Three Approaches to Constructing an Autonomous Knowledge System for the Discipline of Ideological and Political Education

After 40 years of development, the discipline of ideological and political education has become the most rapidly developing, most distinctive, and most effective discipline within the first-level discipline of Marxist theory, possessing a relatively complete disciplinary system, academic system, and discourse system. Since entering the New Era, the Party has gained a deeper understanding and judgment of ideological and political education, and the in-depth practice in various social fields has propelled the discipline of ideological and political education into a period of rapid development. How to construct an autonomous knowledge system for the discipline of ideological and political education in the New Era and promote high-quality development of the discipline is a major issue that the current academic community urgently needs to address. Xi Jinping pointed out: “We should follow the思路 of basing ourselves on China, drawing on foreign experience,挖掘 history, grasping the present, caring for humanity, and looking to the future, and strive to construct philosophy and social sciences with Chinese characteristics, fully embodying Chinese characteristics, Chinese style, and Chinese manner in terms of guiding ideology, disciplinary system, academic system, and discourse system.”[1]1 Xi Jinping, “Speech at a Forum on Philosophy and Social Sciences,” in *Selected Readings of Xi Jinping’s Works*, vol. 1, Beijing: People’s Publishing House, 2023, p. 338. The original Chinese text uses the phrase “思路” (sīlù, “line of thinking” or “approach”), which is rendered here as “思路” in the quotation to preserve the author’s citation format; the English translation follows the standard rendering of this passage.338 Based on the laws of the discipline’s own development and the practical problems that exist, the development of ideological and political education should be examined from three levels: academic self-consciousness, connotative development, and innovative synergy, so as to construct a knowledge system for the discipline of ideological and political education with Chinese characteristics that is self-confident, self-reliant, and self-strengthening.

思想政治教育学科历经40年发展，成为马克思主义理论一级学科中发展极为迅速、极具特色、极富成效的学科，具备了较为完备的学科体系、学术体系和话语体系。进入新时代以来，党对思想政治教育有着更加深刻的认识和判断，社会各领域的纵深实践推动思想政治教育学科进入快速发展期。如何在新时代构建思想政治教育学科自主知识体系，推进学科高质量发展，是当前学术界亟待回应的重大课题。习近平指出：“要按照立足中国、借鉴国外，挖掘历史、把握当代，关怀人类、面向未来的思路，着力构建中国特色哲学社会科学，在指导思想、学科体系、学术体系、话语体系等方面充分体现中国特色、中国风格、中国气派。”[1]338基于思想政治教育学科自身发展规律及存在的现实问题，应从学术自觉、内涵发展、创新协同3个层面观照思想政治教育学科发展，建构出自信自立自强的中国特色思想政治教育学科知识体系。

I. Enhancing Academic Self-Consciousness: The Proactive Transcendence of Constructing an Autonomous Knowledge System for the Discipline of Ideological and Political Education

一、提升学术自觉：思想政治教育学科自主知识体系建构的主动超越

In the initial stage of its establishment, the discipline of ideological and political education extensively absorbed and drew on the conceptual categories and theoretical logic of disciplines such as pedagogy, ethics, management, psychology, and political science, forming its own knowledge structure system. This “apprenticeship state” is an inevitable path for many disciplines in the early stages of construction, promoting the rapid construction of their own disciplinary knowledge systems. However, with the in-depth development of the discipline, this “apprenticeship state” can no longer meet the development needs of the discipline of ideological and political education. It is necessary, through external reflection and self-transcendence, to consciously construct a knowledge system that conforms to the discipline’s own characteristics and development laws, thereby achieving theoretical self-consciousness and disciplinary confidence.

在创立初始阶段，思想政治教育学科广泛吸收借鉴教育学、伦理学、管理学、心理学、政治学等学科的概念范畴和理论逻辑，形成自身的知识结构体系，这种“学徒状态”是不少学科建设初期的必经之路，促进其迅速建构起自己的学科知识体系。但随着学科的深入发展，这种“学徒状态”不能满足思想政治教育学科的发展需求，需要通过外在反思和自我超越，自觉建构出符合自身学科特色和发展规律的知识体系，实现理论自觉和学科自信。

(I) Strengthening Proactive Awareness and Academic Self-Consciousness, Enhancing the Autonomy of Knowledge System Construction

（一）加强主动意识和学术自觉，强化知识体系建构的自主性

“Autonomy” is an important marker of a discipline’s development and maturity. The successful development of a discipline must inevitably break free from the “apprenticeship state” and form its own disciplinary system, academic system, and discourse system. Achieving “autonomy” in the construction of a disciplinary knowledge system ultimately depends on the proactive consciousness and academic self-consciousness of the academic actors, enhancing the subjectivity, initiative, and pioneering spirit of disciplinary research, and constructing the discipline’s own knowledge system. “The true maturity of a scholarship always means that at a specific turning point it can shed its apprenticeship state and gain self-assertion, thereby actively constructing its autonomous knowledge system.”[2]2 Wu Xiaoming, “On the ‘Three Things’ of the Academic Self-Consciousness of Chinese Philosophy and Social Sciences,” *Social Sciences in China*, no. 7, 2022, p. 149.149 Through the concerted efforts of a broad range of experts and scholars, the discipline of ideological and political education has gone through four stages of development—initiation, exploration, construction, and innovation—gradually forming its own disciplinary knowledge system and discourse system, occupying a prominent position in the field of philosophy and social sciences in China. However, as an emerging discipline, it has not completely shed its “apprenticeship state” in the construction of its disciplinary knowledge system, nor has it fully achieved self-assertion and complete self-consciousness. The discipline of ideological and political education possesses a specific autonomous knowledge system, with in-depth academic understanding of its essential characteristics, status and functions, contradictions and laws, goals and tasks, principles and methods, etc. Theoretical exploration should be conducted based on the laws of its own knowledge system. The discipline of ideological and political education is an open knowledge system; it does not reject theoretical borrowing from the knowledge systems of other disciplines. However, if the knowledge system of ideological and political education is constructed entirely based on the knowledge theories of other disciplines, it will lack distinctiveness and vitality, making it difficult to achieve disciplinary independence and academic self-strengthening. Scholars should enhance their confidence in the discipline of ideological and political education and their academic confidence, autonomously creating the discipline’s knowledge system based on its own connotation and research scope.

