of the ideological and political education discipline. This is not only reflected in the degree of updating of textbook content but also in the rationality of the design of the textbook’s chapter structure and knowledge modules. At present, the explanatory power of the autonomous knowledge system of the ideological and political education discipline needs to be further strengthened, and a high-quality textbook system is precisely a powerful deconstruction of the insufficient explanatory power, lack of thoroughness, and low theoretical rigor of the discipline’s autonomous knowledge system. To this end, ideological and political education in the New Era must adhere to the principles of unifying political nature with scientific nature and unifying the contemporary with the national, and, centering on the fundamental task of fostering virtue through education [7]7 “Fostering virtue through education” (立德树人) is a fundamental task of education in China, emphasizing the cultivation of moral character and talent., carry out systematic reorganization and holistic reconstruction of the knowledge systems of different modules, such as education on the basic principles of Marxism, education on core socialist values, education on the excellent traditional virtues of China, education on morality and the rule of law, and education on life safety, thereby forming a textbook system that meets the requirements of the development of socialism with Chinese characteristics.

教材体系是学科自主知识体系的重要载体。教材中能否体现具有中国特色的理论性知识、实践性知识、方法性知识、制度性知识，是否具备准确的知识概念与合理的知识结构是思想政治教育学科自主知识体系构建水平的重要彰显，其不仅折射在教材内容的更新度上，而且体现在教材篇章结构与知识板块设计的合理度上。现如今思想政治教育学科自主知识体系解释力有待进一步加强，而高质量的教材体系不啻为对学科自主知识体系解释力不足、彻底性不强、学理性不高的强力解构。为此，新时代思想政治教育要坚持政治性与科学性相统一、时代性与民族性相统一的原则，围绕立德树人这一根本任务，对马克思主义基本原理教育、社会主义核心价值观教育、中华优秀传统美德教育、道德与法治教育、生命安全教育等不同板块知识体系进行系统性重组与整体性重构，以此形成适应中国特色社会主义发展要求的教材体系。

Xi Jinping pointed out: “The discipline system is inseparable from the textbook system.” [21](P345) The construction of the textbook system is an eternal undertaking concerning the inheritance of human civilization. However, as the most distinct presentation method of the discipline’s autonomous knowledge system, the textbook system still has problems such as some knowledge points being lagging behind, weak integration, insufficient ideological content, and weak originality. To meet the development requirements of the New Era and form a textbook system with rich content and diverse forms, at the macro level, it is necessary to follow the unity of local sentiment and global vision, adhere to the combination of inheritance and development with reform and innovation, promote the revolutionary improvement of the textbook system with autonomous and digital educational content, and promote the overall construction of the knowledge system with intelligent and lifelong educational frameworks. For example, on the basis of the original theoretical and practical knowledge framework of the ideological and political education discipline, continuously strengthen the principle research, method research, institutional research, environmental research, and comparative research of each module, and continuously add content elements such as digital value, digital governance, and digital applications, thereby conforming to the trend of the times and promoting the generation of new knowledge points. At the micro level, it is necessary to adhere to the horizontal updating, improvement, enrichment, and development of the textbook knowledge of the ideological and political education discipline. That is, adjust the meaning of concepts based on different contexts, gain insight into new problems bred by social practice and explain them with new knowledge points, refine conceptual principles with strong generalization and high explanatory power from constantly changing phenomena, and promptly update categories and propositions that possess both value and truth. It is also necessary to pay attention to the vertical connection of textbook content for ideological and political education in universities, middle schools, and primary schools. Based on the characteristics of students’ growth and development, make overall plans for textbooks at each stage of university, middle school, and primary school, avoiding disconnection and inversion, inefficient repetition, content mismatch, and detachment from reality, ensuring the rational allocation of textbook content at each stage and promoting the “spiral ascent” of content. In summary, the construction of the textbook system is an important carrier for the inheritance and development of the discipline’s autonomous knowledge system. The textbooks for the ideological and political education discipline should achieve logical self-consistency in the construction of the autonomous knowledge system through scientific and standardized chapter structures, easy-to-understand knowledge modules, and theoretical concepts that keep pace with the times.

