The Particularity of the Development of the Discipline of Ideological and Political Education since Reform and Opening Up

Ideological and political education is a social phenomenon that emerged after human society developed into a class society. Marx and Engels created a brand-new type of ideological and political education activity for human society; Lenin turned this ideological and political education activity into reality, inaugurating a new type of practical activity in ideological and political education. The Communist Party of China not only named this practical activity in the course of revolution and construction, putting forward a systematic theory of ideological and political education, but also, in the practice of reform and opening up and socialist modernization, elevated this practical activity to a science, established the specialty of ideological and political education, set up the discipline of ideological and political education, and completed the leap of ideological and political education from a phenomenon to a practical activity, to a science, and then to an independent discipline. There are many experiences to sum up as to why the discipline of ideological and political education was able to develop rapidly within a mere 40 years, but the most fundamental reason lies in the particularity of the discipline of ideological and political education.

思想政治教育是人类社会发展到阶级社会以后出现的社会现象。马克思恩格斯为人类社会创设了一种崭新的思想政治教育活动，列宁使这种思想政治教育活动变为现实，开启了新型的思想政治教育实践活动。中国共产党不仅在革命、建设的实践过程中为这种实践活动命名，提出了系统的思想政治教育理论，而且在改革开放和社会主义现代化建设实践中把这种实践活动提升为一门科学，创办了思想政治教育专业，设立了思想政治教育学科，完成了思想政治教育从现象到实践活动、到一门科学，再到独立学科的跨越。思想政治教育学科何以能够在短短40年时间内获得迅速发展，有很多经验可以总结，但最根本的原因在于思想政治教育学科的特殊性。

I. The Particularity of the Disciplinary Attributes of Ideological and Political Education

一、思想政治教育学科属性的特殊性

The discipline of ideological and political education is a special discipline; its content involves Marxism, which serves as the guiding ideology of the Party, and it is a second-level discipline under the disciplinary category of Marxist theory. "Thus the prominent and distinct essential attribute of ideological and political education is its socialist ideological nature; it is a Marxist discipline." [1]1 The reference "[1] (P14)" cites a Chinese academic source, likely a textbook or monograph on ideological and political education. (P14) Marxist ideological and political education activities share commonalities with all ideological and political education activities in human society, but also possess particularity as a brand-new type of ideological and political education activity in human society. Raising the ideology of the ruling class to the status of the ruling ideology and carrying out propaganda and education activities on ideological and political concepts that conform to the requirements of the ruling class's ideology is a general law of ideological construction in human society since the emergence of class society. Marx and Engels pointed out: "The ideas of the ruling class are in every epoch the ruling ideas, i.e. the class which is the ruling material force of society, is at the same time its ruling intellectual force." [2]2 The reference "[2] (P178)" cites Marx and Engels, *The German Ideology*. (P178) "Each new class which puts itself in the place of the one ruling before it, is compelled, merely in order to carry through its aim, to represent its interest as the common interest of all the members of society, that is, expressed in ideal form: it has to give its ideas the form of universality, and represent them as the only rational, universally valid ones." [3]3 The reference "[3] (P180)" also cites *The German Ideology*. (P180) Unlike other exploiting classes, which represent their own interests as the interests of all members and carry out class education in line with their own interests, Marxist ideological and political education is a practical activity in which the proletariat and the broad masses of working people realize their own interests and ultimately achieve the liberation of all humanity; it is a process in which the broad masses of working people realize the combination of "material force" and "intellectual force." [4]4 The reference "[4] (P16)" cites a Chinese academic source on the nature of Marxist ideological and political education. (P16) From an ontological perspective, Marxist ideological and political education activity is the activity in which the proletariat and the broad masses of working people accept their own ideological and political theory. It is not an ideological and political education activity in which the ruling class takes moral and ideological concepts that conform to its own interests as the concepts of the entire people and then carries out such education on all people; rather, it is an educational activity that safeguards the fundamental interests of the proletariat and the broad masses of working people. From a process perspective, Marxist ideological and political education activity is clearly different from the ideological education, political education, civic education, religious education, etc., carried out by other exploiting classes. It does not use external ideological and political education concepts to manipulate and control the broad masses of the people; rather, it is a process in which the broad masses of the people themselves realize the combination of material force and intellectual force—an intrinsic, active, awakening process, what Marx called the process of "the lightning of thought." From a methodological perspective, Marxist ideological and political education activity adopts methods of reasoning, persuasion, democracy, and consultation; it is a rational and scientific method, not one of coercion, suppression, or indoctrination. The methods of Marxist ideological and political education are continuously enriched and developed in practice. [5]5 The reference "[5]" is a footnote marker in the original text, likely pointing to a specific source or elaboration not provided in the excerpt.

思想政治教育学科是一门特殊的学科，其内容涉及作为党的指导思想的马克思主义，是马克思主义理论学科目录下的二级学科。“因而思想政治教育突出而鲜明的本质属性，就是社会主义意识形态性，它是一门马克思主义的学科。”[1]（P14）马克思主义思想政治教育活动既有人类社会一切思想政治教育活动的共性，也有作为人类社会崭新思想政治教育活动的特殊性。把统治阶级意识形态上升为占统治地位的意识形态，进行符合统治阶级意识形态要求的思想政治观念宣传教育活动，是人类自阶级社会以来意识形态建设的一般规律。马克思恩格斯指出：“统治阶级的思想在每一时代都是占统治地位的思想。这就是说，一个阶级是社会上占统治地位的物质力量，同时也是社会上占统治地位的精神力量。”[2]（P178）“每一个企图取代旧统治阶级的新阶级，为了达到自己的目的不得不把自己的利益说成是社会全体成员的共同利益，就是说，这在观念上的表达就是：赋予自己的思想以普遍性的形式，把它们描绘成唯一合乎理性的、有普遍意义的思想。”[3]（P180）与其他剥削阶级把自己的利益说成是全体成员的利益并进行符合自己利益的阶级教育不一样，马克思主义思想政治教育是无产阶级和广大劳动人民为实现自身利益最后实现全人类解放的实践活动，是广大劳动人民实现“物质力量”与“精神力量”相结合的过程。[4]（P16）从本体论来看，马克思主义思想政治教育活动是无产阶级和广大劳动人民群众接受自己思想政治理论的活动。它不是统治阶级把符合自己利益的思想道德观念当成全体人民的观念，然后对全体人民开展的思想政治教育活动，而是维护无产阶级和广大劳动人民根本利益的教育活动。从过程来看，马克思主义思想政治教育活动与其他剥削阶级开展的意识形态教育、思想教育、政治教育、公民教育、宗教教育等具有明显的不同，它不是用外在的思想政治教育观念对广大人民群众进行操纵和控制，而是广大人民群众自我实现物质力量与精神力量相结合的过程，是内在的、主动的、唤醒的，是马克思所说的“思想的闪电”过程。从方法来看，马克思主义思想政治教育活动采取的是说理的、说服的、民主的、协商的方式，是理性的、科学的方式，而不是强制的、压服的、灌输的方式，马克思主义思想政治教育方法在实践中不断丰富和发展。[5]

The particularity of Marxist ideological and political education requires strengthening the construction of the discipline of ideological and political education. In January 2004, the Opinions on Further Flourishing and Developing Philosophy and Social Sciences, issued by the Central Committee of the CPC, proposed implementing the Marxist Theory Research and Construction Project and strengthening the construction of the disciplinary system, academic system, and textbook system of Marxist theory. The Opinions on Further Strengthening and Improving the Ideological and Moral Construction of Minors, issued by the Central Committee of the CPC and the State Council in February 2004, and the Opinions on Further Strengthening and Improving Ideological and Political Education for College Students, issued in August 2004, both raised the urgent task of strengthening the construction of the discipline of ideological and political education. Under the practical demand of strengthening the construction of ideological and political theory courses, the Opinions on Further Strengthening and Improving Ideological and Political Theory Courses in Institutions of Higher Learning, issued by the Propaganda Department of the Central Committee of the CPC and the Ministry of Education in 2005, clearly stated: "Establish Marxist theory as a first-level discipline, carry out research on the Marxist theoretical system, carry out research on the history of Marxist development and on adapting Marxism to the Chinese context, carry out research on ideological and political education, in order to provide strong disciplinary support for advancing the Party's ideological and theoretical construction and consolidating the guiding position of Marxism in higher education teaching, for strengthening the construction of ideological and political theory courses in universities, and for cultivating a contingent of ideological and political education workers." [6]6 The reference "[6] (P417-418)" cites a Chinese policy document compilation. (P417-418) The issuance of these documents created the conditions for establishing the discipline of ideological and political education as an independent second-level discipline. It is precisely because of the guiding position of Marxism in the field of ideology in our country, and precisely against the background of the central authorities' vigorous promotion of the flourishing development of philosophy and social sciences, the implementation of the Marxist Theory Research and Construction Project, and the strengthening of ideological and moral education for minors and ideological and political education for university students, that the discipline of ideological and political education was formally established and achieved rapid development against the backdrop of the great development of the disciplinary category of Marxist theory.

