The Construction Logic of the Independent Knowledge System of the Ideological and Political Education Discipline

When inspecting Renmin University of China, Xi Jinping stressed: “To accelerate the construction of philosophy and social sciences with Chinese characteristics is, in the final analysis, to construct an independent knowledge system of China. We must take China as the reference point and the times as the reference point, base ourselves on China’s actual conditions, solve China’s problems, continuously promote the creative transformation and innovative development of fine traditional Chinese culture, continuously advance knowledge innovation, theoretical innovation, and methodological innovation, so that philosophy and social sciences with Chinese characteristics can truly stand tall among the world’s academic forests.”[1]1 “Uphold fundamental principles and break new ground” (守正创新) is a standard formulation in CPC discourse, meaning to maintain core principles while innovating in practice. As an important component of philosophy and social sciences with Chinese characteristics, the discipline of ideological and political education is duty-bound to play a demonstrative role in the strategy of constructing an independent knowledge system of China. At the same time, the construction of an independent knowledge system for the discipline of ideological and political education marks that the disciplinary construction of ideological and political education has entered a new stage. This is the dual effect of constructing an independent knowledge system for the discipline of ideological and political education. Specifically, the construction of an independent knowledge system for the discipline of ideological and political education needs to answer questions such as for whom to construct, who constructs, what to construct, and how to construct. These involve the construction logic of subjectivity, dominance, goal orientation, systematic concept, and critical inheritance.

习近平在中国人民大学考察时强调：“加快构建中国特色哲学社会科学，归根结底是建构中国自主的知识体系。要以中国为观照、以时代为观照，立足中国实际，解决中国问题，不断推动中华优秀传统文化创造性转化、创新性发展，不断推进知识创新、理论创新、方法创新，使中国特色哲学社会科学真正屹立于世界学术之林。”[1]思想政治教育学科作为中国特色哲学社会科学重要组成部分，责无旁贷要在建构中国自主的知识体系战略中发挥示范作用。同时，思想政治教育学科自主知识体系建构标志着思想政治教育学科建设进入了一个新阶段。这就是思想政治教育学科自主知识体系建构的双重效应。具体而言，思想政治教育学科自主知识体系建构需要回答为谁建构、谁来建构、建构什么、如何建构等问题，这涉及到主体性、主导性、目标导向、系统观念和批判继承等方面的建构逻辑。

I. The Logic of Subjectivity of Adhering to the Leadership of the Communist Party of China

一、坚持中国共产党领导的主体性逻辑

The first issue that the construction of an independent knowledge system for the discipline of ideological and political education needs to face is the question of for whom to construct and who constructs, that is, the issue of subjectivity, including the connotation and responsibility of the subject.

思想政治教育学科自主知识体系建构需要面对的第一个问题是为谁建构和谁来建构的问题，即主体性问题，包括主体的内涵与责任等方面。

First, the issue of subjectivity in the discipline of ideological and political education is a fundamental issue in the development process of the discipline. The subjectivity of the discipline of ideological and political education includes two levels: the value subject and the construction subject. The value subject answers the question of for whom, and the construction subject answers the question of who constructs. In the history of the development of the discipline of ideological and political education, the divergence in the logic of subjectivity focuses on the relationship between political nature and academic nature. One view holds that as long as it is a discipline, it must follow academic logic and form and evolve in the historical process of academic research. Among them, a mutually supportive relationship has been established between learning, academia, scholars, and the discipline. Therefore, the subject of the discipline of ideological and political education is the researcher of ideological and political education. Another view holds that the discipline of ideological and political education is established on the basis of ideological and political work and serves it, and is carried out under the leadership of the Communist Party of China. The Communist Party of China is the subject of the discipline of ideological and political education. Here, it is necessary to distinguish between the subject and subjectivity. The subject is relative to the object and is the implementer in a certain practical activity. Subjectivity is the initiative, enthusiasm, and creativity exerted by a certain subject, and is the embodiment of subjective initiative. The subjectivity of constructing an independent knowledge system for the discipline of ideological and political education refers to the value orientation of the discipline. Then, the two views can be simplified into such a question: Does the discipline of ideological and political education serve scholars or the Communist Party of China? The conclusion is clear at a glance: it is the latter. The discipline of ideological and political education belongs to the conceptual superstructure, has Party spirit, class nature, political nature, and value nature, and is an important means for the Communist Party of China in revolution, construction, and reform. The value subject is the Communist Party of China. “Party spirit and people’s nature have always been consistent and unified.”[2]2 “Soul vein” (魂脉) and “root vein” (根脉) are metaphorical terms in CPC theoretical discourse, where “soul vein” refers to Marxism as the guiding theory and “root vein” refers to traditional Chinese culture as the foundational heritage.154 The value subject is also the broad masses of the people. There is no subjective dilemma of whether to speak for the Party or for the common people.

第一，思想政治教育学科主体性问题是思想政治教育学科发展进程中的基础性问题。思想政治教育学科主体性包括价值主体和建设主体两个层面。价值主体回答为了谁的问题，建设主体回答谁来建设的问题。在思想政治教育学科的发展历史中，主体性逻辑的分歧聚焦在政治性与学术性的关系上。一种说法认为，只要是学科，就要遵循学术逻辑，在学术研究的历史进程中形成和演进。其中，学问、学术、学者与学科之间建立起了相互支撑的关系。因此，思想政治教育学科的主体是思想政治教育研究者。另一种说法认为，思想政治教育学科是建立在思想政治工作基础上并服务于思想政治工作的，是在中国共产党的领导下进行的。中国共产党是思想政治教育学科的主体。这里，有必要区分一下主体与主体性。主体相对于客体而言，是一定实践活动中的实施者。主体性是一定主体所发挥的积极性、主动性、创造性，是主观能动性的体现。思想政治教育学科自主知识体系建构的主体性是指思想政治教育学科的价值所指。那么，两种观点可以简约化为这样的问题：思想政治教育学科是为学者服务的还是为中国共产党服务的。结论一目了然，是后者。思想政治教育学科属于观念上层建筑，具有党性、阶级性、政治性、价值性，是中国共产党革命、建设、改革的重要手段，价值主体是中国共产党。“党性和人民性从来都是一致的、统一的。”[2]154价值主体也是广大人民群众。不存在替党讲话，还是替老百姓讲话的主体性困扰。