习近平指出：“学科体系同教材体系密不可分。”[21](P345)教材体系建设是事关人类文明传承的永恒事业，然而，教材体系作为学科自主知识体系最鲜明的呈现方式，仍存在部分知识点滞后、融合性不强、思想性不足、原创性较弱的问题。为适应新时代发展要求，形成内容丰富、形态多样的教材体系，在宏观层面上，要遵循本土情怀与世界眼光的统一，坚持继承发展与改革创新的结合，以自主化、数字化的教育内容推动教材体系的革命性完善，以智能化、终身化的教育框架推动知识体系的整体性建设，如在原有思想政治教育学科理论与实践知识框架的基础上，不断加强各板块的原理研究、方法研究、制度研究、环境研究、比较研究，不断增设数字价值、数字治理、数字应用等内容要素，以此顺应时代发展潮流，催生新知识点的生成。在微观层面上，要坚持思想政治教育学科教材知识横向的更新与完善、丰富与发展，即基于不同情境调整概念意指，洞察社会实践所孕育出的新问题并以新的知识点予以阐释，从不断变化的表象中提炼出概括力强、诠释力高的概念原则，及时更新兼具价值性与真理性的范畴与命题等；要注重大中小学思想政治教育学科教材内容纵向的衔接，根据学生成长发展特点，对大中小学各学段教材进行统筹规划，避免断层倒置、低效重复、内容倒挂、脱离现实，确保各学段教材内容的合理化配置，促进内容的“螺旋上升”。概言之，教材体系建设是学科自主知识体系传承与发展的重要载体，思想政治教育学科教材要以科学规范的篇章结构、通俗易懂的知识板块、与时俱进的理论概念实现自主知识体系构建的逻辑自洽。

3. Constructing the Autonomous Knowledge System with the Transformation of Research Paradigms as the Focus

3. 以研究范式转换为重点建构自主知识体系

Xi Jinping once clearly pointed out: “Scientific research paradigms are undergoing profound changes.” [28](P196) Based on the progress of science itself, the overall structure and functions of the original paradigm are constantly adapting to the needs of social change. The ideological and political education discipline must also conform to the trend of the times and realize the transformation of research paradigms. In the context of the knowledge era, especially in the face of the new requirements put forward by the “Declaration on the Construction of New Liberal Arts” [8]8 The “Declaration on the Construction of New Liberal Arts” (《新文科建设宣言》) is a policy document issued by the Chinese Ministry of Education in 2020, promoting the integration and innovation of liberal arts disciplines in response to technological and social changes. for the integration and integrated development of knowledge, the innovativeness of the autonomous knowledge system needs to be further demonstrated. To this end, the crux of the construction of the ideological and political education discipline lies in directly facing the needs of social politics and culture, breaking the knowledge hegemony brought about by stratification in the production of philosophical and social science knowledge, clarifying the forward direction of the construction of the autonomous knowledge system, taking innovative research as the main line, deeply integrating modern information technology through interdisciplinary approaches, exerting academic consciousness, and giving birth to an autonomous knowledge system that integrates the scientific nature of theory with the influence of practice.

习近平曾明确指出：“科学研究范式正在发生深刻变革”，[28](P196)基于科学本身的发展进步，原有范式的总体结构和功能不断适应社会变革的需要而发生改变，思想政治教育学科也要顺应时代发展潮流，实现研究范式的转换。知识时代背景下，尤其是面对《新文科建设宣言》对于知识的整合与融合发展所提出的新要求，自主知识体系的创新性有待进一步彰显，为此，思想政治教育学科建设的肯綮在于直面社会政治文化的需要，打破哲学社会科学知识生产中因分层而带来的知识霸权，厘清自主知识体系建设的前进方向，以创新研究为主线，通过学科交叉，深度融合现代信息技术，发挥学术自觉，催生出集理论的科学性与实践的影响力于一身的自主知识体系。

On the new journey of the New Era, the construction of the autonomous knowledge system should focus on the interdisciplinary integration of the ideological and political education discipline, absorb the wisdom achievements of traditional paradigms, strive to explore new explanatory frameworks starting from Chinese experience, and help leverage the value implications of the ideological and political education discipline for governing the Party and the country. In other words, to realize the transformation of the knowledge system towards autonomy, it is necessary not only to promote the “internal integration” of “homogeneous” knowledge but also to achieve the “external connection” of “heterogeneous” knowledge, promoting the generation, integration, and improvement of knowledge points through empirical thinking methods. Specifically, first, realize the transformation of research paradigms driven by data. With the acceleration of the construction of digital information infrastructure, the internet has become a booster for knowledge exchange and mutual learning. Facing the new situations and new problems arising from the informatization, digitalization, and intellectualization of ideological and political education, it is urgent to pursue a dynamic balance between knowledge supply and demand, responding to hot issues with new knowledge. To this end, in response to the major changes brought about by technology to ideological and political education activities, it is necessary to have the courage to cross the technological divide, explore the laws of technological development, draw on the research paradigms of natural sciences, and convert methods such as big data analysis into the research of the ideological and political education discipline. Continuously extract theoretical knowledge from this to guide the operation of technology, condense practical knowledge to standardize the application of technology, summarize methodological knowledge to guide the operation of technology, and aggregate institutional knowledge to clarify the development and management of technology. Second, realize the transformation of research paradigms under interdisciplinary integration. Currently, the ideological and political education discipline includes not only the humanistic paradigm, cultural paradigm, sociological paradigm, and cross-paradigm research but also case paradigms, comparative paradigm research, etc. Although the knowledge field of the ideological and political education discipline already possesses relatively distinct theoretical consciousness, the knowledge production promoted by the original research paradigms can no longer meet the needs of solving current complex problems. In response, the ideological and political education community must have the courage to step out of the “comfort zone,” break through the limitations of the original paradigms, adhere to the equal emphasis on inheritance and innovation, and continuously promote the emergence of new paradigms, the formation of new domains, and the presentation of new methods.