马克思主义思想政治教育的特殊性，要求加强思想政治教育学科建设。2004年1月，中共中央印发的《关于进一步繁荣发展哲学社会科学的意见》提出，实施马克思主义理论研究和建设工程，加强马克思主义理论学科体系、学术体系、教材体系建设。2004年2月中共中央、国务院印发的《关于进一步加强和改进未成年人思想道德建设的若干意见》，2004年8月中共中央、国务院印发的《关于进一步加强和改进大学生思想政治教育的意见》，都提出了加强思想政治教育学科建设的迫切任务。在加强思想政治理论课建设的现实要求下，中共中央宣传部、教育部2005年印发的《关于进一步加强和改进高等学校思想政治理论课的意见》明确提出：“设立马克思主义一级学科，开展马克思主义理论体系研究，开展马克思主义发展史、马克思主义中国化研究，开展思想政治教育研究，为推进党的思想理论建设和巩固马克思主义在高等学校教育教学中的指导地位，为加强高校思想政治理论课建设，培养思想政治教育工作队伍提供有力的学科支撑。”[6]（P417-418）这些文件的出台为把思想政治教育学科作为独立二级学科设立创造了条件。正是由于马克思主义在我国意识形态领域的指导性地位，正是在中央大力推动哲学社会科学繁荣发展、实施马克思主义理论研究和建设工程、加强未成年人思想道德和大学生思想政治教育的背景下，思想政治教育学科得以正式设立，并在马克思主义理论学科大发展的背景下实现了快速发展。

II. The Particularity of the Practical Foundation of the Discipline of Ideological and Political Education

二、思想政治教育学科实践基础的特殊性

The Notice on Adjusting and Adding the First-Level Discipline of Marxist Theory and Its Subordinate Second-Level Disciplines, issued by the Academic Degrees Committee of the State Council and the Ministry of Education, clearly states: "The discipline of ideological and political education takes Marxism as its theoretical guidance and the Party's ideological and political work as its practical foundation. After more than 20 years of disciplinary construction, it has achieved fruitful results." [7]7 The reference "[7] (P477)" cites a Chinese policy document compilation. (P477) The Communist Party of China is a political party adept at theoretical and practical innovation. In the process of integrating the basic tenets of Marxism with China's specific realities and with the fine traditional Chinese culture, the CPC has not only created theoretical achievements such as Mao Zedong Thought, the system of theories of socialism with Chinese characteristics, and Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era, achieving historic leaps in adapting Marxism to the Chinese context, but has also formed a very rich body of theoretical and practical achievements in ideological and political education in the course of advancing the popularization of Marxism. The ideological and political education activities carried out by the CPC are achievements conducted on Chinese soil, targeting the Chinese people, and under the guidance of Marxism, especially Marxism adapted to the Chinese context and the needs of the times. The CPC's ideological and political education activities possess particularity.

国务院学位委员会、教育部发布的《关于调整增设马克思主义理论一级学科及所属二级学科的通知》明确指出：“思想政治教育学科以马克思主义为理论指导，以党的思想政治工作为实践基础，经过20多年的学科建设，取得了丰硕成果。”[7]（P477）中国共产党是一个善于进行理论和实践创新的政党。中国共产党在把马克思主义基本原理同中国具体实际、同中华优秀传统文化相结合的过程中，不仅创立了毛泽东思想、中国特色社会主义理论体系和习近平新时代中国特色社会主义思想等理论成果，实现了马克思主义中国化历史性飞跃，而且在推进马克思主义大众化的实践过程中形成了十分丰富的思想政治教育理论和实践成果。中国共产党所开展的思想政治教育活动是在中国大地上、以中国人民为对象、在马克思主义特别是中国化时代化马克思主义指导下的成果，中国共产党的思想政治教育活动具有特殊性。

In the practical exploration of ideological and political education, the Communist Party of China has placed great emphasis on absorbing and drawing upon all outstanding achievements of ideological and political education from human society, especially the experience of socialist countries such as the Soviet Union in conducting ideological and political education. However, in the course of practice, our Party’s borrowing of this experience also encountered problems of “acclimatization.” For instance, viewed from the evolution of China’s ideological and political education model, in the early days after the founding of New China, we studied and borrowed the Soviet system of mass propaganda work, establishing a nationwide, comprehensive regular propaganda and ideological work network, and constructing a propaganda and ideological work network oriented toward the entire people. Yet, “this system, in the process of implementation, also exposed serious drawbacks such as the mystification of propaganda organizations, the singularization of propaganda channels, and the formulization of propaganda content. With Mao Zedong taking the lead within the Party at the end of 1956 in proposing the task of taking the Soviet Union as a mirror and exploring China’s own path of socialist construction, the Party also engaged in profound reflection on the practice of mechanically copying the Soviet experience in propaganda work and the various problems that existed.” [8]8 The “Cultural Revolution” (1966–1976) was a mass political movement launched by Mao Zedong, marked by intense class struggle, social upheaval, and attacks on Party and state institutions. (P64-65) Subsequently, our Party gradually explored and established in practice a complete top-down, universally covered model of ideological and political education. Although this model of ideological and political education in the early days of New China had the advantages of authority, comprehensiveness, and universality, it also suffered from the shortcomings of unidirectionality, coerciveness, and mobilization-style methods. This model was pushed to extremes during the “Cultural Revolution,” greatly undermining the scientific nature of ideological and political education. After reform and opening up, in the process of promoting the scientization of ideological and political education, the discipline chose a development model of specialization, standardization, and institutionalization, which enhanced the scientific nature of ideological and political education but also brought about problems of departmentalization, domain-specificity, and micro-level focus. In the New Era of socialism with Chinese characteristics, the Party Central Committee with Comrade Xi Jinping at its core has elevated ideological and political

在思想政治教育实践探索中，中国共产党十分重视对人类社会一切优秀思想政治教育成果的吸收借鉴，特别是对苏联等社会主义国家开展思想政治教育经验的学习。然而，在实践过程中，我党对这些经验的借鉴也遭遇过“水土不服”的问题。比如，从我国思想政治教育模式演变来看，新中国成立初期，我们学习借鉴了苏联的群众宣传工作制度，在全国范围内、全体规模上建立了经常性的宣传思想工作网制度，构建了面向全国人民的宣传思想工作网络，但“这一制度在实施过程中，也暴露出宣传组织神秘化、宣传渠道单一化、宣传内容公式化的严重弊端。随着1956年底毛泽东率先在党内提出以苏联为借鉴，探索中国自己的社会主义建设道路的课题，党对宣传工作中模仿套搬苏联经验的做法及存在的各种问题也进行了深刻反思”[8]（P64-65）。随后，我们党在实践中逐渐探索出一整套自上而下、全员覆盖的思想政治教育模式。新中国成立初期的这种思想政治教育模式虽然具有权威性、全面性和全员性的优点，但也存在着单向性、强制性和动员式的缺点。这种模式在“文化大革命”时期被推向极端，极大地影响了思想政治教育的科学性。改革开放以后，在推进思想政治教育科学化的进程中，思想政治教育选择了专业化、规范化、制度化的发展模式，提升了思想政治教育科学性，但也带来了部门化、领域化和微观化的问题。中国特色社会主义新时代，以习近平同志为核心的党中央把思想政治教育提升为治党治国的重要方式，构筑起全员、全程、全方位的思想政治教育模式。[9]（P169）党的百余年思想政治教育实践形成了十分广泛和丰富的思想政治教育实践成果、理论成果、制度成果，为思想政治教育学科的发展提供了中国特色、自主探索的实践基础。思想政治教育实践基础的特殊性，为思想政治教育学科的发展提供了特殊的发展背景。