Second, the subjects of constructing the independent knowledge system of the discipline of ideological and political education are multi-layered. Due to the particularity of the discipline, especially its distinct ideological attribute, the subjects of disciplinary construction of ideological and political education are not single researchers but a multi-layered system. First, the Communist Party of China is the leading subject of ideological and political education and also the leading subject of the discipline of ideological and political education. Adhering to the Party’s leadership is the basic principle of ideological and political work. The process from the establishment to the continuous improvement of the discipline of ideological and political education is also a process of continuously strengthening and improving the Party’s leadership over ideological and political work. Second, the corresponding management departments are the management subjects. Disciplinary construction has national standards and corresponding management departments. In the development process of the discipline of ideological and political education, it has always received the leadership and care of the Central Propaganda Department, the Ministry of Education, and relevant departments at all levels. Third, disciplinary construction units and workers are the construction subjects. The front-line builders of disciplinary construction are every teaching and research personnel in universities, Party schools, and research institutes. It can be seen that the subjects of disciplinary construction of ideological and political education are composite and form a system. This provides multi-channel resource supply for the construction of an independent knowledge system of the discipline of ideological and political education. The leading subject provides top-level design and macro-decision-making theoretical and practical resources, belonging to the knowledge of ideological and political education policy science and decision science. The management departments, on the one hand, provide standardized requirements for disciplinary construction, and on the other hand, provide the theory and practice of ideological and political education management, belonging to the knowledge supply of ideological and political education management. The disciplinary construction units and workers of ideological and political education directly face the educatees. They are both educators and researchers, focusing on studying the laws of ideological and political education and the laws of educatee acceptance. They belong to the suppliers of knowledge on the process, carriers, and methods of ideological and political education, and at the same time, they are researchers who consolidate and integrate other resources.

第二，思想政治教育学科自主知识体系建构主体是多层次的。由于学科的特殊性，特别是鲜明的意识形态属性，思想政治教育学科建设主体不是单一的研究者，而是多层次的系统。其一，中国共产党是思想政治教育的领导主体，也是思想政治教育学科的领导主体。坚持党的领导是思想政治工作的基本遵循。思想政治教育学科从创立到不断完善的过程，也是党对思想政治工作的领导不断加强和完善的过程。其二，相应的管理部门是管理主体。学科建设有国家标准，有相应的管理部门。思想政治教育学科在发展进程中，一直得到中宣部、教育部及各级相关部门的领导和关怀。其三，学科建设单位和工作者是建设主体。学科建设的一线建设者是高校、党校和科研院所的每一个教学科研人员。可见，思想政治教育学科建设主体是复合型的，是一个系统。这就为思想政治教育学科自主知识体系的建构提供了多渠道的资源供给。领导主体提供顶层设计、宏观决策的理论与实践资源，属于思想政治教育政策学、决策学的知识。管理部门一方面提供学科建设的规范化要求，另一方面提供思想政治教育管理的理论与实践，属于思想政治教育管理的知识供给。思想政治教育学科建设单位和工作者直接面对受教育者，既是教育者，也是研究者，着重研究思想政治教育规律和受教育者接受规律，属于思想政治教育过程、载体、方法等知识的供给者，同时，也是凝聚、整合其他资源的研究者。

Third, the subject responsibility of constructing the independent knowledge system of the discipline of ideological and political education. Subject responsibility mainly includes firmly grasping the leadership, management, and discourse power of constructing the independent knowledge system of the discipline of ideological and political education. First, firmly grasp the leadership of constructing the independent knowledge system of the discipline of ideological and political education. Adhering to the Party’s leadership is the fundamental feature and greatest advantage of socialism with Chinese characteristics. Adhering to the Party’s leadership requires comprehensively strengthening the Party’s leadership. “Whether it is the Party, the government, the military, the people, or learning, whether it is east, west, south, north, or center, the Party leads everything.”[3]3 This is a standard CPC slogan, often attributed Facing the long-term, complex, and acute nature of ideological struggle, and facing the urgent requirement of implementing the fundamental plan for having successors, only by firmly grasping the leadership of constructing the independent knowledge system of the discipline of ideological and political education can we grasp its subjectivity and dominance. Second, firmly grasp the management power of constructing the independent knowledge system of the discipline of ideological and political education. The management power of constructing an independent knowledge system mainly includes goal management, project management, system management, process management, team management, etc. In these managements, attention should be paid to supporting research on strategic issues concerning the Party and the state, and supporting the cultivation of talents for ideological and political work, so as to strengthen the discourse power and leadership through management power. Third, firmly grasp the discourse power of constructing the independent knowledge system of the discipline of ideological and political education. In a certain sense, discourse power is an important goal of constructing an independent knowledge system. At the same time, constructing an independent knowledge system needs to be guaranteed through discourse power. In the development process of philosophy and social sciences in China, there have been situations where Marxism has been marginalized, emptied, and labeled in some fields, “lost its voice” in some disciplines, “disappeared” in textbooks, and “fallen silent” on forums, weakening the discourse power of Marxism. In international academic exchanges, there have been situations where there are reasons but cannot be articulated, and when articulated, cannot be disseminated, affecting international discourse power. The urgent task is to strengthen the disciplinary discourse influence of the discipline of ideological and political education in related disciplines, its discourse leading power in the practice of ideological and political work, and its discourse persuasiveness in international exchanges.

第三，思想政治教育学科自主知识体系建构主体的主体责任。主体责任主要包括牢牢把握思想政治教育学科自主知识体系建构的领导权、管理权和话语权。其一，牢牢把握思想政治教育学科自主知识体系建构的领导权。坚持党的领导是中国特色社会主义的根本特征和最大优势。坚持党的领导，需要全面加强党的领导。党政军民学，东西南北中，党是领导一切的。面对意识形态斗争的长期性、复杂性、尖锐性，面对落实后继有人根本大计的迫切要求，只有牢牢掌握思想政治教育学科自主知识体系建构的领导权，才能掌握其主体性和主导性。其二，牢牢把握思想政治教育学科自主知识体系建构的管理权。自主知识体系建构的管理权主要包括目标管理、项目管理、制度管理、过程管理、队伍管理等。在这些管理中，要重视对关乎党和国家战略问题研究的支持，重视关乎思想政治工作人才培养的支持等，以管理权强化领导权和话语权。其三，牢牢把握思想政治教育学科自主知识体系建构的话语权。从一定意义上讲，话语权是建构自主知识体系的重要目标。同时，构建自主知识体系需要通过话语权获得保障。在我国哲学社会科学发展进程中，曾出现马克思主义在有的领域被边缘化、空泛化、标签化，在一些学科中“失语”、教材中“失踪”、论坛上“失声”等状况，弱化了马克思主义的话语权。在国际学术交往中，存在有理说不出、说了传不开的状况，影响了国际话语权。当务之急是加强思想政治教育学科在相关学科中的学科话语影响力、在思想政治工作实践中的话语引领力、在国际交往中的话语说服力。

II. The Logic of Dominance of Adhering to the Guidance of Marxism

二、坚持马克思主义指导的主导性逻辑

The discipline of ideological and political education is the carrier of the Party’s ideological work and a component of the discipline of Marxist theory. Adhering to the guidance of Marxism is the foundation for the discipline of ideological and political education to construct an independent knowledge system.