“自主性”是学科发展与成熟的重要标志。一门学科成功发展的结果，必然要摆脱“学徒状态”，形成自身的学科体系、学术体系、话语体系。做到学科知识体系建构的“自主性”，最终依赖学术行为主体的能动意识和学术自觉，提高学科研究的主体性、能动性、开拓性，建构出本学科的知识体系。“一种学术的真正成熟，总意味着它要在特定的转折点上能够摆脱其学徒状态并获得自我主张，从而积极地构建起它的自主知识体系。”[2]149在广大专家学者的齐心努力下，思想政治教育学科历经初创、探索、建设、创新4个发展阶段，逐渐形成自身学科的知识体系和话语体系，在我国哲学社会科学领域中占据显耀地位。但该学科毕竟属于新兴学科，在学科知识体系的建构中并未完全摆脱“学徒状态”，没能彻底实现自我主张和完全自觉。思想政治教育学科具有特定的自主知识体系，对本质特征、地位功能、矛盾规律、目标任务、原则方法等有着深入的学术理解，理论探索要基于自身知识体系的规律展开研究。思想政治教育学科是开放的知识体系，它不排斥对其他学科知识体系的理论借鉴，但如果完全以其他学科的知识理论建构思想政治教育学科的知识体系，思想政治教育学科则缺乏特色和生命力，难以实现学科自立和学术自强。广大学者应增强思想政治教育学科自信及学术自信，从自身学科内涵及研究范围出发，自主创建本学科的知识体系。

Judging from the current state of disciplinary development, the discipline of ideological and political education urgently needs to strengthen the construction of its autonomous knowledge system. Scholars should enhance the autonomous awareness and academic self-consciousness of their academic research, actively analyze problems, study problems, and solve problems, continuously deepen the scientific nature and professionalism of the disciplinary knowledge system, and actively promote the construction of the knowledge system of ideological and political education. To enhance autonomous awareness and academic self-consciousness, first, it is necessary to fully understand and recognize the special status of the discipline of ideological and political education. The discipline of ideological and political education is a noble and serious discipline, with a rigorous knowledge structure, a profound logical system, and far-reaching academic significance. Every scholar of ideological and political education should have a strong sense of belonging to and pride in the discipline. Second, there should be an awareness and consciousness of autonomously constructing the discipline’s own knowledge system. The discipline of ideological and political education is a science with specific research scopes and fields. Scholars should proceed from these research scopes and fields to construct the discipline’s exclusive discourse and theory, making it increasingly scientific and standardized. Finally, it is necessary to continuously enhance the autonomous capacity to construct the knowledge system of ideological and political education, continuously produce landmark, high-level achievements in ideological and political education, and fully demonstrate the unique charm of the autonomous knowledge system of ideological and political education.

从当前学科发展现状来看，思想政治教育学科亟待加强自主知识体系建设。广大学者应提高学术研究的自主意识和学术自觉，主动分析问题、研究问题、破解问题，不断深化学科知识体系的科学性和专业性，积极推进思想政治教育学科知识体系建设。提升自主意识和学术自觉，首先，要充分认识、认同思想政治教育学科的特殊地位。思想政治教育学科是崇高而严肃的学科，具有严密的知识结构、深刻的逻辑体系、深远的学术意义，每位思想政治教育学者应有强烈的学科归属感和自豪感。其次，应有自主建构本学科知识体系的意识和觉悟。思想政治教育学科是一门科学，有着特定的研究范围和领域，广大学者应从这些研究范围和领域出发，建构本学科专属的话语和理论，使之不断科学化、规范化。最后，要不断提升建构思想政治教育学科知识体系的自主能力，持续产出思想政治教育学科的标志性、高水平成果，充分显示思想政治教育学科自主知识体系的独有魅力。

(II) Enhancing Academic Confidence and Academic Achievement, Promoting High-Quality Development of the Autonomous Knowledge System

（二）提升学术自信和学术作为，推进自主知识体系高质量发展

The establishment of the status and image of the discipline of ideological and political education depends on its possession of a scientific and complete autonomous knowledge system. High-quality development of the discipline is the prerequisite for forming a scientific and complete autonomous knowledge system, and high-quality development of the discipline relies on the academic confidence and academic achievements of scholars, who actively and consciously promote the construction of the discipline’s autonomous knowledge system. Scholars should continuously enhance their academic confidence, dedicate themselves to the construction of the autonomous knowledge system, and jointly promote the construction of the discipline of ideological and political education. Currently, although ideological and political education has formed a complete strategic layout for the discipline, there is still a phenomenon of some scholars of ideological and political education lacking sufficient confidence, specifically manifested in some scholars whose research directions are not focused, shifting to research fields in other disciplines. On the one hand, this indicates that other disciplines have formed strong academic influence and leadership, attracting some experts and scholars of ideological and political education to engage in the construction of knowledge systems in other disciplines. On the other hand, it shows that some researchers in ideological and political education lack academic confidence and self-consciousness in their own discipline, which will inevitably affect the construction of the autonomous knowledge system of the discipline of ideological and political education.

思想政治教育学科的地位确立及形象树立依赖其具有科学完备的自主知识体系，学科高质量发展是形成科学完备自主知识体系的前提，而学科高质量发展依靠广大学者的学术自信和学术作为，主动自觉地推动学科自主知识体系建设。广大学者要不断增强学术自信，致力自主知识体系建设，共同促进思想政治教育学科建设。当前，虽然思想政治教育已形成完备的学科战略布局，但也存在部分思想政治教育学者不够自信的现象，具体表现为一些学者研究方向不聚焦，转向其他学科研究领域。这一方面说明其他学科形成了较强的学术影响力和引领力，吸引部分思想政治教育专家学者从事其他学科的知识体系建构。另一方面说明部分思想政治教育研究人员对本学科缺乏学术自信和自觉，这势必影响思想政治教育学科的自主知识体系建构。

In the early days of its establishment, the discipline of ideological and political education developed extremely rapidly and prominently, achieving notable results in team building, talent cultivation, research quality, and teaching materials. The autonomous knowledge system of the discipline developed swiftly, fully activating the disciplinary confidence and academic confidence of scholars in ideological and political education. In 2005, the specialty of Marxist theory and ideological and political education was restructured into the first-level discipline of Marxist theory, and the discipline of ideological and political education became a second-level discipline within that first-level discipline. Taking this as an opportunity, the autonomous knowledge system of the discipline of ideological and political education achieved a leapfrog development, becoming a relatively prominent discipline among the many second-level disciplines, once again inspiring the academic confidence and academic achievements of scholars. At the same time, the establishment of the first-level discipline of Marxist theory also brought development opportunities to other second-level disciplines. With the support of a disciplinary platform, scholars in these other second-level disciplines also burst forth with unprecedented academic confidence and academic self-awareness, and these disciplines gradually narrowed the gap in status with the discipline of ideological and political education. In contrast, although the discipline of ideological and political education in recent years has maintained a rapid development trend in terms of personnel, research output, and other aspects, overall it has not reached the peak status of the early period of disciplinary construction. The pace of constructing the knowledge system of ideological and political education has been relatively slow. The research interests of some individual scholars do not quite align with the research scope of the discipline of ideological and political education, or have shifted to the research fields of other disciplines. The reason for this is that these scholars lack sufficient academic confidence in the discipline of ideological and political education. In fact, after 40 years of development, the disciplinary status and academic influence of ideological and political education continue to rise. This depends on the special position of the discipline of ideological and political education within the first-level discipline of Marxist theory. The knowledge systems of other second-level disciplines must be transformed into people’s ideological cognition through the construction and practice of the knowledge system of ideological and political education, thereby fully realizing the value of the discipline. Therefore, scholars should strengthen their academic confidence, form a research community for the discipline of ideological and political education, and jointly dedicate themselves to the high-quality development of the autonomous knowledge system of the discipline of ideological and political education, making it a scientifically complete, highly regarded, and far-reaching discipline.