III. The Particularity of the Establishment of the Discipline of Ideological and Political Education

三、思想政治教育学科设立的特殊性

After reform and opening up, the creation of the specialty of ideological and political education and the establishment of the discipline of ideological and political education were the result of the combined action of multiple factors.

改革开放以后，创办思想政治教育专业、设立思想政治教育学科是多种因素共同作用的结果。

First, the need of objective reality. The need of objective reality is the most profound social foundation for the differentiation of specialties and the establishment of disciplines. Mao Zedong pointed out: “Any ideology, if it is not connected with objective and actual things, if there is no objectively existing need, and if it is not grasped by the masses of the people, even if it is the best thing, even if it is Marxism-Leninism, it will be ineffective.” [10]10 Hu Yaobang (1915–1989) was a senior CPC leader who served as General Secretary of the CPC Central Committee from 1980 to 1987, known for his reformist stance. (P1515) During the “Cultural Revolution,” ideological and political education was pushed to an inappropriate position, which not only lost the scientific nature of ideological and political education but also caused harm to ideological and political education workers. Therefore, after reform and opening up, in the field of the Party’s ideological and political education practice, and at all levels of broad social life, there existed a powerful internal driving force, urgently demanding the restoration of the scientific nature of the Party’s ideological and political education and the treatment of ideological and political education as a science. Starting from 1979, a great discussion on “the scientification of ideological and political work” was launched in various fields across the country. In 1980, *Guangming Daily* specially opened a discussion column titled “Ideological and Political Work is a Science,” which attracted the attention of famous scientists such as Qian Xuesen. In an article published in *Wenhui Daily* titled “From Social Science to Social Technology,” Qian Xuesen proposed that the science of ideology and politics could be called Marxist moral education science, and that this moral education science should be established as soon as possible. Some of the papers from this discussion were compiled into the book *On the Scientification of Ideological and Political Work*, published by Shanxi People’s Publishing House in 1981. [11]11 The Academic Degrees Committee of the State Council is the national body under the State Council that oversees the establishment and evaluation of degree programs in China. “Exceptional handling of specific matters” refers to administrative procedures bypassing normal bureaucratic channels to expedite the creation of the new discipline. (P30) Many frontline ideological and political workers issued a heartfelt call for the scientification of ideological and political education: “So everyone says that the study of anything is a science. The study of plants, animals, fish, insects, birds, beasts, flowers, and stones is a science. Is the study of the laws of the formation and development of people’s socialist and communist ideological consciousness, and the laws of conducting ideological and political education for people, not a science?” [12]12 The Ministry of Education (教育部) is the central government department responsible for education policy. Before 1998 it was called the State Education Commission (国家教委). (P363) Furthermore, after reform and opening up, along with the continuous expansion of opening up to the outside world and the in-depth development of the socialist market economy, people’s independence, selectivity, diversity, and complexity of thought increasingly strengthened. The development of reform and opening up and the socialist cause urgently called for new ideological and political education and for the scientification of ideological and political education.

一是客观现实的需要。客观现实的需要是专业分化、学科设立最深刻的社会基础。毛泽东指出：“任何思想，如果不和客观的实际的事物相联系，如果没有客观存在的需要，如果不为人民群众所掌握，即使是最好的东西，即使是马克思列宁主义，也是不起作用的。”[10]（P1515）“文化大革命”期间，思想政治教育被推到不合适的位置，既丧失了思想政治教育的科学性，也对思想政治教育工作者造成了伤害。因此，改革开放以后，在党的思想政治教育实践领域，在广大社会生活各个层面，存在着一股强大的内在动力，迫切要求恢复党的思想政治教育的科学性，把思想政治教育作为一门科学。自1979年始，全国各个领域开启了一场关于“思想政治工作科学化”的大讨论，1980年《光明日报》专门开设了“思想政治工作是一门科学”讨论专栏，吸引了钱学森等著名科学家的关注。钱学森在《文汇报》发表的《从社会科学到社会技术》一文提出，思想政治的科学可以称为马克思主义德育学，要早日建立这门德育学。这次讨论的部分论文被收录入《论思想政治工作科学化》一书，由山西人民出版社于1981年出版。[11]（P30）很多一线思想政治工作者从内心里发出对思想政治教育科学化的呼唤：“所以大家说，对什么东西的研究都是科学。对植物、动物，鱼、虫、乌、兽、花、石的研究是科学，难道对人们的社会主义、共产主义思想觉悟的形成和发展的规律，以及对人们进行思想政治教育的规律的研究，就不是一门科学吗？”[12]（P363）此外，改革开放以后，伴随着对外开放的不断扩大、社会主义市场经济的深入发展，人们思想的独立性、选择性、多样性和复杂性也日益增强，改革开放和社会主义事业的发展迫切呼唤新的思想政治教育、呼唤思想政治教育的科学化。

Second, the high level of attention from the Party Central Committee. After reform and opening up, the Party and state leaders have always regarded ideological and political construction as an important task of Party building and attached great importance to ideological and political education. The Chinese Communists, mainly represented by Deng Xiaoping, Jiang Zemin, Hu Jintao, and Xi Jinping, delivered a series of important speeches on strengthening and improving ideological and political work, and issued several documents and measures to strengthen and improve ideological and political work, providing theoretical guidance for the innovative development of the discipline of ideological and political education. At the Party’s Theoretical Work Conference held in 1979, Deng Xiaoping clearly stated that ideological and theoretical work under the new situation “is an extremely significant task; it is both a major political task and a major theoretical task. This is by no means a task that can be accomplished by superficially copying old books, but a noble and creative scientific work that requires the painstaking efforts of revolutionary thinkers” [13]13 The “Textbooks for the 21st Century” program was a Ministry of Education initiative to develop high-quality teaching materials for higher education. (P180). In 1982, during a conversation with comrades in charge of the Central Propaganda Department, Hu Yaobang “comprehensively and systematically expounded on the nature and status, concept, phenomena, essence, purpose and tasks, characteristics, principles and guidelines, professionalization of the work team, leadership and management, etc., of the Party’s ideological and political work within the Party’s work, shaping the concept of the Chinese Communist Party’s ideological and political work in the new period” [14]14 “Two Courses” (两课) refers to the two required ideological and political theory courses for university students in China: “Introduction to Mao Zedong Thought and the Theoretical System of Socialism with Chinese Characteristics” and “Ideological and Moral Cultivation and Legal Foundation.”. Jiang Zemin clearly defined the essence of ideological and political work, proposing that “the Party’s ideological and political work, fundamentally speaking, is work with people, work with the masses, involving fields such as people’s thoughts, concepts, and consciousness, that is, people’s spiritual life” [15]15 “In-service teachers” (在职教师) refers to teachers already employed who pursue further degrees while continuing to work. (P76). On the basis of clarifying the objects and content of ideological and political education, he expanded ideological and political work to the propaganda, education, guidance, and elevation of the masses, and established a new principle of ideological and political education — “the Party’s ideological and political work is essentially mass work, work to propagate to, educate, guide, and elevate the masses; therefore, it must adhere to the mass line” [16]16 The National Research Association of Ideological and Political Education in Institutions of Higher Education (全国高等学校思想政治教育研究会) is a national academic organization under the Ministry of Education that coordinates research and practice in ideological and political education at the tertiary level. (P95). He clearly pointed out: “Ideological and political work is a science; leading cadres at all levels and political work cadres must strive to understand and master its basic knowledge and laws.” [17]17 The Eighth Discipline Evaluation Group (第八届学科评议组) is a committee of experts appointed by the Academic Degrees Committee of the State Council to advise on the development and evaluation of specific academic disciplines. (P97) Under the high level of attention from the Party’s leadership, the Central Committee of the CPC issued a series of documents to strengthen and improve ideological and political work, such as the *Notice on Strengthening Rural Ideological and Political Work* (January 1983), the *Outline for Ideological and Political Work of State-Owned Enterprise Workers (Trial)* (July 1983), the *Decision of the Central Military Commission on Military Political Work in the New Period* (January 1987), and the *Decision on Improving and Strengthening Ideological and Political Work in Higher Education Institutions* (May 1987), which deployed and constructed ideological and political work in various fields. The scientific and professional development of ideological and political education received the guarantee and support of documents and systems.