思想政治教育学科是党的意识形态工作的载体，是马克思主义理论学科的组成部分。坚持马克思主义指导是思想政治教育建构自主知识体系的根本。

First, adhering to the guidance of Marxism is the fundamental hallmark of contemporary Chinese philosophy and social sciences. At the Symposium on Philosophy and Social Sciences, Xi Jinping profoundly elucidated the relationship between Marxism and Chinese philosophy and social sciences, clarifying the following issues. First, “Contemporary Chinese philosophy and social sciences began with the entry of Marxism into China and have gradually developed under the guidance of Marxism.” [3]3 This is a standard CPC slogan, often attributed5-6 Chinese civilization has a long history; the rich content of philosophy and social sciences and the wisdom of state governance in ancient China provided an important basis for the ancients to understand and transform the world, also contributed significantly to Chinese civilization, and made major contributions to human civilization. After the Opium War, with the invasion of foreign powers and the opening of the country’s doors, China gradually became a semi-colonial and semi-feudal society, and Western ideological culture and scientific knowledge poured in. Since then, our country and nation have experienced a bitter and unforgettable history, and traditional Chinese thought and culture have undergone the pain of drastic transformation. In seeking ways to save the nation from subjugation and ensure its survival, figures such as Lin Zexu, Wei Yuan, and Yan Fu turned their gaze to the West, began to use modern social science methods to study China’s social problems, and various disciplines of social science gradually developed in China. The salvo of the October Revolution brought Marxism-Leninism to China. Chen Duxiu, Li Dazhao, and others actively propagated Marxism and advocated using Marxism to transform Chinese society. Many progressive scholars used Marxism to conduct research in philosophy and social sciences, arguing that human society is neither a chaotic accidental occurrence nor the subjective conjecture of historiographers, but follows laws. Marxism provided a worldview and methodology for research in philosophy and social sciences, and also pointed out the problem domain for philosophy and social sciences. Without the dissemination and development of Marxism in China, there would be no contemporary Chinese philosophy and social sciences. Second, “Adhering to the guidance of Marxism is the fundamental hallmark that distinguishes contemporary Chinese philosophy and social sciences from other philosophy and social sciences, and it must be upheld unequivocally.” [3]3 This is a standard CPC slogan, often attributed8 Although Marxism was born more than a century and a half ago, both history and reality prove that it is a scientific theory that still possesses strong vitality to this day. The introduction of Marxism into China not only triggered profound changes in Chinese civilization but also underwent a process of gradual Sinicization. The theoretical achievements of adapting Marxism to the Chinese context have confronted Chinese problems, proposed Chinese solutions, and promoted China’s progress.

第一，坚持以马克思主义为指导是当代中国哲学社会科学的根本标志。习近平在哲学社会科学工作座谈会上深刻阐释了马克思主义同中国哲学社会科学的关系，明确了以下几个问题。其一，“当代中国哲学社会科学是以马克思主义进入我国为起点的，是在马克思主义指导下逐步发展起来的。”[3]5-6中华文明历史悠久，中国古代丰富的哲学社会科学内容、治国理政智慧，为古人认识世界、改造世界提供了重要依据，也为中华文明提供了重要内容，为人类文明作出了重大贡献。鸦片战争后，随着列强入侵和国门被打开，我国逐步沦为半殖民地半封建社会，西方思想文化和科学知识随之涌入。自那以后，我们的国家和民族经历了刻骨铭心的惨痛历史，中华传统思想文化经历了剧烈变革的阵痛。为寻求救亡图存之策，林则徐、魏源、严复等人把目光转向西方，开始用现代社会科学方法来研究我国社会问题，社会科学各学科在我国逐渐发展起来。十月革命一声炮响，给中国送来了马克思列宁主义。陈独秀、李大钊等人积极传播马克思主义，倡导运用马克思主义改造中国社会。许多进步学者运用马克思主义进行哲学社会科学研究，主张人类社会既不是杂乱无章的偶发生成，也不是历史编纂学家的主观臆断，而是有规律可循的。马克思主义为哲学社会科学研究提供了世界观和方法论，也为哲学社会科学指明了问题域。没有马克思主义在中国的传播和发展，就不可能有当代中国的哲学社会科学。其二，“坚持以马克思主义为指导，是当代中国哲学社会科学区别于其他哲学社会科学的根本标志，必须旗帜鲜明加以坚持。”[3]8尽管马克思主义诞生在一个半多世纪之前，但历史和现实都证明它是科学的理论，迄今依然有着强大生命力。马克思主义传入中国，既引发了中华文明的深刻变革，其自身也走过了一个逐步中国化的过程。马克思主义中国化的理论成果面对着中国问题，提出了中国方案，推动了中国进步。

Second, the process of adapting Marxism to the Chinese context is also the process of generating an autonomous knowledge system. The process of adapting Marxism to the Chinese context is the process of integrating the basic tenets of Marxism with China’s specific realities and with the best of traditional Chinese culture. The process of the Two Integrations is also the process of generating China’s autonomous knowledge system. Among these, the theoretical forms of adapting Marxism to the Chinese context are the main forms of China’s autonomous knowledge system, including Mao Zedong Thought, Deng Xiaoping Theory, the important thought of the Three Represents, the Scientific Outlook on Development, and Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era. These theoretical forms are both the discourse system of ideological and political education and the content system of ideological and political education. Furthermore, the process of adapting Marxism to the Chinese context and the process of popularizing Marxism are mutually reinforcing. One of the goals of popularizing Marxism is to transform the masses, arming their minds with the theoretical achievements of adapting Marxism to the Chinese context. The exploration of the laws of this process has formed the knowledge system of the ideological and political education process. This mainly includes the theoretical arming system, the disciplinary teaching system, the daily education system, the management service system, the security and stability system, the team building system, the evaluation and supervision system, and the organizational leadership and implementation guarantee system.