新时代新征程，自主知识体系的构建要着眼于思想政治教育学科的交叉融合，吸取传统范式的智慧成果，致力于从中国经验出发探索新的阐释框架，助力发挥思想政治教育学科对治党治国的价值意蕴。换言之，为实现知识体系自主化的转变，不仅要推动“同质性”知识的“内融”，还要实现“异质性”知识的“外通”，以实证性的思维方式促进知识点的生成、整合与完善。具体而言，一是实现数据驱动下研究范式的转化。伴随数字信息基础设施建设步伐的加快，网络已成为知识交流互鉴的助推器，面对思想政治教育信息化数字化智能化所出现的新情况、新问题，亟须追求知识供给与需求的动态平衡，以新的知识回应热点问题，为此，针对技术对思想政治教育活动产生的重大变革，要勇于跨越技术鸿沟，探索技术发展规律，借鉴自然科学研究范式，将大数据分析等多种方法转换到思想政治教育学科研究中，不断从中提炼出理论性知识以指导技术的操作，凝练出实践性知识以规范技术的应用，归纳出方法性知识以指引技术的运行，汇总出制度性知识以明确技术的发展与管理等。二是实现学科交叉下研究范式的转变。目前，思想政治教育学科既包含人学范式、文化范式、社会学范式、交叉范式研究，也包含案例范式、比较范式研究等，尽管思想政治教育学科知识领域已具备较为鲜明的理论自觉，然而，原有研究范式所推动的知识生产已难以满足解决当下复杂问题的需要，对此，思想政治教育共同体要勇于走出“舒适圈”，突破原有范式的局限，坚持继承与创新并重，不断催生新范式的产生、新论域的形成与新方法的呈现。

4. Constructing the Autonomous Knowledge System with International Dialogue and Exchange as the Link

4. 以国际对话交流为纽带建构自主知识体系

Xi Jinping clearly pointed out: “Changes unseen in a century are accelerating across the world, and the world has entered a new period of turbulence and transformation. There is an urgent need to answer the questions of the times: ‘What is wrong with the world?’ and ‘Where is humanity headed?’” [2]2 “40年的历程” (40 years): The discipline Against the backdrop of globalization, the connections between countries around the world are becoming increasingly close, and the exchange and mutual learning of civilizations have become the theme of the times. In response to the problem that the openness of the autonomous knowledge system needs further improvement, the ideological and political education discipline needs to adopt an open and inclusive attitude, constructing a logically rigorous autonomous knowledge system in the process of conducting international dialogue and exchange and drawing on the beneficial achievements of human civilization.

习近平明确指出：“世界百年未有之大变局加速演进，世界进入新的动荡变革期，迫切需要回答‘世界怎么了’、‘人类向何处去’的时代之题”。[2]全球化背景下世界各国之间的联系日益紧密，文明的交流互鉴已然成为时代主题，针对自主知识体系的开放性有待进一步提高的问题，思想政治教育学科需采取开放包容的态度，在开展国际对话交流与借鉴人类文明有益成果的过程中建构逻辑严密的自主知识体系。