二是党中央的高度重视。改革开放以后，党和国家领导始终把思想政治建设作为党的建设的重要任务，高度重视思想政治教育。以邓小平、江泽民、胡锦涛、习近平等为主要代表的中国共产党人围绕加强和改进思想政治工作发表了一系列重要讲话，出台了若干加强和改进思想政治工作的文件和举措，为思想政治教育学科的创新发展提供了理论指导。在1979年召开的党的理论工作务虚会上，邓小平明确提出，新形势下的思想理论工作“是一项十分重大的任务，既是重大的政治任务，又是重大的理论任务。这决不是改头换面地抄袭旧书本所能完成的工作，而是要费尽革命思想家心血的崇高的创造性的科学工作”[13]（P180）。1982年，胡耀邦在与中宣部负责同志谈话时，“对党的思想政治工作在党的工作中的性质和地位、概念、现象、本质、目的和任务、特点、原则方针、队伍专业化建设、领导管理等问题进行了全面系统阐述，形塑了新时期中国共产党思想政治工作概念”[14]。江泽民对思想政治工作的本质进行了明确界定，提出“党的思想政治工作，从根本上说就是做人的工作，做群众的工作，涉及人们的思想、观念、意识等领域，也就是人们的精神生活”[15]（P76）。他在明确思想政治教育对象和内容的基础上，把思想政治工作拓展到对群众的宣传、教育、引导和提高上，并且确立了新的思想政治教育原则——“党的思想政治工作本质上是群众工作，是宣传群众、教育群众、引导群众、提高群众的工作，因此必须坚持走群众路线”[16]（P95）。他明确指出：“思想政治工作是一门科学，各级领导干部和政工干部都要努力认识和掌握它的基本知识和规律。”[17]（P97）在党的领导的高度重视下，中共中央出台了一系列加强和改进思想政治工作的文件，如《关于加强农村思想政治工作的通知》（1983年1月）、《国营企业职工思想政治工作纲要（试行）》（1983年7月）、《中央军委关于新时期军队政治工作的决定》（1987年1月）、《关于改进和加强高等学校思想政治工作的决定》（1987年5月）等，对各领域的思想政治工作进行了部署和建设，思想政治教育的科学化专业化发展得到了文件和制度的保障与支撑。

Third, the forceful promotion by the educational administrative authorities. Every stage of disciplinary construction—whether establishing the undergraduate major in ideological and political education, building master’s degree programs, or setting up doctoral programs in ideological and political education—has been inseparable from the vigorous promotion of the educational administrative authorities and the key support of the Academic Degrees Committee of the State Council (which adopted special policies to permit exceptional handling of specific matters). [11]11 The Academic Degrees Committee of the State Council is the national body under the State Council that oversees the establishment and evaluation of degree programs in China. “Exceptional handling of specific matters” refers to administrative procedures bypassing normal bureaucratic channels to expedite the creation of the new discipline. (P317) To establish the major in ideological and political education, in the first half of 1984 the Ministry of Education issued a series of documents in succession, including the *Opinions on Establishing the Specialty of Ideological and Political Education in Twelve Institutions*, the *Opinions on Offering Second Bachelor’s Degree Programs in Ideological and Political Education in Six Institutions of Higher Education*, and the *Opinions on Offering Undergraduate Programs in Ideological and Political Education in Institutions of Higher Education*, which set forth clear requirements for the training objectives, length of study and academic system, enrollment methods, curriculum plans, and conditions and guarantees for the major in ideological and political education. [12]12 The Ministry of Education (教育部) is the central government department responsible for education policy. Before 1998 it was called the State Education Commission (国家教委). (P33-34) In the early period of the establishment of the major in ideological and political education, the Department of Ideological and Political Work of the Ministry of Education (formerly the State Education Commission) specifically set up a Division for the Construction of the Specialty of Ideological and Political Education, which planned and guided the specialty and actively promoted the construction of teaching materials for the undergraduate major. The Ministry of Education (formerly the State Education Commission) specially formed a Compilation Committee for the Curriculum and Teaching Materials of the Specialty of Ideological and Political Education, which released more than twenty textbooks for the specialty in two batches; some of these textbooks were even selected as Ministry of Education “Textbooks for the 21st Century.” [13]13 The “Textbooks for the 21st Century” program was a Ministry of Education initiative to develop high-quality teaching materials for higher education. (P1) During the transitional phase from master’s programs to doctoral programs in ideological and political education, the Department of Social Sciences and Ideological and Political Work of the Ministry of Education explicitly proposed elevating the construction of the “Two Courses” [14]14 “Two Courses” (两课) refers to the two required ideological and political theory courses for university students in China: “Introduction to Mao Zedong Thought and the Theoretical System of Socialism with Chinese Characteristics” and “Ideological and Moral Cultivation and Legal Foundation.” to the level of disciplinary construction, initiating a plan to train in-service teachers of the “Two Courses” to pursue master’s degrees while employed, based on the disciplinary points of Marxist theory and ideological and political education, thereby making theoretical preparations for the establishment of the first-level doctoral discipline of Marxist theory. [15]15 “In-service teachers” (在职教师) refers to teachers already employed who pursue further degrees while continuing to work. (P98) After the establishment of Marxist theory as a first-level discipline, the Academic Degrees Committee of the State Council issued the *Opinions on Further Strengthening the Construction of the Discipline of Marxist Theory in Institutions of Higher Education*, which set forth the tasks of improving the quality of education and teaching in the discipline of Marxist theory and strengthening the standardization and institutionalization of the discipline. These measures greatly advanced the development of the discipline of ideological and political education.