第二，马克思主义中国化的进程也是自主知识体系生成的进程。马克思主义中国化的进程是马克思主义基本原理同中国具体实际相结合、同中华优秀传统文化相结合的进程。“两个结合”的过程也是中国自主知识体系生成的过程。其中，马克思主义中国化的理论形态是中国自主知识体系的主要形态，包括毛泽东思想、邓小平理论、“三个代表”重要思想、科学发展观、习近平新时代中国特色社会主义思想等。这些理论形态既是思想政治教育的话语体系，也是思想政治教育的内容体系。此外，马克思主义中国化的进程同马克思主义大众化的进程又是相辅相成的。马克思主义大众化的目标之一是化大众，用中国化马克思主义理论成果武装头脑。这个过程的规律性探索，形成了思想政治教育过程的知识体系。主要包括理论武装体系、学科教学体系、日常教育体系、管理服务体系、安全稳定体系、队伍建设体系、评估督导体系、组织领导和实施保障体系等。

Third, the key to adhering to the guidance of Marxism is to adhere to a problem-oriented approach. “Adhering to a problem-oriented approach is a distinctive feature of Marxism. Problems are the starting point of innovation and the source of motivation for innovation. Only by listening to the voice of the times, responding to the calls of the times, and earnestly studying and solving major and urgent problems can we truly grasp the historical context, find the laws of development, and promote theoretical innovation.” [3]3 This is a standard CPC slogan, often attributed14 The report of the 20th National Congress of the CPC proposed focusing on new problems encountered in practice, deep-seated problems in reform, development, and stability, urgent problems of the people, major problems in international changes, and prominent problems faced in Party building. On August 19, 2013, Xi Jinping pointed out in his speech at the National Conference on Propaganda and Ideological Work: “To publicize and interpret Chinese characteristics, it is necessary to clearly explain that each country and nation has different historical traditions, cultural accumulations, and basic national conditions, and therefore their development paths must have their own characteristics; to clearly explain that Chinese culture embodies the deepest spiritual pursuit of the Chinese nation and is the rich nourishment for the Chinese nation’s endless life and vigorous development; to clearly explain that the best of traditional Chinese culture is the outstanding advantage of the Chinese nation and our deepest cultural soft power; to clearly explain that socialism with Chinese characteristics is rooted in the fertile soil of Chinese culture, reflects the will of the Chinese people, meets the requirements of China’s and the times’ development and progress, and has profound historical origins and a broad practical foundation. The Chinese nation has created a long-standing and profound Chinese culture, and the Chinese nation will certainly be able to create new brilliance in Chinese culture.” [2]2 “Soul vein” (魂脉) and “root vein” (根脉) are metaphorical terms in CPC theoretical discourse, where “soul vein” refers to Marxism as the guiding theory and “root vein” refers to traditional Chinese culture as the foundational heritage.155-156 Some problems are to be solved by theoretical research, while the problems concerning “clearly explaining” are mainly to be faced and solved by the discipline of ideological and political education. Being problem-oriented requires focusing on what we are doing, digging out new materials, discovering new problems, proposing new viewpoints, and constructing new theories from the practice of China’s reform and development, summarizing new practices with regularity.

第三，坚持马克思主义指导的关键是坚持问题导向。“坚持问题导向是马克思主义的鲜明特点。问题是创新的起点，也是创新的动力源。只有聆听时代的声音，回应时代的呼唤，认真研究解决重大而紧迫的问题，才能真正把握住历史脉络、找到发展规律，推动理论创新。”[3]14党的二十大报告提出要聚焦实践遇到的新问题、改革发展稳定存在的深层次问题、人民群众急难愁盼问题、国际变局中的重大问题、党的建设面临的突出问题。2013年8月19日，习近平在全国宣传思想工作会议上的讲话中指出：“宣传阐释中国特色，要讲清楚每个国家和民族的历史传统、文化积淀、基本国情不同，其发展道路必然有着自己的特色；讲清楚中华文化积淀着中华民族最深沉的精神追求，是中华民族生生不息、发展壮大的丰厚滋养；讲清楚中华优秀传统文化是中华民族的突出优势，是我们最深厚的文化软实力；讲清楚中国特色社会主义植根于中华文化沃土、反映中国人民意愿、适应中国和时代发展进步要求，有着深厚历史渊源和广泛现实基础。中华民族创造了源远流长的中华文化，中华民族也一定能够创造出中华文化新的辉煌。”[2]155-156有些问题是理论研究要解决的，而关于“讲清楚”的问题则主要是思想政治教育学科要面对和解决的。以问题为导向，需要以我们正在做的事情为中心，从我国改革发展的实践中挖掘新材料、发现新问题、提出新观点、构建新理论，概括出有规律性的新实践。

Adhering to the guidance of Marxism clarifies the basic responsibility of the discipline of ideological and political education, that is, to arm the mind and cultivate people with the latest theoretical achievements of adapting Marxism to the Chinese context. Adhering to the guidance of Marxism also clarifies the foundation for constructing the autonomous knowledge system of the discipline of ideological and political education, ensuring that the disciplinary knowledge system remains deeply rooted and flourishing in the process of development and growth.

坚持马克思主义指导，明确了思想政治教育学科的基本职责，即用马克思主义中国化最新理论成果武装头脑、铸魂育人。坚持马克思主义指导，也明确了思想政治教育学科自主知识体系建构的根基，保证学科知识体系在发展壮大过程中根深叶茂。

III. The Goal-Oriented Logic Centered on Fostering Virtue and Nurturing Talent

三、以立德树人为中心的目标导向逻辑

An important target of ideological and political education is students. Since the 18th National Congress of the CPC, a major breakthrough in the field of education has been the clarification that the fundamental mission of education is to foster virtue and nurture talent. Fostering virtue and nurturing talent is also the fundamental task and central link of ideological and political education. Constructing the autonomous knowledge system of ideological and political education must adhere to the goal orientation of fostering virtue and nurturing talent.