思想政治教育学科在建立之初，发展极为迅速和突出，在队伍建设、人才培养、科研质量、教材等方面取得显著成效，学科自主知识体系迅速发展，充分激活了广大思想政治教育学者的学科自信和学术自信。2005年，马克思主义理论与思想政治教育专业调整为马克思主义理论一级学科，思想政治教育学科成为马克思主义理论一级学科中的二级学科。以之为契机，思想政治教育学科的自主知识体系得到飞跃发展，成为众多二级学科中发展较为突出的学科，再次激发了广大学者的学术自信和学术作为。同时，马克思主义理论一级学科的建立也为其他二级学科带来发展机遇，有了学科平台依托，其他二级学科的学者也迸发出前所未有的学术自信和学术自觉，这些学科逐渐缩短与思想政治教育学科的地位差距。对比之下，近些年的思想政治教育学科虽然在人员队伍、科研成果等方面依然保持迅猛发展态势，但从整体上看，未能达到学科建设初期的高峰地位，思想政治教育学科知识体系的建构速度相对缓慢。个别学者的研究兴趣不太符合思想政治教育学科的研究范围，或转向其他学科的研究领域。究其原因，是这些学者对思想政治教育学科的学术自信不足。事实上，思想政治教育学科经过40年发展，其学科地位和学术影响仍然持续提升，这取决于思想政治教育学科在马克思主义理论一级学科中的特殊地位，其他二级学科的知识体系要通过思想政治教育学科知识体系的建构和践行，转化为人们的思想认知，彻底实现学科价值。因此，广大学者要增强学术自信，形成思想政治教育学科研究共同体，共同致力思想政治教育学科自主知识体系的高质量发展，使之成为科学完备、备受关注、影响深远的学科。

(III) Clarify the Hierarchical Nature of the Autonomous Construction of the Knowledge System, and Continuously Deepen the Understanding of the Laws of Conscious Construction

（三）厘清知识体系自主建构的层次性，不断深化自觉建构的规律认识

The discipline of ideological and political education has a complex structure of knowledge systems. To autonomously construct its knowledge system, it is necessary to grasp the laws of construction, clarify the hierarchical nature of the autonomous construction of the knowledge system, and carry out disciplinary construction in a more targeted manner. According to the different degrees of autonomous construction of the knowledge system, the knowledge system under construction can be roughly divided into a fully autonomous knowledge system, a dominant autonomous knowledge system, and a co-researched autonomous knowledge system. The fully autonomous knowledge system is the knowledge system unique to the discipline of ideological and political education, with its own exclusive research categories, theoretical system, and knowledge structure. It is the main content of the autonomous knowledge system construction and an important marker distinguishing it from other disciplines. For this level of knowledge system, scholars of ideological and political education must continuously deepen meta-theoretical research and enhance the scientific nature of basic theories. From the early establishment of the discipline to the beginning of the 21st century, the founders and senior scholars of the discipline of ideological and political education dedicated themselves to the autonomous construction of this part of the knowledge system, creating basic theories such as the essence, structure, process, contradictions, and laws of ideological and political education. At that time, the fully autonomous knowledge system achieved unprecedented development, the foundation of the discipline of ideological and political education was consolidated, and the disciplinary status of ideological and political education continuously improved. In recent years, with the rapid changes in science and technology, the complexity of social trends of thought, and the continuous emergence of other new situations and problems, the academic community has been competing to study new things and new topics. Compared with the persistent beliefs and rich achievements of senior scholars who devoted themselves to studying meta-theory, the current academic research results on the meta-theory of ideological and political education are somewhat insufficient, and the construction of the fully autonomous knowledge system within the discipline of ideological and political education has lagged behind. Of course, this phenomenon is related to the disciplinary attributes of ideological and political education. This discipline observes reality, focuses on the present, and emphasizes practice, attracting many scholars to follow hot topics in their research. However, it has also led some scholars to neglect the study of basic theories, leaving the discipline without sufficient research strength to concentrate on constructing a fully autonomous knowledge system. In contrast, scholars in second-level disciplines such as basic principles of Marxism, adapting Marxism to the Chinese context, and research on basic issues of modern Chinese history focus on their own basic theoretical research, continuously deepening the study of their fully autonomous knowledge systems, making their disciplinary foundations more solid and firm. To construct the autonomous knowledge system of the discipline of ideological and political education, the first priority is to strengthen the construction of the fully autonomous knowledge system, as this is the foundation for the autonomous development of the discipline.

思想政治教育学科具有复杂的知识体系结构，自主建构其知识体系，须把握建构规律，厘清知识体系自主建构的层次性，更有针对性地开展学科建设。按照知识体系自主建构的不同程度，可将建构中的知识体系大体分为完全自主的知识体系、占主导地位的自主知识体系、共同研究的自主知识体系。完全自主的知识体系是思想政治教育学科独有的知识体系，有着专属的研究范畴、理论体系和知识结构，是自主知识体系建构的主体内容，也是其区别其他学科的重要标志。针对这一层次的知识体系，思想政治教育学者要不断深化元理论研究，增强基础理论的科学性。从学科初建到21世纪初，思想政治教育学科奠基人及学术前辈致力这部分知识体系的自主建设，创建了思想政治教育的本质、结构、过程、矛盾、规律等基本理论。此时，完全自主的知识体系得到空前发展，思想政治教育学科基础得到巩固，思想政治教育的学科地位不断提升。近些年，随着科技的日新月异、社会思潮的错综复杂及其他新情况新问题的不断出现，学界争相研究新事物和新课题，相比学术前辈潜心研究元理论的执着信念和丰富成果，当前学术界研究思想政治教育元理论的成果略显不足，思想政治教育学科中完全自主知识体系的构建有些滞后。当然，这种现象与思想政治教育的学科属性有关，该学科观照现实、聚焦当下、侧重实践，吸引不少学者跟进热点展开研究，但也导致部分学者忽视对基础理论的研究，使学科缺乏足够的科研力量集中建构完全自主的知识体系。相比之下，马克思主义基本原理、马克思主义中国化、中国近现代史基本问题研究等二级学科的学者聚焦自身基本理论研究，持续深化完全自主知识体系的研究，学科基础更加坚实牢固。建构思想政治教育学科的自主知识体系，首先要强化完全自主的知识体系建设，这是学科自主发展的根基。

The dominant autonomous knowledge system is a knowledge system formed by taking the discipline of ideological and political education as the main body and intersecting with other disciplines, such as the psychology of ideological and political education and the management of ideological and political education. This type of autonomous knowledge system is dominated by the knowledge system of ideological and political education, focuses on the research scope of other disciplines, and forms the research scope of the discipline of ideological and political education itself. Although it involves knowledge and theoretical systems such as psychology and management, the dominant discipline is ideological and political education. The academic community should continue to deepen the construction of this level of autonomous knowledge system, continuously enrich its own theoretical content, and expand the research field and influence of the discipline. The co-researched autonomous knowledge system is a knowledge system jointly researched by the discipline of ideological and political education and other disciplines, such as Xi Jinping Thought on Culture and social trends of thought. These research areas are not only research hotspots for ideological and political education but also theoretical hotspots for many philosophical and social science studies. From the perspective of content nature, these themes are more suitable for research by the discipline of ideological and political education. Scholars can start from the disciplinary perspective of ideological and political education, conduct in-depth research on these common theoretical hotspots, and produce academic achievements with greater theoretical rigor, distinctiveness, and persuasiveness.