三是教育行政主管部门的强力推进。设立思想政治教育本科专业、建设思想政治教育硕士点、设置思想政治教育博士点等任何一次学科建设的发展阶段，都离不开教育行政主管部门的大力推进、国务院学位委员会的重点扶持（采取特殊的政策准予特事特办）。[18]（P317）为创办思想政治教育专业，1984年上半年，教育部连续下发《关于在十二所院校设置思想政治教育专业的意见》《关于在六所高等院校开办思想政治教育专业第二学士学位班的意见》《关于在高等学校举办思想政治教育本科班的意见》等文件，对思想政治教育专业的培养目标、学历学制、招生方式、课程方案和条件保障提出了明确要求。[19]（P33-34）在思想政治教育专业创办初期，教育部（原国家教委）思想政治工作司专门设置了思想政治教育专业建设处，对思想政治教育专业进行规划、指导，并积极推动思想政治教育本科专业的教材建设。教育部（原国家教委）专门组建了思想政治教育专业课程教材编写委员会，分两批推出了思想政治教育专业教材20余本，一些教材还被遴选为教育部“面向21世纪教材”。[20]（P1）在思想政治教育由硕士点向博士点过渡的阶段，教育部社会科学与思想政治工作司明确提出把“两课”建设提升到学科建设的高度，开启了依托马克思主义理论与思想政治教育学科点培养“两课”教师在职攻读硕士学位的计划，为马克思主义理论一级学科博士点的设立做好了理论准备。[21]（P98）在马克思主义理论一级学科设立后，国务院学位委员会印发了《关于进一步加强高校马克思主义理论学科建设的意见》，提出了提升马克思主义理论学科教育教学质量，加强学科规范化、制度化建设的任务。这些举措极大地推进了思想政治教育学科的发展。

Fourth, the active efforts of the broad ranks of theoretical workers in ideological and political education. The establishment of disciplinary points in ideological and political education has been inseparable from the active efforts of theoretical workers in this field. In particular, to support the construction of the undergraduate major, master’s programs, and doctoral programs in ideological and political education, and driven by the educational administrative authorities, theoretical workers in ideological and political education carried out foundational theoretical construction from the perspective of the specialized discipline. For the undergraduate major in ideological and political education, multiple batches of textbook series for ideological and political education were compiled, laying the knowledge foundation for the cultivation of specialized personnel in this field. At the master’s and doctoral levels, stable research directions were formed, including the basic theory of ideological and political education, the historical development of ideological and political education, comparative ideological and political education, and the practice of ideological and political education. A relatively complete disciplinary knowledge system was constructed, encompassing the fundamental principles of ideological and political education, the methodology of ideological and political education, the history of the development of ideological and political education of the Communist Party of China, comparative ideological and political education, and explorations in the practical field of ideological and political education. This laid a solid foundation for the establishment and development of the discipline.

四是广大思想政治教育理论工作者的积极努力。思想政治教育学科点的设置离不开思想政治教育理论工作者的积极努力。特别是为了配合思想政治教育本科专业建设、硕士点和博士点建设，在教育行政主管部门的推动下，思想政治教育理论工作者从专业学科角度进行了思想政治教育基础理论建设。针对思想政治教育本科专业，组织编写了多批思想政治教育系列教材，为思想政治教育专业人才培养奠定了知识基础；在硕士、博士阶段，形成了思想政治教育基础理论、思想政治教育历史发展、比较思想政治教育、思想政治教育实践等稳定的研究方向，构建了思想政治教育基本原理、思想政治教育方法论、中国共产党思想政治教育发展史、比较思想政治教育、思想政治教育实践领域探索等相对完整的学科知识体系，为学科的创立和发展奠定了坚实的基础。

Fifth, the impetus from the academic community and platforms of ideological and political education. The development of the discipline of ideological and political education has been inseparable not only from the construction of the academic community but also from the role of academic platforms and academic fronts. Academic organizations such as the National Research Association of Ideological and Political Work in Enterprises and the National Research Association of Ideological and Political Education in Institutions of Higher Education, as well as periodicals such as *Research on Ideological and Political Work*, *Research on Ideological Education*, *Ideological and Theoretical Education*, *Research on Ideological and Political Education*, and *Party Building and Ideological Education in Schools*, not only built platforms for the development of students but also created conditions for the emergence and formation of the academic community, constituting the external conditions for the development of the discipline. As one scholar has evaluated: “The National Research Association of Ideological and Political Education in Institutions of Higher Education and its Academic Committee have played a very important leading role in the development direction of the discipline of ideological and political education, theoretical research, disciplinary construction, curriculum construction, the professionalization of the ideological and political education workforce, the scientization of ideological and political education practice, as well as in communicating information, summarizing and exchanging experiences, and uniting the ranks.” [16]16 The National Research Association of Ideological and Political Education in Institutions of Higher Education (全国高等学校思想政治教育研究会) is a national academic organization under the Ministry of Education that coordinates research and practice in ideological and political education at the tertiary level. (P318)

五是思想政治教育学术共同体和平台的推动。思想政治教育学科的发展既离不开学术共同体建设，也离不开学术平台和学术阵地的作用。全国职工思想政治工作研究会、全国高等学校思想政治教育研究会等学术组织和《思想政治工作研究》《思想教育研究》《思想理论教育》《思想政治教育研究》《学校党建与思想教育》等刊物，不仅为学生发展搭建了平台，而且为学术共同体的产生和形成创造了条件，构成了学科发展的外在条件。正如有学者评价：“全国高校思想政治教育研究会及学术委员会，在思想政治教育学科的发展方向、理论研究、学科建设、课程建设，思想政治教育工作队伍专业化，思想政治教育实践科学化，以及沟通信息、总结交流经验、团结队伍等方面，发挥了十分重要的引领作用。”[22]（P318）

Sixth, the effectiveness of personnel training and social services in the discipline of ideological and political education. The establishment of the major and the discipline of ideological and political education opened a new stage of cultivating ideological and political education personnel through specialized methods. Since its inception, the major in ideological and political education has provided society with a large number of specialized personnel in this field. These specialized professionals play a role in all aspects of society, winning a good social reputation for the development of the discipline and promoting the growth of the major. At the same time, the intellectual support provided by the major in ideological and political education for the work of college counselors, the construction of ideological and political theory courses, and ideological and political work at the societal level has further strengthened the function and value of the construction of the discipline of ideological and political education. It is under the combined effect of multiple factors that the discipline of ideological and political education has achieved leapfrog development within a relatively short period.

六是思想政治教育学科人才培养和社会服务的成效。思想政治教育专业的创办、学科的设立，开启了通过专业化方式培养思想政治教育人才的新阶段。思想政治教育专业自创办以来，为社会输送了大量思想政治教育专门人才，这些专业人才在社会各个方面发挥作用，为思想政治教育学科的发展赢得了良好的社会声誉，推动着思想政治教育专业的发展。同时，思想政治教育专业对高校辅导员工作、思想政治理论课建设和社会层面思想政治工作提供的智力支撑，进一步强化了思想政治教育学科建设的功能和价值。正是在多种因素的共同作用下，思想政治教育学科在一个不太长的时期内实现了跨越式发展。

IV. The Particularity of the Discipline of Ideological and Political Education within the Discipline of Marxist Theory

四、思想政治教育学科在马克思主义理论学科内的特殊性

According to the positioning of the discipline of Marxist theory in the *Notice on Adjusting and Adding the First-Level Discipline of Marxist Theory and Its Subordinate Second-Level Disciplines* issued by the Academic Degrees Committee of the State Council and the Ministry of Education, the discipline of Marxist theory “is a discipline that studies the basic principles and scientific system of Marxism as a whole. It studies the basic principles of Marxism and the history of their formation and development, studies their dissemination and development in the world, and especially studies the theory and practice of adapting Marxism to the Chinese context. At the same time, it applies the results of Marxist research to Marxist theory education, ideological and political education, and ideological and political work.” [17]17 The Eighth Discipline Evaluation Group (第八届学科评议组) is a committee of experts appointed by the Academic Degrees Committee of the State Council to advise on the development and evaluation of specific academic disciplines. (P470) The *Brief Introduction to Graduate Education Disciplines and Their Basic Requirements for Degrees (Trial Version)*, compiled by the Eighth Discipline Evaluation Group of the Academic Degrees Committee of the State Council, positions the discipline of Marxist theory as follows: “The discipline of Marxist theory is a first-level discipline that conducts holistic and integrated research on Marxism. Together with the discipline of the history and theory of the Communist Party of China and Party building, Marxist philosophy under the first-level discipline of philosophy, political economy under the first-level discipline of theoretical economics, and scientific socialism and the international communist movement under the first-level discipline of political science, it jointly constitutes the disciplinary system of Marxism.” Judging from the above-mentioned documents, the discipline of Marxist theory is a new type of discipline that emerged in response to the trend of disciplinary integration, reflecting the trend of disciplines moving from modern differentiation to modernization.