思想政治教育的重要对象是学生。党的十八大以来，在教育领域的一个重大突破就是明确了教育的根本使命是立德树人。立德树人也是思想政治教育的根本任务和中心环节。建构思想政治教育自主知识体系要坚持立德树人的目标导向。

First, the unity of value and knowledge is an important characteristic of ideological and political education. The relationship between knowledge and value is a traditional proposition in ideological and political education. Knowledge emphasizes judgments of right and wrong, while value emphasizes judgments of good and evil. There has long been controversy over whether ideological and political education is knowledge education or value education. Among these, the view of value neutrality and the view of value clarification have had a significant influence. The so-called view of value neutrality advocates that philosophy and social sciences do not involve value positions, conducting purely scientific research, and denies the value attribute of philosophy and social sciences. The so-called view of value clarification advocates that value choice is the right of the educated themselves, and educators cannot interfere, denying the rationality of indoctrination. Ideological and political education is both knowledge education and value education, which is determined by the characteristic of the unity of truth and value in Marxism. Marxism reveals the general laws of the development of human society and the special laws of the development of capitalist society, possessing truth; Marxism is a doctrine for the liberation of mankind, possessing value. The purpose of ideological and political education is to cultivate the educated to form a scientific worldview, outlook on life, and values, with a clear value orientation. Under the guidance of Marxism, ideological and political education takes Marxism as its basic content, follows the laws of education and the laws of the physical and mental development of the educated, and possesses scientificity. What kind of people to cultivate, how to cultivate them, and for whom to cultivate them concern the fundamental plan of the Party’s succession, which is a value proposition. The exploration of the laws of this problem is, in turn, a scientific proposition. Thus, adhering to the unity of value and knowledge is an important characteristic of ideological and political education.

第一，价值性与知识性的统一是思想政治教育的重要特征。知识与价值的关系是思想政治教育的传统命题。知识性突出是非判断，价值性突出善恶判断。对于思想政治教育是知识教育，还是价值教育，长期存在着争议。其中，价值中立观和价值澄清观影响较大。所谓价值中立观，主张哲学社会科学不涉及价值立场，做纯而又纯的科学研究，否定哲学社会科学的价值属性。所谓的价值澄清说，主张价值选择是受教育者自身的权利，教育者不能干涉，否定灌输的合理性。思想政治教育既是知识教育，又是价值教育，这是由马克思主义的真理性与价值性相统一的特性所决定的。马克思主义揭示了人类社会发展的一般规律和资本主义社会发展的特殊规律，具有真理性；马克思主义是为人类求解放的学说，具有价值性。思想政治教育的目的是培养受教育者形成科学的世界观、人生观、价值观，价值取向鲜明。思想政治教育在马克思主义指导下，以马克思主义为基本内容，遵循教育规律和受教育者身心发展规律，具有科学性。培养什么人、怎样培养人、为谁培养人关乎党的后继有人根本大计，是价值命题。而对这个问题的规律性探索，又是科学命题。由此，坚持价值性与知识性相统一是思想政治教育的重要特征。

Second, following the cognitive laws of the educated is the object-based foundation for constructing an autonomous knowledge system for the discipline of ideological and political education. Adhering to fostering virtue through education must first establish a people-centered educational philosophy. Marxism highly unifies social progress with human development, taking human liberation and the free and comprehensive development of individuals as the goal of social transformation; individual freedom is the prerequisite for a community of free individuals. Human liberation and comprehensive development are the value orientation of human civilization. Education is an important pathway to achieving human liberation and comprehensive development. Education for the sake of people needs to be premised on meeting people’s needs, and understanding people’s needs requires recognizing and grasping the cognitive laws of the educated. In this regard, research results achieved in psychology have already been drawn upon by the discipline of ideological and political education. At the same time, in this process, the maladaptation of cultural backgrounds has also been exposed. Western culture takes Christianity as its main religious foundation, individualism as its core value, and advocates the law of the jungle where the strong prey on the weak. Research in Western psychology on the cognitive laws of humans is inevitably influenced by this cultural background. China’s cultural tradition is dominated by Confucian culture, takes holism as its core value, and advocates the Great Harmony concept of the unity of heaven and humanity. How to establish the cognitive laws of the educated on the foundation of fine traditional Chinese culture and make objective judgments is something that cannot be ignored in constructing an autonomous knowledge system for ideological and political education.

第二，遵循受教育者认知规律是建构思想政治教育学科自主知识体系的对象性基础。坚持立德树人首先要树立以人为本的教育理念。马克思主义将社会进步与人的发展高度统一起来，以人的解放和人的自由全面发展为社会变革目标，个人自由是自由人联合体的前提。人的解放和全面发展是人类文明的价值指向。教育是实现人的解放和全面发展的重要途径。为了人的教育需要以人的需要的满足为前提，认识人的需要就需要认识和把握受教育者的认知规律。在这方面，心理学取得的研究成果已经被思想政治教育学科所借鉴。同时，在这个过程中，也暴露出文化背景的不适应。西方文化以基督教为主要宗教基础，以个人主义为核心价值观，崇尚弱肉强食的丛林法则。西方心理学中关于人的认知规律的研究不可避免地受到这种文化背景的影响。我国的文化传统以儒家文化为主导，以整体主义为核心价值观，崇尚天人合一的大同观。如何将受教育者认知规律建立在中华优秀传统文化基础上，并作出客观的判断，是建构思想政治教育自主知识体系所不能忽视的。

Third, following the laws of education is the inherent requirement for constructing an autonomous knowledge system for the discipline of ideological and political education. The process of constructing an autonomous knowledge system is a process of continuously recognizing and grasping necessity and regularity. Understanding the cognitive laws of humans is for the purpose of cultivating, perfecting, and developing people. Educating people requires following the laws of education. Education is the practice of cultivating people, with the goal of people’s growth and becoming talents. How to recognize and grasp people’s growth potential is the key to grasping the laws of education. How to recognize and grasp the growth potential of people’s ideological and political qualities is the particularity that distinguishes the discipline of ideological and political education from other disciplines. Following the laws of the formation, development, and change of people’s ideological and political qualities requires grasping the relationship between inculcation and acceptance, the relationship between explicit education and implicit education, the relationship between theoretical learning and life experience, etc., and requires grasping the dialectic of positive education and comparative identification, the dialectic of identification and struggle, etc.