Constructing an autonomous knowledge system for the discipline of ideological and political education with Chinese characteristics is not about closed rigidity, self-admiration, or working behind closed doors; rather, it is a process of absorbing the outstanding achievements of world philosophy and social sciences through exchanges with the civilizations of various countries and integrating them into the construction of an autonomous knowledge system for Chinese philosophy and social sciences. Based on this, first, one must adhere to mutual learning among civilizations. Mutual learning among civilizations is an important driving force for the rapid development of a discipline’s autonomous knowledge system. As a practical activity, ideological and political education exists in countries around the world. Therefore, scholars of ideological and political education need to strengthen exchanges, communication, and integration with academic discourses from other countries around the world, absorbing and drawing upon the outstanding achievements attained by various countries in global dialogue and exchange. At the same time, borrowing from the academic models of Western knowledge systems should also avoid mechanical application, so as to achieve rational analysis, dissection, and sublation in the course of Sino-Western cultural exchange. Second, one must focus on the questions of the world. The world today still faces problems such as peace deficits, development deficits, security deficits, and governance deficits, and it still requires various countries to propose practical and feasible solutions. As an important component of philosophy and social sciences, the discipline of ideological and political education shoulders the disciplinary mission of answering the “questions of the world” with Chinese wisdom. This objectively requires that the construction of the discipline’s autonomous knowledge system not only look out at the world and observe global transformations, but also actively explore world problems with an international perspective, extract iconic concepts from them, and forge new knowledge and new systems with Chinese characteristics and global significance.

构建具有中国特色的思想政治教育学科自主知识体系不是封闭僵化、孤芳自赏、闭门造车，而是在与各国文明交流中吸收世界哲学社会科学的优秀成果，并将其融入中国哲学社会科学自主知识体系建构的过程。基于此，一要坚持文明互鉴。文明互鉴是促使学科自主知识体系快速发展的重要动力，思想政治教育作为一种实践性活动，其存在于世界各国中，为此思想政治教育学人需加强与世界其他各国学术话语的交往、交流、交融，在全球对话交流中吸收借鉴世界各国所取得的优秀成果。同时，对于西方知识体系学术模式的借鉴也应避免机械搬用，以求在中西文化交流中做到理性地分析、解剖与扬弃。二要聚焦世界之问。当今世界仍然存在和平赤字、发展赤字、安全赤字、治理赤字等问题，尚需世界各国提出切实可行的解决方案。思想政治教育学科作为哲学社会科学的重要组成，肩负着用中国智慧回答“世界之问”的学科使命，这在客观上要求学科自主知识体系的构建既要放眼世界，观照全球变革，又要以国际化视野积极探索世界难题，并从中提炼出具有标识性的概念，打造具有中国特色、世界意义的新知识、新体系。

5. Constructing an Autonomous Knowledge System with the Goal of Solving Practical Problems

5. 以解决实际问题为目标建构自主知识体系

The autonomous knowledge system of the ideological and political education discipline is a Chinese expression of national culture and the spirit of the times. It is characterized by producing original achievements and enriching Chinese scholarship, and its purpose is to base itself on China’s actual conditions and solve China’s problems. Marx pointed out in *Theses on Feuerbach*: “The philosophers have only interpreted the world in various ways; the point is to change it.” [29](P136) It is evident that the generation and application of knowledge are for better guiding practice. That is, constructing an autonomous knowledge system for ideological and political education must not only reflect the reality of China’s ideological and political education activities, but also resolve existing contradictions in the practice of ideological and political education. It must not only emphasize originality, but also ground itself in practicality. Facing the new phenomena and new changes emerging in the field of ideological and political education, and addressing a series of issues such as data governance in ideological and political education, the discursive turn in ideological and political education, and cross-border integration in ideological and political education, the construction of an autonomous knowledge system should take solving the problems of ideological and political education as its core, take locality as its foundation, take transcendence as its key, grasp value orientations, continuously respond to real and major problems, and use knowledge innovation to elucidate the underlying principles and philosophies in order to seek solutions.

思想政治教育学科自主知识体系是民族文化、时代精神的中国表达，以产出原创成果、繁荣中国学术为表征，以立足中国实际、解决中国问题为目的。马克思在《关于费尔巴哈的提纲》中指明：“哲学家们只是用不同的方式解释世界，问题在于改变世界。”[29](P136)可见，知识的产生与运用是为了更好地指导实践，即思想政治教育学科建构自主知识体系不仅要反映我国思想政治教育活动的现实，而且要解决思想政治教育实践中的现有矛盾，不仅要注重原创性，更应该落脚于实践性。面对思想政治教育领域所呈现的新现象与新变化，针对思想政治教育数据治理、思想政治教育话语转向、思想政治教育跨界融合等一系列问题，自主知识体系的构建应以解决思想政治教育问题为重心，以本土性为根本，以超越性为关键，把握价值取向，不断回应真问题、大问题，借助知识创新阐明其背后的道理哲理以寻求解决之道。