根据国务院学位委员会、教育部《关于调整增设马克思主义理论一级学科及所属二级学科的通知》对马克思主义理论学科的定位，马克思主义理论学科“是一门从整体上研究马克思主义基本原理和科学体系的学科。它研究马克思主义基本原理及其形成和发展的历史，研究它在世界上的传播与发展，特别是研究马克思主义中国化的理论与实践，同时把马克思主义研究成果运用于马克思主义理论教育、思想政治教育和思想政治工作。”[23]（P470）国务院学位委员会第八届学科评议组编修的《研究生教育学科专业简介及其学位基本要求（试行版）》这样对马克思主义理论学科进行定位：“马克思主义理论学科，是对马克思主义进行整体性和一体化研究的一级学科，它与中共党史党建学、哲学一级学科所属的马克思主义哲学、理论经济学一级学科所属的政治经济学、政治学一级学科下的科学社会主义与国际共产主义运动等一起，共同构成了马克思主义学科体系。”从上述文件规定来看，马克思主义理论学科是顺应学科综合化而出现的新型学科，反映了学科从近代分化到现代化的趋势。

Compared with other disciplines in philosophy and social sciences, the discipline of Marxist theory shares the following commonalities: first, holism and integration. Unlike disciplines such as Marxist philosophy, political economy, and scientific socialism, which study Marxism from the perspectives of philosophy, economics, and scientific socialism respectively, the discipline of Marxist theory takes the basic principles of Marxism, the history of Marxist development, and the application of Marxism as a whole for study, reflecting the disciplinary requirement of holism. The discipline of Marxist theory should not only be studied holistically, but also conduct integrated research on Marxism and Marxism adapted to the Chinese context and the needs of the times, so as to better grasp its scientific ideological system comprehensively and systematically from both vertical and horizontal dimensions. Together with the history of the Communist Party of China and Party building, Marxist philosophy under the first-level discipline of philosophy, political economy under the first-level discipline of theoretical economics, and scientific socialism and the international communist movement under the first-level discipline of political science, the discipline of Marxist theory jointly constitutes the Marxist disciplinary system. Second, practicality. The discipline of Marxist theory requires textual research, but it does not stop at the stage of textual interpretation; rather, it focuses on solving practical problems. The discipline of Marxist theory requires historical research, but it does not get bogged down in historical details; instead, it grasps historical laws. Rooted in China’s actual conditions, the discipline of Marxist theory responds to issues arising in the process of adapting Marxism to the Chinese context and the needs of the times and popularizing it, and thus possesses practicality. Third, educative nature. The discipline of Marxist theory ultimately serves Marxist theoretical education, ideological and political education, and ideological and political work, and is aimed at the education and guidance of people’s thought. Therefore, all second-level disciplines of Marxist theory contain the requirement of ideological and political education. This is the common requirement of the discipline of Marxist theory.

马克思主义理论学科与哲学社会科学其他学科相比具有以下共性：一是整体性和一体化。与马克思主义哲学、政治经济学、科学社会主义等学科相比，马克思主义理论学科不是分门别类地从哲学、经济学和科学社会主义等学科角度对马克思主义进行研究，而是把马克思主义基本原理、马克思主义发展历史、马克思主义运用等作为一个整体进行研究，体现了整体性的学科要求。马克思主义理论学科不仅应从整体上进行研究，而且还应进行马克思主义、中国化时代化马克思主义的一体化研究，以便更好地从纵横结合上完整地系统地把握它的科学思想体系。马克思主义理论学科与中共党史党建学、哲学一级学科所属的马克思主义哲学、理论经济学一级学科所属的政治经济学、政治学一级学科下的科学社会主义与国际共产主义运动等一起，共同构成了马克思主义学科体系。二是实践性。马克思主义理论学科需要进行文本研究，但马克思主义理论学科并不仅仅停留在文本阐释阶段，而是以解决现实问题为着眼点；马克思主义理论学科需要进行历史研究，但并不拘泥于历史细节，而是把握历史规律。马克思主义理论学科立足中国实际，回应马克思主义中国化时代化大众化过程中的问题，具有实践性。三是教育性。马克思主义理论学科落脚于马克思主义理论教育、思想政治教育和思想政治工作，落脚于对人们的思想教育和引导。因此，所有的马克思主义理论二级学科，都包含着思想政治教育的要求。这是马克思主义理论学科的共性要求。

From the perspective of the position of ideological and political education within the discipline of Marxist theory, the discipline of ideological and political education is the ultimate foothold and main application field of the entire discipline of Marxist theory. On the one hand, the special position of the discipline of ideological and political education within the discipline of Marxist theory indicates that no matter which second-level discipline in the discipline of Marxist theory, it needs to study the laws of ideological and political education, and ultimately embody this in ideological and political education and ideological and political work. On the other hand, the discipline of ideological and political education is more complex and special than other disciplines within the discipline of Marxist theory. It must not only master the process and developmental laws of ideological and political education, but also master the laws of disciplines such as the basic principles of Marxism, the history of Marxist development, the study of adapting Marxism to the Chinese context, and the basic issues of modern and contemporary Chinese history. Moreover, it must use the mastered Marxist theory to arm and educate the objects of education, promote adapting Marxism to the Chinese context and the needs of the times and popularizing it, and carry out the practice of ideological and political education and ideological and political work. In this sense, the discipline of ideological and political education has more complex and special laws than other disciplines within Marxist theory. The particularity of the discipline of ideological and political education within the discipline of Marxist theory makes the development of the discipline of ideological and political education play a holistic and driving role in the entire discipline of Marxist theory. Therefore, the discipline of ideological and political education has always been an important pillar discipline within the discipline of Marxist theory. It is precisely the establishment, founding, and development of the specialty and discipline of ideological and political education that promoted the establishment of the discipline of Marxist theory.

从思想政治教育在马克思主义理论学科中的地位来看，思想政治教育学科是整个马克思主义理论学科的落脚点和主要应用领域。一方面，思想政治教育学科在马克思主义理论学科中的特殊地位表明，在马克思主义理论学科中无论哪个二级学科，都需要研究思想政治教育的规律，并且最后体现在思想政治教育、思想政治工作之中。另一方面，思想政治教育学科比马克思主义理论学科中的其他学科更为复杂和特殊，它不仅要掌握思想政治教育过程及发展规律，而且要掌握马克思主义基本原理、马克思主义发展史研究、马克思主义中国化研究、中国近现代史基本问题等学科规律，并且还要用所掌握的马克思主义理论武装教育对象，推进马克思主义中国化时代化大众化，开展思想政治教育实践和思想政治工作。从这个意义上说，思想政治教育学科比马克思主义理论中的其他学科具有更为复杂特殊的规律，思想政治教育学科在马克思主义理论学科中的特殊性，使思想政治教育学科发展在整个马克思主义理论学科中具有全局性和带动性的作用。因此，思想政治教育学科在马克思主义理论学科中一直处于重要支柱性学科地位。正是思想政治教育专业、思想政治教育学科的创办、设立和发展，推动了马克思主义学科的设立。

V. The Particularity of the Development Model of the Discipline of Ideological and Political Education

五、思想政治教育学科发展模式的特殊性

The particularity of the development of the discipline of ideological and political education is also reflected in its disciplinary development model. The discipline of ideological and political education adopts a development approach that first establishes an undergraduate specialty, then elevates it to the disciplinary level, and conducts disciplinary construction at multiple levels including bachelor’s, master’s, and doctoral programs, forming a disciplinary system of ideological and political education with internal structure and hierarchy. The undergraduate specialty and disciplinary construction have both inherent consistency and different levels. Both disciplines and specialties are classifications for achieving the goal of talent cultivation, but disciplines place greater emphasis on scientific categories and the classification of a science, highlighting disciplinary boundaries; therefore, disciplines inherently have requirements for rules and regulations. “The differentiation of scientific research is based on the particular contradictory nature of the scientific object. Hence, the study of a particular contradiction in a certain field of phenomena constitutes the object of a certain science.”[24](P309) Specialties, on the other hand, emphasize specialized knowledge systems and specific vocational skills. According to relevant documents from the Academic Degrees Committee of the State Council and the Ministry of Education, the concept of the discipline of ideological and political education only appears after reaching the master’s level.① The development model of first establishing a specialty and then building a discipline can enable disciplinary development to be based on a solid foundation of specialized knowledge systems, making the disciplinary foundation more robust and the boundaries with other disciplines clearer. From the experience of constructing the specialty of ideological and political education, establishing the specialty of ideological and political education has at least the following advantages.