占主导地位的自主知识体系即以思想政治教育学科为主体，与其他学科交叉形成的知识体系，如思想政治教育心理学、思想政治教育管理学等，这种自主知识体系以思想政治教育的知识体系为主导，聚焦其他学科的学术研究范围，形成思想政治教育学科自己的研究范围。它虽然涉及心理学、管理学等知识理论体系，但主导是思想政治教育学科。学界应继续深化对这一层次的自主知识体系建构，不断丰富自身理论内容，扩大学科的研究领域和影响力。共同研究的自主知识体系即思想政治教育学科与其他学科共同研究的知识体系，如习近平文化思想、社会思潮等，这些研究领域不仅是思想政治教育的研究热点，也是很多哲学社会科学研究的理论热点。从内容性质上看，这些主题更适合思想政治教育学科进行研究。广大学者可以从思想政治教育的学科视角出发，深入研究这些共同理论热点，产出更具理论性、辨识度、说服力的学术成果。

II. Deepening Connotative Development: The Essential Requirement for Constructing the Autonomous Knowledge System of the Discipline of Ideological and Political Education

二、深化内涵发展：思想政治教育学科自主知识体系建构的本质要求

The purpose of constructing an autonomous knowledge system is to create a systematic, original, and theoretically rigorous disciplinary system, academic system, and discourse system based on the discipline’s own scientific connotation and developmental logic. “A knowledge system refers to the sum total of knowledge formed on a certain logical basis and within a specific cultural ecology, possessing national or regional characteristics, and the series of knowledge obtained after classification according to certain standards.” [2]2 Wu Xiaoming, “On the ‘Three Things’ of the Academic Self-Consciousness of Chinese Philosophy and Social Sciences,” *Social Sciences in China*, no. 7, 2022, p. 149.122 “System” is the result and state of disciplinary construction and development, as well as a marker and condition of disciplinary maturity. If the autonomously constructed sum total of knowledge is messy and loose, without any rules or patterns, it cannot form a knowledge series, i.e., a “system.” Only when valuable, logical, orderly, and hierarchical knowledge together constitutes a series can it become a knowledge system. The process of constructing the autonomous knowledge system of the discipline of ideological and political education is to form a scientific and systematic disciplinary system, academic system, and discourse system through proactive academic self-awareness. Following the connotation of the discipline of ideological and political education, and expanding and deepening the breadth, depth, and width of the construction of the “three major systems” [3]3 The “three major systems” (三大体系) refer to the disciplinary system, academic system, and discourse system, a standard framework in Chinese academic policy discourse for evaluating the maturity of a discipline. is the essential stipulation and inherent requirement for constructing the autonomous knowledge system of the discipline of ideological and political education.

建构自主知识体系的目的是基于学科自身的科学内涵及发展逻辑，创建出具有系统性、原创性、学理性的学科体系、学术体系和话语体系。“知识体系是指基于一定的逻辑基础、在特定的文化生态中形成的、具有民族性或地域性的知识总和，并按照一定的标准进行分类后得到的知识系列。”[2]122“体系”是学科构建和发展的结果和状态，也是学科成熟的标识和条件。如果自主构建的知识总和凌乱松散，毫无章法规律，便不能形成知识系列即“体系”，那些有价值、有逻辑、有条理、有层次的知识共同构成系列，才能成为知识体系。思想政治教育学科自主知识体系建构的过程是通过主动有为的学术自觉，形成具有科学性和系统性的学科体系、学术体系和话语体系。遵循思想政治教育学科内涵，拓展和深化“三大体系”建设的广度、深度和宽度，是思想政治教育学科自主知识体系建构的本质规定和内在要求。

(I) Promote the Balanced Development of the “Three Major Systems” and Maintain the Integrity of the Development of the Autonomous Knowledge System

（一）推进“三大体系”均衡发展，保持自主知识体系发展的整体性

From a breadth perspective, the autonomous knowledge system encompasses the disciplinary system, the academic system, and the discourse system, which together constitute the autonomous knowledge system of the discipline of ideological and political education. The “three major systems” are the focal points for constructing the autonomous knowledge system of the discipline of ideological and political education. Attention must be paid to the balance of the construction of these systems, leveraging strengths, compensating for weaknesses, and reinforcing weak points, so that the overall effectiveness of constructing the autonomous knowledge system of the discipline of ideological and political education is continuously improved.

从广度上看，自主知识体系涵盖学科体系、学术体系和话语体系，它们共同构成思想政治教育学科的自主知识体系。“三大体系”是思想政治教育学科自主知识体系建构的发力点，要注重这些体系建设的均衡性，扬优势、补短板、强弱项，使思想政治教育学科自主知识体系建构的整体成效不断提升。

First, the disciplinary composition of ideological and political education should be comprehensively sorted out. Over the 40 years of development of the discipline of ideological and political education, a disciplinary system has been formed with the principles, methodology, and history of ideological and political education as its core subjects, and with the environment theory, carrier theory, value theory, effectiveness theory, and management theory of ideological and political education as its branch subjects. The core subjects are the axis for constructing the autonomous knowledge system of ideological and political education. On this basis, scholars, in accordance with the discipline’s own developmental laws and the demands of theoretical generation, conduct in-depth argumentation on the core knowledge within the core subjects, gradually forming fixed research fields, which then develop into numerous branch subjects. The core subjects and branch subjects together support the disciplinary system of ideological and political education and should be developed in a balanced and co-constructed manner. In recent years, the development of the core subjects of ideological and political education has remained rapid, but the construction of branch subjects has lagged somewhat. An important manifestation of this is that when offering courses at various levels, many degree-granting programs in ideological and political education, apart from offering three core subject courses, find it difficult to select suitable branch subject courses. The branch subjects of the discipline of ideological and political education are an important component of the disciplinary system construction and a necessary supplement to the core knowledge content of the core subjects; they should continue to be deeply explored and constructed.