Xi Jinping has repeatedly emphasized: “Problems are the voice of the times, and answering and guiding the resolution of problems is the fundamental task of theory.” [25](P20) The key to theoretical innovation lies in knowledge innovation. Knowledge innovation in the ideological and political education discipline is used to answer the problems of ideological and political education, explain the current state of development of ideological and political education, and promote the development of ideological and political education practice. Therefore, maintaining the foresight and advanced nature of the autonomous knowledge system has become the responsibility and obligation of the ideological and political education community. Based on the consensus on innovative development in liberal arts education, the developmental requirements for the autonomization of the knowledge system, and the spatial field of knowledge dissemination globalization, the construction of an autonomous knowledge system for the ideological and political education discipline on the new journey of the New Era [9]9 The New Era (新时代) refers to the period beginning with the 19th National Congress of the CPC in 2017, characterized by the guidance of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era. must strengthen problem orientation, enhance problem concern, and emphasize problem care, thereby responding to the call of the times. The so-called problem orientation refers to “in the process of scientific research, based on the selected problem, limiting abstract, macro research objects or research fields to a specific scope for more in-depth and systematic research.” [30] As a science that studies the phenomena of ideological and political education, the discipline of ideological and political education needs to base itself on China’s actual conditions, focus on the needs of national strategic development, actively respond to new problems faced by China’s development in the New Era, such as value fragmentation, value pan-entertainment, value individualism, and value position alienation, deeply analyze the deep mechanisms behind the phenomena of some young people “involution” [10]10 “Involution” (内卷) is a term popularized in Chinese online discourse to describe a situation of intense, zero-sum competition that leads to exhaustion without meaningful progress, often applied to education and employment. and “lying flat” [11]11 “Lying flat” (躺平) is a Chinese social phenomenon and slogan, particularly among youth, referring to a withdrawal from societal pressures such as intense competition, consumerism, and career striving, in favor of a minimalist, low-effort lifestyle., proactively address students’ ideological doubts, and construct an autonomous knowledge system in the process of analyzing and solving problems. It also needs to base itself on human development, adopt a broader perspective, be guided by adapting Marxism to the Chinese context and the needs of the times, follow the laws of ideological and political work, the laws of teaching and educating, and the laws of student growth, and from the perspective of ideological and political education, strive to put forward ideas, propositions, and plans that embody China’s stance, China’s wisdom, and China’s value. It must actively respond to the “questions of China,” “questions of the world,” “questions of the people,” and “questions of the times,” continuously demonstrate the truth charm and practical power of the autonomous knowledge system, and at the same time provide original knowledge resources and theoretical support for building a community with a shared future for mankind.

习近平多次强调：“问题是时代的声音，回答并指导解决问题是理论的根本任务。”[25](P20)而理论创新的关键在于知识的创新，思想政治教育学科的知识创新用以回答思想政治教育问题，阐释思想政治教育发展现状，推动思想政治教育实践的发展，因此保持自主知识体系的前瞻性和先进性已成为思想政治教育共同体的责任与义务。基于文科教育创新发展的共识、知识体系自主化的发展要求以及知识传播全球化的空间场域，新时代新征程思想政治教育学科自主知识体系的构建必须强化问题导向，增强问题关切，注重问题关怀，以此回应时代的呼唤。所谓问题导向是指“在科学研究过程中，根据所选定的问题将抽象的、宏大的研究对象或研究领域限定在一个具体的范围内进行更加深入、更加系统的研究”。[30]思想政治教育学科作为一门研究思想政治教育现象的科学，需立足中国实际，着眼国家战略发展需要，积极回答新时代中国发展所面对的价值碎片化、价值泛娱乐化、价值个体主义、价值立场异化等新问题，深刻分析部分青年“内卷”与“躺平”现象发生的深层机理，主动回应学生思想疑惑，在分析与解决问题中构建自主知识体系；需立足人类发展，以更加宽广的视野，以中国化时代化的马克思主义为指导，遵循思想政治工作规律、教书育人规律、学生成长规律，以思想政治教育视角着力提出体现中国立场、中国智慧、中国价值的理念、主张和方案，积极回应“中国之问”“世界之问”“人民之问”“时代之问”，不断彰显自主知识体系的真理魅力和实践伟力，同时为构建人类命运共同体提供具有原创性的知识资源与理论支撑。

(Author’s bio: Zheng Jingbin, Dean of the Institute of Humanities and Social Sciences, Shandong University, Professor and Doctoral Supervisor at the School of Marxism)

（作者简介：郑敬斌，山东大学人文社科研究院院长，马克思主义学院教授、博士生导师）

Online Editor: Tongxin

网络编辑：同心