第三，遵循教育规律是建构思想政治教育学科自主知识体系的内在要求。自主知识体系建构的过程是不断认识和把握必然性、规律性的过程。认识人的认知规律是为了培养人、完善人、发展人。教育人需要遵循教育规律。教育是培养人的实践，是以人的成长成才为目标。如何认识和把握人的成长性是把握教育规律的关键。如何认识和把握人的思想政治素质的成长性是思想政治教育学科区别于其他学科的特殊性所在。遵循人的思想政治素质形成、发展、变化规律，需要把握灌输与接受的关系、显性教育与隐性教育的关系、理论学习与生活体验的关系等，需要把握正面教育与比较鉴别的辩证、认同与斗争的辩证等。

In short, taking fostering virtue through education as the center is the manifestation in the process of ideological and political education of following the subjectivity logic of adhering to the Party’s leadership and the dominance logic of adhering to Marxist guidance. It is the value requirement for the discipline of ideological and political education to follow the laws of the physical and mental development of the educated and the laws of education, and to continuously reveal the laws of ideological and political education. Furthermore, adhering to fostering virtue through education is also conducive to reducing the influence and interference of knowledge and information that deviate from and distort this goal.

简言之，以立德树人为中心是遵循坚持党的领导的主体性逻辑和坚持马克思主义指导的主导性逻辑在思想政治教育过程中的体现，是思想政治教育学科遵循受教育者身心发展规律和教育规律，不断揭示思想政治教育规律的价值要求。此外，坚持立德树人也有利于降低那些偏离和扭曲这一目标的知识和信息的影响和干扰。

IV. The Holistic Construction Logic of Adhering to the Systems Concept

四、坚持系统观念的整体性建构逻辑

Constructing a system is constructing a system. Taking the systems concept as guidance is the methodology for constructing an autonomous knowledge system for ideological and political education. The autonomous knowledge system for ideological and political education involves the holistic nature of human development, the holistic nature of education, the holistic nature of socialist ideology construction, the holistic nature of social development, and many other aspects. It involves the disciplinary system, the talent cultivation system, the teaching system, the team building system, etc. Holistic construction is an open and developmental process.

建构体系就是建构系统。以系统观念为指导，是思想政治教育自主知识体系建构的方法论。思想政治教育自主知识体系涉及到人的发展的整体性、教育的整体性、社会主义意识形态建设的整体性、社会发展的整体性等方方面面，涉及到学科体系、人才培养体系、教学体系、队伍建设体系等。整体建构是个开放的发展的进程。

First, starting from the holistic nature of humans, systematically construct the system of the discipline of ideological and political education. The holistic nature of humans mainly includes the holistic nature of the various social relations in which humans are situated, the richness of human needs, and the continuity of human developmental stages, among several aspects. Among these, the holistic nature of humans’ social relations is the foundation for the holistic nature of other levels. “The essence of man is no abstraction inherent in each single individual. In its actuality it is the ensemble of social relations.” [6]6 Marx, “Theses on Feuerbach,” VI. The citation in the original text is from the Chinese edition of the *Selected Works of Marx and Engels*, Volume 1, p. 501.501 Social relations mainly include economic relations, political relations, cultural relations, etc.; ultimately, the decisive factor is economic relations. Different types of social relations generate different needs, including economic needs, political needs, cultural needs, etc., as well as survival needs, enjoyment needs, development needs, etc. For the same person, at different life stages such as infancy, childhood, youth, young adulthood, middle age, and old age, needs exhibit obvious differences and stage-specific characteristics. The holistic nature of humans in the construction of the discipline of ideological and political education is mainly reflected in aspects such as research directions, selection of research questions, and curriculum design. In terms of research directions, it is necessary to design research for different life stages, such as ideological and political education for minors and ideological and political education for university students; and to design branch research on content such as worldview education, outlook on life education, values education, moral education, rule-of-law education, historical outlook education, and cultural outlook education.

第一，从人的整体性出发，系统建构思想政治教育学科的体系。人的整体性主要包括人所处的各种社会关系的整体性、人的需要的丰富性和人的发展阶段的连续性等几个方面。其中，人的社会关系的整体性是其他层面整体性的基础。“人的本质不是单个人所固有的抽象物，在其现实性上，它是一切社会关系的总和。”[4]501社会关系主要包括经济关系、政治关系、文化关系等，归根到底起决定作用的是经济关系。不同社会关系类型产生了不同的需要，既有经济需要、政治需要、文化需要等，也有生存需要、享受需要、发展需要等。同样是一个人，在婴幼儿、儿童、少年、青年、中年和老年等不同人生阶段，需要存在着明显的差异性、阶段性特征。人的整体性在思想政治教育学科建设中，主要体现在研究方向、研究问题选择、课程设置等方面。研究方向上，需要设计未成年人思想政治教育、大学生思想政治教育等不同人生阶段的研究；设计世界观教育、人生观教育、价值观教育、道德观教育、法治观教育、历史观教育、文化观教育等内容的分支研究。

Second, starting from the holistic nature of education, construct the integration logic of ideological and political education. The holistic nature of education is also called macro-education, pan-education, or grand education. In the aspect of ideological and political education, it is called grand ideological and political education, grand moral education, etc. Currently, the common term is the integration of ideological and political education. In the process of individual development, it involves the integration of school stages from kindergarten, primary school, middle school to university; the integration of spaces in family, school, community, and the internet. In the process of school ideological and political education, it involves the integration of elements of ideological and political theory courses and daily ideological and political work; the integration of classroom teaching in ideological and political theory courses and curriculum-based ideological and political education; the integration of theoretical education in the small ideological and political classroom and social practice in the big social classroom, etc. In terms of educational subjects, it involves the integration of education, scientific research, management, services, etc. Currently, the theory and practice regarding the integration of ideological and political education are developing rapidly, with remarkable results. The next focus is how to construct a knowledge system for the integration of ideological and political education, theoretically connecting the holistic nature of humans and the holistic nature of education with the integration of ideological and political education.