首先，应全面梳理思想政治教育学科的科目构成。思想政治教育学科40年发展以来，形成以思想政治教育学原理、方法论、发展史为主干科目，以思想政治教育环境论、载体论、价值论、有效论、管理论等为分支科目的学科体系。主干科目是思想政治教育学科自主知识体系建设的轴心，在此基础上，学者们根据学科自身发展规律和理论生成需求，对主干科目中的核心知识进行深入论证，逐渐形成固定的研究领域，进而发展为诸多分支科目。主干科目及分支科目共同支撑思想政治教育的学科体系，应平衡发展、共同建设。近年来，思想政治教育学科的主干科目发展依旧迅速，但分支科目的建设有些落后。其中重要的表现是不少思想政治教育专业学位点在开设各层次课程时，除了开设3门主干科目课程，难以选择合适的分支科目课程。思想政治教育学科的分支科目是学科体系建设的重要构成，是主干科目核心知识内容的必要补充，应继续深入挖掘和建设。

Second, focused attention should be paid to the construction of the academic system of ideological and political education. The establishment of a discipline’s status and image depends on the thoughtfulness and logicality of its academic system. The establishment of the status of the discipline of ideological and political education and the shaping of its disciplinary image stem from its possession of scientifically reasonable ideological content and the formation of a systematic and rigorous academic system. Since the discipline’s development, some academic viewpoints still need further clarification and rationalization. For example, the current academic community’s understanding of the contradictions and laws of ideological and political education is not unified, with diverse argumentative viewpoints. While understanding of the discipline’s basic viewpoints can be diverse, for important knowledge elements that play a foundational role, the academic community should form a broad consensus, so as to conduct argumentation on this basis and generate new theoretical knowledge, jointly supporting the edifice of the disciplinary system. Furthermore, there are still some academic viewpoints within the academic system of ideological and political education that lack strong logicality, causing confusion and questioning both within and outside the academic community. The construction of the academic system should be further advanced, and academic contradictions and problems should be resolved in a timely manner, so as to make the discipline’s theoretical logic clearer and its academic viewpoints more explicit.

其次，应重点关注思想政治教育学术体系建设。学科地位和形象的确立，取决于该学科学术体系的思想性和逻辑性。思想政治教育学科地位的确立和学科形象的树立，源于其具有科学合理的思想内容，形成系统严谨的学术体系。学科发展至今，一些学术观点还有待进一步澄清和理顺。例如，当前学术界对思想政治教育矛盾和规律的认识不统一，具有多样化的论证观点。对学科基本观点的认识可以多样化，但对于起着基础奠基作用的重要知识元，学术界应形成大体的统一共识，以便在此基础上展开论证并生成新的理论知识，共同撑起学科体系大厦。此外，思想政治教育学科的学术体系中仍存在一些逻辑性不强的学术观点，引起学界内外的困惑及质疑，应深入推进学术体系建设，及时解决学术矛盾问题，使学科的理论逻辑更清晰，学术观点更明确。

Finally, the construction of the discourse system of ideological and political education should be strengthened; this is currently a weak link in the construction of the autonomous knowledge system of the discipline of ideological and political education. Compared with disciplines such as economics, law, and education, the discipline of Marxist theory, especially its second-level discipline of ideological and political education, possesses a strong advantage in local discourse. Almost all conceptual discourse is rich in “Chinese genes,” yet its external influence is insufficient, and it rarely sets major international agendas. The discourse dissemination and external exchange of ideological and political education are mostly confined to domestic academic circles, with little debate or contention with other philosophical and social sciences or with related foreign disciplines. There are problems such as poor information transformation among the specific discourse systems of ideological and political education, including the academic discourse system, the propaganda discourse system, and the textbook-teaching discourse system. The construction of the discourse system must be strengthened to continuously enhance the discipline’s discursive power and dominance.

最后，应加强思想政治教育话语体系建设，这是当前思想政治教育学科自主知识体系建设的薄弱环节。与经济学、法学、教育学等学科相比，马克思主义理论学科尤其思想政治教育二级学科有着较强的本土话语优势，几乎所有概念话语富含“中国基因”，但其对外影响力不足，鲜有重大国际议题设置。思想政治教育学科的话语传播及对外交流多局限于国内学术圈层，较少与其他哲学社会科学及国外相关学科交锋论争。思想政治教育的学术话语体系、宣传话语体系、教材教学话语体系等具体话语体系之间存在信息转化不畅等问题，须强化话语体系建设，不断增强学科的话语权和主导权。

(II) Deepen the Cognition of the Discipline’s Connotation, Enhance the Theoretical Rationality of the Discipline’s Autonomous Knowledge System

（二）深化学科内涵认知，提升学科自主知识体系的学理性

From a depth perspective, a knowledge system is a theoretical presentation of people’s profound understanding of the subjective and objective world. Only by summarizing the essential laws of the research object into knowledge, and then conducting academic summaries of this knowledge through generalization, induction, deduction, etc., can knowledge be elevated to the level of a “system.” Therefore, an important characteristic of a knowledge system is its profound theoretical rationality and scientificity. The discipline of ideological and political education is a theoretical summary of the deep cognition of the laws governing the formation and development of people’s ideological and political qualities and the laws of the process of ideological and political work. Centering on these “two major laws,” it evolves numerous research domains, continuously enriching and deepening the disciplinary knowledge system. To further advance the construction of the autonomous knowledge system of the discipline of ideological and political education in the New Era, it is necessary to closely focus on the discipline’s connotation, deepen research on the discipline’s basic theories, value judgments, and research methods, and enhance the theoretical rationality and scientificity of the discipline’s autonomous knowledge system.

从深度上看，知识体系是人们对主客观世界深刻认识的理论呈现，只有将研究对象的本质规律总结为知识，并通过概括、归纳、推演等对这些知识进行学术总结，才能将知识上升到“体系”高度。因此，知识体系的重要特征是具有深刻的学理性和科学性。思想政治教育学科是对人们思想政治素质形成发展规律及思想政治工作过程规律深层认知的理论总结，围绕“两大规律”，演化出诸多研究论域，不断丰富和深化学科知识体系。在新时代进一步推进思想政治教育学科的自主知识体系建设，须紧紧围绕学科内涵，深化学科基本理论、学科价值判断、学科研究方法等研究，增进学科自主知识体系的学理性及科学性。

First, research on the discipline’s basic theories should be deepened, further deepening the cognition of concepts, judgments, and laws. Currently, the discipline of ideological and political education has formed a large number of stable basic concepts, research categories, and academic viewpoints. However, individual theoretical studies remain weak, the cognition of the deep contradictions and laws of the discipline of ideological and political education is still insufficient, and the excavation of the discipline’s connotation is not deep enough. Some concepts and viewpoints need to be re-examined. For example, regarding the subject issue involved in the categories of ideological and political education, whether a “single subject” is reasonable, or a “dual subject” is more appropriate, or whether to abandon the subject and replace it with other concepts, there is still considerable controversy in the academic community. Another example: what is the scientific basis for the evaluation system of ideological and political education? It still lacks comprehensive and systematic argumentation. These theoretical difficulties that have not been fully elucidated can easily arouse suspicion about the depth of the discipline’s theory, affecting the overall image of the discipline’s autonomous knowledge system. To deepen the construction of the autonomous knowledge system, it is necessary to conduct in-depth argumentation on the foundational concepts and theories within the discipline, making academic viewpoints more systematic and logical.