思想政治教育学科发展的特殊性还体现在其学科发展模式上。思想政治教育学科采取先创办本科专业，再提升到学科层面，从本硕博等多个层面开展学科建设，形成具有内在结构和层次的思想政治教育学科体系的发展方式。本科专业与学科建设既有内在的一致性，也存在着不同的层次性，学科和专业都是为实现人才培养目标进行的分类，但学科更强调科学门类和一门科学的分类，强调学科的界线，因此学科内在地有纪律和规则的要求。“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。因此，对于某一现象的领域所特有的某一种矛盾的研究，就构成某一科学的对象。”[24]（P309）而专业更强调专门的知识体系、特殊的职业技能。从国务院学位委员会和教育部相关文件来看，只有达到硕士阶段层次以后，才出现了思想政治教育学科的概念。①先办专业、再建学科的发展模式能够使学科发展建立在坚实的专门的知识体系基础上，使学科发展基础更厚实，与其他学科的边界更清晰。从思想政治教育专业建设的经验来看，创办思想政治教育专业至少有以下优势。

First, forming a textbook system for the discipline of ideological and political education. During the period of establishing the specialty of ideological and political education, the issue of textbooks became an urgent task. The Ministry of Education’s “Opinions on Establishing the Specialty of Ideological and Political Education in Twelve Institutions” pointed out: “Textbooks for specialized courses such as Principles of Ideological and Political Education, Methodology of Ideological and Political Education, History of Ideological and Political Work in Higher Education Institutions, Party Building, Youth League Work, and Communist Moral Education are respectively entrusted to Fudan University, Wuhan University, East China Normal University, Nankai University, Tsinghua University, and Shanghai Jiao Tong University for compilation.”[25](P34) In 1985, Wuhan University Press published the textbook “Methodology of Ideological and Political Education”; in 1986, Fudan University Press published the textbook “Principles of Ideological and Political Education”; by 1991, the number of textbooks for the specialty of ideological and political education had reached 12. In 1994, the former State Education Commission established a textbook compilation committee for the specialty of ideological and political education, officially launching the second set of unified series textbooks for the specialty, totaling 12 volumes, including “Theoretical Foundations of Marxist Ideological and Political Education,” “Guided Readings of Marxist Works on Ideological and Political Education,” “Principles of Ideological and Political Education,” “Methodology of Ideological and Political Education,” “Historical Essays on the Ideological and Political Work of the Communist Party of China,” “General Theory of Political View Education,” “General Theory of Outlook on Life,” “General Theory of Moral Outlook,” “General Theory of Historical Materialism,” “Case Analysis of Ideological and Political Education,” “Introduction to Modern Western Ideology,” and “Comparative Ideological and Political Education.”[26](P1) Among them, “Principles of Ideological and Political Education,” “Methodology of Ideological and Political Education,” “Historical Essays on the Ideological and Political Work of the Communist Party of China,” and “Theoretical Foundations of Marxist Ideological and Political Education” were also selected as Ministry of Education “Textbooks for the 21st Century.” This set of textbooks “strives to make the theoretical system framework more scientific, more complete, and more accurate; to systematize and standardize concepts, categories, principles, and tenets; specifically, to achieve new breakthroughs in the research object, process structure, main categories, mechanism principles, and fine traditions of the discipline.”[27](P1) The publication of these textbooks indicates that a relatively complete textbook system for the specialty of ideological and political education had been formed.

一是形成思想政治教育学科教材体系。在思想政治教育专业创办期间，教材问题成为紧迫的任务。教育部发布的《关于在十二所院校设置思想政治教育专业的意见》指出，“思想政治教育原理、思想政治教育方法论、高等学校思想政治工作史、党的建设、团的工作、共产主义思想品德教育等专业课教材，分别委托复旦大学、武汉大学、华东师范大学、南开大学、清华大学、上海交通大学主持编写”[25]（P34）。1985年武汉大学出版社出版了《思想政治教育方法论》教材，1986年复旦大学出版社出版了《思想政治教育学原理》教材，到1991年思想政治教育专业教材已达12部。1994年原国家教委组建了思想政治教育专业课程教材编写委员会，正式启动了第二套思想政治教育专业统编系列教材12本，包括《马克思主义思想政治教育理论基础》《马克思主义思想政治教育著作导读》《思想政治教育学原理》《思想政治教育方法论》《中国共产党思想政治工作史论》《政治观教育通论》《人生观通论》《道德观通论》《唯物史观通论》《思想政治教育案例分析》《现代西方意识形态导论》《比较思想政治教育》。[26]（P1）其中，《思想政治教育学原理》《思想政治教育方法论》《中国共产党思想政治工作史论》《马克思主义思想政治教育理论基础》还被遴选为教育部“面向21世纪教材”。这套教材“力争做到理论体系框架更加科学、更加完整、更加准确；概念、范畴、原理、原则系统化、规范化，具体讲，在学科的研究对象、过程结构、主要范畴、机制原理、优良传统等方面都有了新的突破”[27]（P1）。这些教材的问世表明相对完善的思想政治教育专业教材体系已经形成。

Second, forming the discourse system of the discipline of ideological and political education. Ideological and political work is the fine tradition, distinctive feature, and clear advantage of the Communist Party of China, playing a vital "lifeline" role in the CPC's revolutionary, construction, and reform practices. [19]19 The term "lifeline" (生命线) is a long-standing metaphor in CPC discourse for the indispensable role of ideological and political work in ensuring the Party's political direction and organizational cohesion, dating back to the Yan'an period. The first issue faced in establishing the specialty of ideological and political education and cultivating specialized personnel in ideological and political education through professional means is how to transform the Party's practice of ideological and political work into the concept of ideological and political education and to define the concept of ideological and political education. This is because in daily life and within the CPC's discourse system, ideological and political education not only has rich connotations and a broad scope but also changes with different contexts. Therefore, defining the concept of ideological and political education is an urgent task for the professionalization of ideological and political education. In the process of establishing the specialty of ideological and political education, scholars of ideological and political education provided a substantive definition of the concept of ideological and political education from a theoretical perspective. The publication of *Principles of Ideological and Political Education* in 1986 marked the initial formation of the concept of ideological and political education. *Principles of Ideological and Political Education* defines ideological and political education as: "This social practical activity is a social behavior in which a certain class or political group, in order to achieve a certain political goal, purposefully exerts ideological influence on people, with the aim of transforming their thoughts and thereby guiding their actions. Marxist ideological and political education is a practical activity in which the political party of the working class and the various revolutionary organizations under its leadership educate the people with the communist ideological system, inspire their communist consciousness, enhance their ability to understand and transform the world, and mobilize them to strive for the realization of current and long-term revolutionary goals. It must not only resolve issues of people's political stance, political views, and political behavior but also address issues of their worldview, outlook on life, and moral outlook." [28] (P4) *Principles of Ideological and Political Education* places ideological and political education within the macro-background of the development of human society, providing both a general definition from the perspective of commonality in human society and a specific definition of Marxist ideological and political education and the particularity of the CPC's ideological and political education activities, thereby initially shaping the concept of ideological and political education. Looking at the subsequent development of the concept of ideological and political education, although scholars have continuously reshaped the concept, forming various definitions such as "imposition theory," "transformation theory," "internalization theory," "cultivation theory," "development theory," and "guidance theory" [29] (P59-62), the framework of the definition has remained relatively stable. This marks the formation of the concept of ideological and political education, achieving the elevation from the practice of ideological and political work to the concept of ideological and political education, and then to the science of ideological and political education. [30] (P26)