第二，从教育的整体性出发，建构思想政治教育一体化逻辑。教育的整体性又被称为宏观教育、泛教育、大教育等。在思想政治教育方面，称为大思想政治教育、大德育等。目前，通用的说法是思想政治教育一体化。在个体发展过程中，涉及到幼小中大的学段一体化、家庭学校社区网络的空间一体化；在学校思想政治教育过程中，涉及到思想政治理论课和日常思想政治工作要素一体化、思想政治理论课和课程思政的课堂教学一体化、思政小课堂与社会大课堂的理论教育同社会实践的一体化等；在教育主体方面，涉及到教育、科研、管理、服务等方面的一体化。目前，关于思想政治教育一体化的理论与实践发展迅速，成效显著。接下来的重点是如何建构起思想政治教育一体化的知识体系，将人的整体性和教育的整体性同思想政治教育一体化在学理上打通。

Third, starting from the holistic nature of socialist ideology construction, construct the autonomy logic of the knowledge system of ideological and political education. Since the 18th National Congress of the CPC, Xi Jinping’s Cultural Thought and Xi Jinping’s important thoughts on propaganda and ideological work have been formed, systematically expounding on socialist ideology in the New Era. This mainly includes: from the strategic height of socialist ideology, positioning ideological and political work as an important method for governing the Party and the state; clarifying the fundamental task of ideological work as “the Two Consolidations” [7]7 The “Two Consolidations” refers to consolidating the guiding position of Marxism in the ideological field and consolidating the common ideological foundation for the unity and struggle of the entire Party and all the people of the nation.; undertaking the mission and task of raising the banner, gathering people’s hearts, cultivating new generations, promoting culture, and presenting a good image; and the focal points for enhancing the communication power, guidance power, influence, and credibility of news and public opinion. These important expositions have established the dominant connotation of the discipline of ideological and political education and its main research fields concerning major strategic issues of the Party and the state, further clarifying the autonomy logic for constructing the knowledge system of the discipline of ideological and political education.

第三，从社会主义意识形态建设的整体性出发，建构思想政治教育知识体系的自主性逻辑。党的十八大以来，已经形成的习近平文化思想、习近平关于宣传思想工作的重要思想，对新时代社会主义意识形态进行了系统论述。主要包括从社会主义意识形态战略高度，将思想政治工作定位为治党治国的重要方式；明确了坚持思想工作“两个巩固”的根本任务；承担起举旗帜、聚民心、育新人、兴文化、展形象的使命任务；提高新闻舆论传播力、引导力、影响力、公信力的着力点等。这些重要论述确立了思想政治教育学科的主导性内涵和关于党和国家重大战略问题的主要研究领域，进一步明确了建构思想政治教育学科知识体系的自主性逻辑。

Fourth, starting from the holistic nature of social development, construct the knowledge system of ideological and political education. From the perspective of the basic contradictions of society, productive forces and relations of production, economic base and superstructure form a whole. The interaction of these two pairs of contradictions constitutes the rich picture of social change. From the perspective of the overall layout, economic construction, political construction, cultural construction, social construction, and ecological civilization construction promote and support each other, forming the Five-Sphere Integrated Plan. From the perspective of the strategic layout, comprehensively building a modern socialist country, comprehensively deepening reform, comprehensively governing the country according to law, and comprehensively and strictly governing the Party form a whole. From the perspective of development concepts, innovative, coordinated, green, open, and shared development form a whole. More importantly, the “Ten Clarifications,” “Fourteen Perseverances,” and “Achievements in Thirteen Aspects” constitute the overall content of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era. In addition, there are the “Two Overall Situations,” [8]8 The “Two Overall Situations” refers to the overall situation of the great rejuvenation of the Chinese nation and the overall situation of changes unseen in a century. the “Four Confidences,” the “Four Consciousnesses,” the “Two Upholds,” etc. The holistic nature of social development determines the holistic nature of the social development strategy, and the holistic nature of the social development strategy in turn determines the holistic nature of ideological work and the development of ideological and political education. Systematic research on these contents has become a component part of the knowledge system of ideological and political education.

第四，从社会发展的整体性出发，建构思想政治教育的知识体系。从社会基本矛盾来看，生产力与生产关系、经济基础与上层建筑是一个整体。两对矛盾的互动构成了社会变迁的丰富图景。从总体布局来看，经济建设、政治建设、文化建设、社会建设、生态文明建设相互促进、相互支撑，五位一体。从战略布局来看，全面建设社会主义现代化国家、全面深化改革、全面依法治国、全面从严治党是一个整体。从发展理念来看，创新、协调、绿色、开放、共享发展是一个整体。更重要的是“十个明确”“十四个坚持”“十三个方面成就”构成了习近平新时代中国特色社会主义思想的整体内容。此外，还有“两个大局”“四个自信”“四个意识”“两个维护”等。社会发展的整体性决定了社会发展战略的整体性，社会发展战略的整体性又决定了意识形态工作、思想政治教育发展的整体性。关于这些内容的系统研究成为思想政治教育的知识体系的组成部分。

The holistic construction of the autonomous knowledge system of the ideological and political education discipline also involves aspects such as the disciplinary system, the talent cultivation system, and the teaching system. In the construction of the disciplinary system, what deserves attention is how to properly handle the relationship between the ideological and political education discipline and other secondary disciplines of Marxist theory. Because the ideological and political education discipline has interdisciplinary characteristics, being significantly influenced by disciplines such as education, psychology, management, and sociology, its disciplinary knowledge covers a broader scope and has a higher degree of integration. In the talent cultivation system, the ideological and political education discipline requires engaging in ideological work with people, necessitating engagement with different fields and different objects such as Party and government organs, enterprises and institutions, schools, communities, and the internet, thus demanding high practical ability. Respecting these particularities is something that cannot be overlooked in holistic construction.

思想政治教育学科自主知识体系的整体性建构还涉及到学科体系、人才培养体系、教学体系等方面。在学科体系建设中，值得重视的是如何处理好思想政治教育学科同马克思主义理论其他二级学科的关系。由于思想政治教育学科具有交叉性特点，受教育学、心理学、管理学、社会学等学科影响较大，学科知识涉及面更广，融合度更高。在人才培养体系中，思想政治教育学科要求做人的思想工作，需要面对党政机关、企事业单位、学校、社区、网络等不同领域和不同对象，对实践能力要求较高。尊重这些特殊性，是整体性建构所不能忽视的。

V. Following the Knowledge Production Logic of Critical Inheritance

五、遵循批判继承的知识生产逻辑

Development is a process of sublation, that is, a process of critical inheritance. Critical inheritance is the logic of knowledge production. Xi Jinping emphasizes that philosophy and social sciences “must be adept at integrating various resources from ancient and modern times, China and abroad.”[3]3 This is a standard CPC slogan, often attributed16 Only by following the logic of knowledge production can the construction of the autonomous knowledge system of the ideological and political education discipline uphold fundamental principles and break new ground, continuously improving and perfecting itself.