首先，应深化学科基本理论研究，进一步加深概念、判断、规律认知。当前，思想政治教育学科已经形成一大批稳定的基本概念、研究范畴和学术观点，但个别理论研究仍然薄弱，对思想政治教育学科深层矛盾规律的认识还不够深刻，对学科内涵的挖掘还不够深入，需要对部分概念观点进行再探讨。例如，思想政治教育范畴中涉及的主体问题，是“单主体”合理，还是“双主体”比较合适，或摒弃主体，换用其他概念，学界仍存较大争议。再如，思想政治教育的评价体系的科学性根据何在，仍然缺乏全面系统的论证。这些未被充分阐释的理论难点容易引发人们对学科理论深度的怀疑，影响学科自主知识体系的整体形象。深化学科自主知识体系建设，必须对学科中的基础性概念和理论进行深入论证，使学术观点更具条理性和逻辑性。

Second, the value judgment of the discipline should be deepened, viewing the functional role of ideological and political education from a higher and broader perspective. “Social science research is considered to have characteristics different from those of natural science; it must deal with issues involving value judgments and must include subjective understanding of values and intentions, rather than merely causal explanations of so-called ‘objective facts.’” [3]3 The “three major systems” (三大体系) refer to the disciplinary system, academic system, and discourse system, a standard framework in Chinese academic policy discourse for evaluating the maturity of a discipline.[4]4 The original citation marker “[3]41” is retained as “[3]” in the translation, indicating a footnote or reference in the source text. The discipline of ideological and political education is a discipline that cultivates and guides people to establish a correct worldview, outlook on life, and value system, guiding people to better accept the Party’s ideological theories, political viewpoints, value concepts, and moral norms. This disciplinary attribute undoubtedly includes the critique and resistance to non-Marxist and erroneous social trends of thought. The disciplinary value of ideological and political education is not only manifested in maintaining domestic ideological unity and stable development but also in expanding external propaganda to create a favorable international public opinion environment for domestic development. Using stronger disciplinary advantages and discourse systems to resist Western cultural intrusion and ideological invasion, and vigorously promoting China’s core value theoretical system, is the responsibility of China’s disciplinary construction of ideological and political education and an important content of constructing its autonomous knowledge system.

其次，应深化学科价值判断，以更高远开阔的视野看待思想政治教育学科的功能作用。“社会科学研究被认为有不同于自然科学的特质，要处理包含着价值判断的议题，必须包含对价值和意图的主观理解，而非仅仅是对所谓‘客观事实’的因果解释。”[3]41思想政治教育学科是培养和引导人们树立正确的世界观、人生观、价值观的学科，指导人们更好地接受党的思想理论、政治观点、价值观念、道德规范。这一学科属性无疑包含了对非马克思主义及错误社会思潮的批判和抵御。思想政治教育的学科价值不仅表现为维护国内思想统一和稳定发展，更要体现为扩大对外宣传，为国内发展营建良好国际舆论环境。以更强学科优势和话语体系抵制西方文化侵扰和思想入侵，强力推广我国的核心价值理论体系，是我国思想政治教育学科建设的责任担当，也是建构思想政治教育学科自主知识体系的重要内容。

Finally, the exploration and application of research methods in the discipline of ideological and political education should be deepened. Scientific and standardized research methods are powerful analytical tools for disciplinary construction. Besides applying the general research methods common to the philosophical and social sciences, the discipline of ideological and political education must also explore research and analytical tools suitable for itself, so as to more effectively advance the construction of its autonomous knowledge system.

最后，应深化思想政治教育学科研究方法的探索及应用。科学规范的研究方法是学科建构的有力分析工具，思想政治教育学科除了要运用哲学社会科学的一般通用研究方法，还要探索适合本学科的研究分析工具，更有效地推进自主知识体系建构。

(III) Broaden the Boundaries of Disciplinary Research, Enhance the Initiative in Constructing the Autonomous Knowledge System

（三）拓宽学科研究边界，增强自主知识体系建构的主动性

From the perspective of the boundaries of the discipline’s research scope, with the continuous emergence of new practices, new discoveries, and new theories, the discipline is also constantly broadening its research boundaries and gradually enriching its knowledge system. If a discipline is complacent and satisfied with remaining in its original state of knowledge, that discipline will develop slowly. Over the 40 years of development of the discipline of ideological and political education, under the leadership of countless academic predecessors and key figures, numerous scholars have continuously opened up new research fields, and the research boundaries of this discipline have become increasingly broad. In recent years, the exploration of new fields in the discipline of ideological and political education has been relatively slow. The academic community has lacked some of the academic passion and courage to break new ground. Some scholars remain in their original research fields and rarely expand into new research domains. The discipline of ideological and political education is still a relatively young discipline, with vast research fields and academic resources. It requires the majority of scholars to inherit the academic enthusiasm of their predecessors, actively open up new research fields, and continuously broaden the boundaries of disciplinary research.

从学科发展研究范围的边界来看，随着新实践、新发现、新理论的不断涌现，学科也在不断拓宽自己的研究边界，逐渐丰富自己的知识体系。如果一个学科故步自封，满足并停留于原有知识体系状态，该学科将发展缓慢。思想政治教育学科在40年的发展过程中，在无数学术前辈和骨干的带领下，众多学者不断开拓新的研究领域，该学科的研究边界越来越宽广。近年来，思想政治教育学科在新领域的探索相对缓慢，学术界少了些开疆破土的学术豪情和勇气，部分学者停留在原有研究领域，很少拓展新的研究论域。思想政治教育学科依然是一门相对年轻的学科，拥有广袤的科研领域及学术资源，需要广大学者承继前辈学者的学术热情，主动开拓新的研究领域，不断扩宽学科研究边界。

First, the focus should be on the knowledge system of the discipline itself, investigating whether there are important but marginalized theories within ideological and political education. For example, the current academic research on the essence theory of ideological and political education is not yet profound; this topic is on the periphery of disciplinary research, and the research is not concentrated or thorough enough. It can be brought back into the research perspective to deepen theoretical research.

首先，应聚焦学科知识体系本身，排查思想政治教育学科是否存在重要但被边缘化的理论。如当前学术界对思想政治教育本质论的研究还不精深，该论题处于学科研究的边缘，研究不够集中透彻，可将它重新纳入研究视野，深化理论研究。

Second, new research topics can be explored in accordance with the developmental laws and trends of the discipline of ideological and political education. As the autonomous construction of the discipline deepens, the discipline of ideological and political education will inevitably continue to enrich its own knowledge system and research boundaries. Some new research domains will emerge one after another. The broad community of scholars must possess keen academic insight to promptly capture and study new theoretical growth points.

其次，可根据思想政治教育学科发展规律和趋势，探寻新的研究论题。随着学科自主建构的深入发展，思想政治教育学科必然不断丰富自身知识体系和研究边界，一些新的研究论域将会陆续呈现，广大学者要有敏锐的学术洞察力，及时捕捉并研究新的理论增长点。

Third, the broad community of scholars should explore new fields of theoretical research based on the needs of practical work. The discipline of ideological and political education is one of the most widely applicable disciplines. Any department that engages in Party building and ideological and political work requires theoretical guidance from the discipline of ideological and political education. However, in practical work, many ideological and political workers apply theories from management science, Party history and Party building, and the Sinicization of Marxism to guide their work, while relatively few apply the theories of ideological and political education. This indicates that the applicability of the knowledge system of the discipline of ideological and political education is still insufficient; the existing disciplinary knowledge system lacks the guiding theories needed by specific work departments. This precisely provides a new approach for broadening the knowledge system of the discipline of ideological and political education: if, starting from the needs of practical work, we expand to develop linguistics, case studies, methodologies, etc., suitable for grassroots ideological and political work departments, this can both extend the research boundaries of the autonomous knowledge system of the discipline of ideological and political education and enhance the guiding role and influence of the discipline.