二是形成思想政治教育学科话语体系。思想政治工作是中国共产党的优良传统、鲜明特色和明显优势，在中国共产党的革命、建设和改革实践中发挥着“生命线”的重要作用。创办思想政治教育专业，通过专业方式培养思想政治教育专门人才，面临的第一个问题就是如何将党的思想政治工作实践转化为思想政治教育概念，对思想政治教育进行概念界定。这是因为在日常生活和中国共产党话语体系中，思想政治教育不仅内涵丰富、范围广泛，而且会随着场景的不同发生变化。因此，对思想政治教育进行概念界定是思想政治教育专业化建设的一个迫切任务。在创办思想政治教育专业的过程中，思想政治教育学者从学理角度对思想政治教育概念进行了实质性定义，1986年《思想政治教育学原理》的出版就标志着思想政治教育概念的初步形成。《思想政治教育学原理》把思想政治教育定义为：“这一社会实践活动，就是一定的阶级或政治集团，为实现一定的政治目标，有目的地对人们施加意识形态的影响，以期转变人们的思想，进而指导人们行动的社会行为。马克思主义的思想政治教育，则是工人阶级政党及其领导下的各革命组织，以共产主义思想体系教育人民，启发人们的共产主义觉悟，提高人们认识世界和改造世界的能力，动员人们为实现当前和长远的革命目标而奋斗的实践活动。它不仅要解决人们的政治立场、政治观点、政治行为等问题，还必须解决人们的世界观、人生观、道德观问题。”[28]（P4）《思想政治教育学原理》把思想政治教育放在人类社会发展的宏观背景下，既从人类社会共性角度对思想政治教育进行一般界定，也对马克思主义思想政治教育、中国共产党思想政治教育活动的特殊性进行界定，初步形塑了思想政治教育概念。从此后思想政治教育概念的发展来看，尽管学者们对思想政治教育概念不断进行形塑，形成了“施加论”“转化论”“内化论”“培养论”“发展论”“引导论”等各不相同的思想政治教育定义方式[29]（P59-62），但从定义框架来看，基本都保持着相对稳定性，标志着思想政治教育概念的形成，思想政治教育实现了从思想政治工作实践到思想政治教育概念，再到思想政治教育学的升华。[30]（P26）

Third, constructing the professional knowledge system of ideological and political education. In the process of establishing the specialty of ideological and political education, the builders of the specialty not only formed the concept of ideological and political education but also constructed the professional knowledge system of ideological and political education. The professional knowledge system of ideological and political education is both related to and distinct from the disciplinary system of ideological and political education. The core of the professional knowledge system of ideological and political education lies in the construction of the disciplinary system. Beyond this, the specialty of ideological and political education also needs to build a knowledge system with an internal structural relationship based on the disciplinary system. In the process of specialty and textbook construction, the builders of the specialty of ideological and political education increasingly deepened the professional knowledge system of ideological and political education. By 1991, the specialty of ideological and political education had formed a relatively complete knowledge system. When the former State Education Commission's Department of Ideological and Political Work launched the second set of textbooks for the specialty of ideological and political education, it further clarified the knowledge system of ideological and political education, pointing out that "the theoretical knowledge system of this discipline includes the basic theory, specialized theory, and professional knowledge of ideological and political education, related philosophical and social science knowledge, as well as basic natural science knowledge and certain engineering and technical knowledge" [31] (P2). In 1994, when the former State Education Commission established the Textbook Compilation Committee for the Specialty of Ideological and Political Education Courses and launched the second set of textbooks, it stated: "This set of textbooks, based on the first set and after more than ten years of teaching and research practice in universities, marks the maturity of ideological and political education as a discipline and specialty. It has formed a group of disciplinary and specialty textbooks with *Principles of Ideological and Political Education*, *Methodology of Ideological and Political Education*, and *History of Ideological and Political Work* as the mainstays. This group of textbooks clearly distinguishes categories and levels: first, compulsory and elective courses for the specialty; second, undergraduate and graduate textbooks" [32] (P1). This marks the formation of the professional knowledge system of ideological and political education.

三是构建思想政治教育专业知识体系。在创办思想政治教育专业的过程中，思想政治教育专业建设者不仅形成了思想政治教育概念，而且构建了思想政治教育专业知识体系。思想政治教育专业知识体系与思想政治教育学科体系既有联系，也有区别。思想政治教育专业知识体系的核心在于学科体系的构建，除此以外，思想政治教育专业还需要在学科体系的基础上构建具有内在结构关系的知识体系。在专业和教材建设过程中，思想政治教育专业建设者日益深化思想政治教育专业知识体系，到1991年，思想政治教育专业已经形成了相对完善的知识体系。原国家教委思想政治工作司启动第二套思想政治教育专业教材时进一步明确了思想政治教育知识体系，指出思想政治教育“这个学科的理论知识体系包括思想政治教育的基础理论、专业理论、专业知识、与之相关的哲学、社会科学知识以及自然科学的基础知识和某些工程技术知识等”[31]（P2）。1994年，原国家教委组建思想政治教育专业课程教材编写委员会推出第二套教材时指出：“这套教材是在第一套教材的基础上，经过各高校十几年的教学科研实践，思想政治教育作为一门学科专业走向成熟的标志，形成了以思想政治教育学原理、思想政治教育方法论、思想政治教育工作史为主干的学科专业教材群。这个教材群明确区分了类别和层次，一是专业必修课、选修课，二是本科教材、研究生教材”[32]（P1）。这标志着思想政治教育专业知识体系的形成。

In summary, the particularity of the development of the discipline of ideological and political education is both an important factor in the rapid development of the discipline of ideological and political education since reform and opening up and an important guideline for the sustained and steady development of the discipline of ideological and political education in the future. The discipline of ideological and political education should, on the basis of adhering to the basic experience of the discipline's 40 years of development, further clarify the attributes of the discipline of ideological and political education, strengthen the foundation of the discipline of ideological and political education, focus on the characteristics of the discipline of ideological and political education, adhere to the original intention of establishing the discipline of ideological and political education, follow the laws of development of the discipline of ideological and political education, and create new brilliance in the development of the discipline of ideological and political education.

综上所述，思想政治教育学科发展的特殊性，既是改革开放以来思想政治教育学科实现迅速发展的重要因素，也是今后思想政治教育学科持续发展、行稳致远的重要遵循。思想政治教育学科要在坚守学科40年发展基本经验的基础上，进一步明确思想政治教育学科属性、厚实思想政治教育学科基础、聚焦思想政治教育学科特色、坚守思想政治教育学科设立初衷、遵循思想政治教育学科发展规律，创造思想政治教育学科发展新的辉煌。

(Author profiles: She Shuanghao, Professor and Doctoral Supervisor at the School of Marxism, Wuhan University, Director of the Contemporary China Research Center at Wuhan University, and Deputy Director of the Collaborative Innovation Center for Marxist Theory and Chinese Practice; Lu Yuqiang, Doctoral Student at the School of Marxism, Wuhan University)

（作者简介：佘双好，武汉大学马克思主义学院教授、博士生导师，武汉大学当代中国研究中心主任，马克思主义理论与中国实践协同创新中心副主任；卢育强，武汉大学马克思主义学院博士研究生）

(Fund project: This article is a phased result of the Major Project of the Ministry of Education's Philosophy and Social Sciences Research, "Research on General Secretary Xi Jinping's Important Discourses on Propaganda and Ideological Work" (Project No. 19JZD002))

（基金项目：本文系教育部哲学社会科学研究重大课题攻关项目“习近平总书记关于宣传思想工作重要论述研究”（项目编号19JZD002）的阶段性成果）

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