发展是扬弃的过程，即批判继承的过程。批判继承是知识生产的逻辑。习近平强调，哲学社会科学“要善于融通古今中外各种资源”[3]16。思想政治教育学科自主知识体系建构只有遵循知识生产逻辑才能守正创新，不断完善。

First, embodying inheritance. The knowledge system of the ideological and political education discipline developed on the basis of inheriting Marxist theory; this is the soul vein of the ideological and political education discipline. The knowledge system of the ideological and political education discipline is the result of achieving academic and theoretical refinement based on summarizing the experience of the Chinese Communist Party’s ideological and political work, and it is an organic component of the Chinese Communist Party’s revolutionary culture. The knowledge system of the ideological and political education discipline gains cultural nourishment and consolidates its national character on the basis of inheriting the excellent traditional Chinese culture; this is the root vein of the knowledge system of the ideological and political education discipline. The knowledge system of the ideological and political education discipline must inherit the outstanding achievements of human civilization; this is the inexhaustible resource for its continuous enrichment and development.

第一，体现继承性。思想政治教育学科知识体系是在继承马克思主义理论基础上发展起来的，这是思想政治教育学科的魂脉。思想政治教育学科知识体系是在总结中国共产党思想政治工作经验基础上实现的学术化学理化的成果，是中国共产党革命文化的有机组成部分。思想政治教育学科知识体系是在继承中华优秀传统文化基础上获得文化滋养，夯实民族性，这是思想政治教育学科知识体系的根脉。思想政治教育学科知识体系要继承人类文明的优秀成果，这是其不断丰富发展的不竭资源。

Second, upholding openness and inclusiveness. “Upholding openness and inclusiveness means being more proactive in learning from and drawing upon all the outstanding achievements of civilization created by humanity. Whether it is enhancing the cohesion and appeal of advanced culture domestically or strengthening the communication and influence of Chinese civilization internationally, it is inseparable from integrating Chinese and foreign elements and connecting the ancient and the modern.”[5]5 The 18th National Congress of the CPC refers to the 18th National Congress of the Communist Party of China, held in November 2012, which marked the beginning of the New Era under Xi Jinping’s leadership. Western countries do not have our ideological and political education discipline and corresponding discourse system, but this does not mean they lack the practice of ideological and political education, or research and related disciplines in ideological and political education. Among these, political education, moral education, and mental health education are closely related to ideological and political education. The issues and research findings that disciplines such as philosophy, political science, education, psychology, and management focus on, when concentrated on aspects of human ideology, morality, and behavior, have reference significance for the construction of the autonomous knowledge system of the ideological and political education discipline. At the same time, the research methods of different disciplines also have reference value for the construction of the ideological and political education discipline.

第二，秉持开放包容。“秉持开放包容，就是要更加积极主动地学习借鉴人类创造的一切优秀文明成果。无论是对内提升先进文化的凝聚力感召力，还是对外增强中华文明的传播力影响力，都离不开融通中外、贯通古今。”[5]西方国家没有我们思想政治教育学科和相应的话语体系，这不等于没有思想政治教育的实践，没有思想政治教育研究和相关学科。其中，政治教育、道德教育、心理健康教育等同思想政治教育密切相关。哲学、政治学、教育学、心理学、管理学等学科关注的问题和研究成果聚焦到人的思想道德行为等方面，对思想政治教育学科的自主知识体系建构具有借鉴意义。同时，不同学科的研究方法，对思想政治教育学科建设也具有参考价值。

Third, adhering to the critical spirit. The critical spirit is the most valuable spiritual quality of Marxism. Marx and Engels formed their theories on the basis of critically inheriting German classical philosophy, British classical political economy, and the utopian socialist doctrines of 19th-century France and Britain. In the process of creating scientific socialism, Marx and Engels targeted and criticized various non-Marxist trends of thought. The construction process of the autonomous knowledge system of the ideological and political education discipline is also a process of criticizing various contemporary erroneous trends of thought, especially the process of criticizing Western ideology. The process of criticism is also the process of establishing the autonomy of the knowledge system of ideological and political education.

第三，坚持批判精神。批判精神是马克思主义最可贵的精神品质。马克思恩格斯是在批判继承德国古典哲学、英国古典政治经济学和19世纪法国及英国的空想社会主义学说基础上形成的。马克思恩格斯在创建科学社会主义的进程中，有针对性地批判各种非马克思主义思潮。思想政治教育学科自主知识体系的建构过程也是批判当代各种错误思潮，特别是批判西方意识形态的过程。批判的过程也是确立思想政治教育知识体系自主性的过程。

In summary, the logic of subjectivity, the logic of dominance, the logic of goal orientation, the logic of holistic construction, and the logic of knowledge production that should be followed in constructing the autonomous knowledge system of the ideological and political education discipline are interconnected and mutually supportive. Adhering to the logic of subjectivity and the logic of dominance means adhering to the autonomy of the knowledge system of the ideological and political education discipline. The logic of goal orientation is the concretization and realization of the logic of subjectivity and the logic of dominance in the process of ideological and political education. Adhering to the logic of holistic construction means adhering to the systematic nature of the construction of the autonomous knowledge system of the ideological and political education discipline. Adhering to the logic of knowledge production means adhering to the academic rationality of the construction of the autonomous knowledge system of the ideological and political education discipline. Autonomy, knowledge, and systematicity support each other and are mutually prerequisite. Neglecting any one aspect will affect the construction of the autonomous knowledge system of the ideological and political education discipline.

综上所述，建构思想政治教育学科自主知识体系应遵循的主体性逻辑、主导性逻辑、目标导向逻辑、整体建构逻辑、知识生产逻辑之间是相互联系，相互支撑的。坚持了主体性逻辑和主导性逻辑，就坚持了思想政治教育学科知识体系的自主性。目标导向逻辑是主体性逻辑和主导性逻辑在思想政治教育过程中的具体化、现实化。坚持了整体建构逻辑，就坚持了思想政治教育学科自主知识体系建构的系统性。坚持知识生产逻辑，就是坚持了思想政治教育学科自主知识体系建构的学理性。自主性、知识性、系统性相互支撑，互为前提。忽视任何一方，都会影响思想政治教育学科自主知识体系的建构。

(Author’s bio: Li Hui, School of Marxism, Sun Yat-sen University)

（作者简介：李辉，中山大学马克思主义学院）

Online editor: Tongxin

网络编辑：同心