再次，广大学者要根据实际工作需要，探索新的理论研究领域。思想政治教育学科是适用最广的学科之一，凡有党建与思想政治工作的部门都需要思想政治教育学科的理论指导。但在实际工作中，很多思想政治工作者运用管理学、党史党建、马克思主义中国化的理论指导工作，而较少运用思想政治教育的理论指导工作。这说明思想政治教育学科知识体系的适用性还不够强，现有学科知识体系中缺少具体工作部门需要的指导理论。这恰恰为拓宽思想政治教育学科知识体系提供了新思路：如果从实际工作需要出发，拓展出适于基层思想政治工作部门的语言学、案例学、方法论等，既能延扩思想政治教育学科自主知识体系的研究边界，又能提高思想政治教育学科的指导性和影响力。

Finally, the discipline of ideological and political education should be adept at summarizing new theories from new practical circumstances, incorporating them into its own knowledge system structure, and guiding new work and life. For example, the current academic community has conducted considerable research on ideological and political education in schools, communities, rural areas, and state-owned enterprises, because these are the main fields where people live and study, and the broad community of scholars can easily obtain practical materials for empirical summarization. However, with the deepening of economic development and the rapid progress of science and technology, the number of private enterprises, especially high-tech enterprises, is continuously increasing, and the groups of practitioners in emerging industries and fields are constantly growing. Research on ideological and political education for new economic organizations, new social organizations, and new employment groups is almost a blank in current disciplinary research and can become a new field for the study of the discipline of ideological and political education. Deepening theoretical research in these new fields is both a practical demand of the times and a theoretical opportunity to broaden the research boundaries of the autonomous knowledge system.

最后，思想政治教育学科要善于从新的现实境遇中总结新理论，将其纳为自己的知识体系结构，并指导新的工作生活。例如，当前学界对学校思想政治教育、社区思想政治教育、农村思想政治教育、国企思想政治教育研究较多，因为这些领域是民众生活学习的主要场域，广大学者容易获取经验总结的实际资料。但随着经济深入发展及科技飞速进步，民营企业尤其高科技企业的数量不断增加，新兴行业领域的从业群体不断增长。对新经济组织、新社会组织、新就业群体组织的思想政治教育研究，几乎是当前学科研究的空白，能成为思想政治教育学科研究的新领域。深化对这些新领域的理论研究，既是时代发展的现实需求，也是拓宽自主知识体系研究边界的理论机遇。

III. Strengthening Innovation and Coordination: The Systemic Drive for Constructing an Autonomous Knowledge System for the Discipline of Ideological and Political Education

三、加强创新协同：思想政治教育学科自主知识体系建构的系统驱动

Innovation is an important driving force for the development of a country and a nation, and it is also a key driving force for the development of a discipline. The soul of disciplinary development lies in innovation, and the construction of an independent knowledge system relies mainly on innovation. “The vitality of theory lies in innovation. Innovation is the eternal theme of the development of philosophy and social sciences, and it is also the inevitable requirement of social development, deepening of practice, and progress of history for philosophy and social sciences.” [1]1 Xi Jinping, “Speech at a Forum on Philosophy and Social Sciences,” in *Selected Readings of Xi Jinping’s Works*, vol. 1, Beijing: People’s Publishing House, 2023, p. 338. The original Chinese text uses the phrase “思路” (sīlù, “line of thinking” or “approach”), which is rendered here as “思路” in the quotation to preserve the author’s citation format; the English translation follows the standard rendering of this passage.342 As socialism with Chinese characteristics enters the New Era, new social development, comprehensive reform, and practical changes have provided favorable conditions for innovation in the flourishing of philosophy and social sciences, and have also raised higher innovation requirements for the development of independent knowledge systems in various disciplines. Against the backdrop of the New Era, the discipline of ideological and political education must proceed from the needs of the times and practice, enhance its problem awareness, and actively innovate to develop its independent knowledge system.

创新是一个国家、一个民族发展的重要推动力，也是学科发展的重要驱动力。学科发展的灵魂在于创新，自主知识体系的建构主要依靠创新。“理论的生命力在于创新。创新是哲学社会科学发展的永恒主题，也是社会发展、实践深化、历史前进对哲学社会科学的必然要求。”[1]342中国特色社会主义进入新时代，新的社会发展、全面改革、实践变化为哲学社会科学的繁荣提供了有利的创新条件，也为各学科自主知识体系的发展提出更高创新要求。在新时代背景下，思想政治教育学科须从时代发展和实践需要出发，增强问题意识，积极创新发展自主知识体系。

(I) Guided by Marxism, generate new disciplinary domains in cultural integration

（一）以马克思主义为指导，在文化交融中生成新的学科论域

Marxism is a science; its scientific nature and truth have been fully tested in China, making it the fundamental guiding ideology for our Party’s governance and national rejuvenation, as well as the fundamental guidance for the development of philosophy and social sciences in our country. “The vast number of philosophy and social science workers in our country should consciously adhere to the guidance of Marxism, consciously integrate the theoretical system of socialism with Chinese characteristics throughout the entire process of research and teaching, and transform it into a conscious theoretical awareness, a firm political conviction, and a scientific method of thinking.” [1]1 Xi Jinping, “Speech at a Forum on Philosophy and Social Sciences,” in *Selected Readings of Xi Jinping’s Works*, vol. 1, Beijing: People’s Publishing House, 2023, p. 338. The original Chinese text uses the phrase “思路” (sīlù, “line of thinking” or “approach”), which is rendered here as “思路” in the quotation to preserve the author’s citation format; the English translation follows the standard rendering of this passage.329 The discipline of ideological and political education is a discipline that applies the Marxist stance, viewpoint, and method to study the laws and characteristics of the formation and development of people’s ideological and moral character, and to cultivate people in establishing a correct worldview, outlook on life, and value system. This determines that the primary prerequisite for constructing its independent knowledge system is to be guided by Marxism. Under this premise, the discipline of ideological and political education should absorb beneficial components from three aspects of resources to innovatively form its own disciplinary domains.

马克思主义是科学，它的科学性和真理性在中国已经得到充分检验，成为我们立党立国、兴党兴国的根本指导思想，这也是我国哲学社会科学发展的根本指导。“我国广大哲学社会科学工作者要自觉坚持以马克思主义为指导，自觉把中国特色社会主义理论体系贯穿研究和教学全过程，转化为清醒的理论自觉、坚定的政治信念、科学的思维方法。”[1]329思想政治教育学科是运用马克思主义立场观点方法，研究人们思想品德形成发展特点规律，培养人们树立正确世界观、人生观、价值观的学科，这就决定了其自主知识体系建构的首要前提是要以马克思主义为指导。在此前提下，思想政治教育学科应从三方面资源中吸收有益成分，创新形成自身的学科论域。

First, it must integrate with the basic principles of Marxism and the latest theoretical achievements of adapting Marxism to the Chinese context and the needs of the times, to independently innovate the knowledge system of the discipline of ideological and political education. The classic works of Marxism contain rich elements of ideological and political education, and the theories contained therein on social structure, ideology, class antagonism, and social contradictions are the theoretical foundation for constructing the knowledge system of the discipline of ideological and political education. Research on the important expositions concerning ideological and political education in the classic works should be deepened to strengthen the theoretical authority of the disciplinary knowledge system. Marxism is not an immutable dogma; it is continuously innovating and developing. “The Communist Party of China adheres to the basic principles of Marxism, adheres to seeking truth from facts, proceeds from China’s actual conditions, discerns the general trend of the times, grasps historical initiative, carries out arduous exploration, continuously advances the adaptation of Marxism to the Chinese context and the needs of the times, and guides the Chinese people in continuously advancing the great social revolution.” [4]4 The original citation marker “[3]41” is retained as “[3]” in the translation, indicating a footnote or reference in the source text.9-10 Since the 18th National Congress of the CPC, the Communist Party of China has bravely explored and innovated, forming a series of new theoretical achievements. How to publicize and educate the Party’s latest theoretical achievements, enabling people to comprehensively grasp the worldview and methodology of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era, is the current focus of the construction of the discipline of ideological and political education. The discipline of ideological and political education must take the latest theoretical achievements of adapting Marxism to the Chinese context and the needs of the times as its research object, actively construct an independent knowledge system, and keep pace with the times and theoretical needs.

首先，要与马克思主义基本原理及马克思主义中国化时代化的最新理论成果相结合，自主创新出思想政治教育学科的知识体系。马克思主义经典原著中蕴含丰富的思想政治教育元素，其中包含的社会结构、意识形态、阶级对立、社会矛盾等理论是构建思想政治教育学科知识体系的理论基础。应深化经典著作中关于思想政治教育重要论述的研究，强化学科知识体系的理论性权威性。马克思主义不是一成不变的教条，它是不断创新发展的，“中国共产党坚持马克思主义基本原理，坚持实事求是，从中国实际出发，洞察时代大势，把握历史主动，进行艰辛探索，不断推进马克思主义中国化时代化，指导中国人民不断推进伟大社会革命。”[4]9-10党的十八大以来，中国共产党勇于探索与创新，创新形成一系列新的理论成果。如何宣传教育党的最新理论成果，让人们全面把握习近平新时代中国特色社会主义思想的世界观和方法论，是当前思想政治教育学科建设的重点。思想政治教育学科要以马克思主义中国化时代化的最新理论成果为研究对象，积极建构自主知识体系，跟上时代步伐及理论需要。

Second, it must fully absorb nourishment from fine traditional Chinese culture to constitute the modern elements of the independent knowledge system of the discipline of ideological and political education. Ancient Chinese ideological and political education accumulated a large amount of theoretical content and methodological experience, which is the historical source for the independent construction of the disciplinary knowledge system. The fine traditional Chinese culture “contains concepts such as ‘the world is for all,’ ‘the people are the foundation of the state,’ ‘governing with virtue,’ ‘discarding the old for the new,’ ‘appointing people on their merits,’ ‘harmony between man and nature,’ ‘unceasing self-improvement,’ ‘virtue carries all things,’ ‘upholding good faith and harmony,’ and ‘being friendly with neighbors.’ These are important manifestations of the worldview, view of the world, view of society, and view of morality accumulated by the Chinese people in long-term production and life, and are highly compatible with the value propositions of scientific socialism.” [5]5 The 18th National Congress of the CPC was held in 2012, marking the beginning of the Xi Jinping era and the New Era of socialism with Chinese characteristics.18 These cultural views, value views, and moral views are important research content for the discipline of ideological and political education and valuable resources for constructing the disciplinary knowledge system. Local cultural resources should be deeply explored to construct a discourse system and academic system with more national characteristics. The methodological systems advocated in ancient China, such as self-cultivation, prudence in solitude, self-examination, and moral transformation, have unique value implications and national characteristics. The discipline of ideological and political education should deepen the summary of ancient methodological experiences and endow them with new contemporary connotations and discourse expressions.

其次，要从中华优秀传统文化中充分汲取滋养，构成思想政治教育学科自主知识体系的现代元素。中国古代思想政治教育积累了大量的理论内容和方法经验，是学科知识体系自主建构的历史来源。中华优秀传统文化中“蕴含的天下为公、民为邦本、为政以德、革故鼎新、任人唯贤、天人合一、自强不息、厚德载物、讲信修睦、亲仁善邻等，是中国人民在长期生产生活中积累的宇宙观、天下观、社会观、道德观的重要体现，同科学社会主义价值观主张具有高度契合性。”[5]18这些文化观、价值观、道德观是思想政治教育学科研究的重要内容，是学科知识体系建构的宝贵资源，应深入探寻本土文化资源，构建更具民族特色的话语体系和学术体系。中国古代推崇的修己、慎独、自省、教化等方法体系，有着独特的价值意蕴和民族特征，思想政治教育学科应深化古代方法经验总结，并赋予其新的时代内涵和话语表达。

Finally, it should absorb positive research results from foreign philosophy and social sciences, and through theoretical transformation, form a knowledge structure with its own national characteristics. The beneficial achievements of philosophy and social sciences from countries around the world can be critically absorbed and referenced by the discipline of ideological and political education. On the basis of comparison, critique, and sublimation, the discipline of ideological and political education should raise value issues commonly faced by humanity and actively promote China’s propositions, China’s concepts, and China’s wisdom. “We must not only let the world know about ‘China on the tip of the tongue,’ but also let the world know about ‘China in academia,’ ‘China in theory,’ ‘China in philosophy and social sciences,’ and let the world know about ‘China in development,’ ‘China in openness,’ and ‘China contributing to human civilization.’” [1]1 Xi Jinping, “Speech at a Forum on Philosophy and Social Sciences,” in *Selected Readings of Xi Jinping’s Works*, vol. 1, Beijing: People’s Publishing House, 2023, p. 338. The original Chinese text uses the phrase “思路” (sīlù, “line of thinking” or “approach”), which is rendered here as “思路” in the quotation to preserve the author’s citation format; the English translation follows the standard rendering of this passage.340 The discipline of ideological and political education should analyze issues of common concern to world philosophy and social sciences from its own disciplinary perspective, have the courage to set international agendas, reflect disciplinary advantages in international academic exchanges and confrontations, and let the world deeply understand the real China.

最后，应从国外哲学社会科学中吸纳积极研究成果，经过理论转化形成自身民族特色的知识结构。世界各国哲学社会科学取得的有益成果，思想政治教育学科均可批判性地吸收借鉴。在比对、批判、升华的基础上，思想政治教育学科应提出人类共同面对的价值观问题，主动宣传中国主张、中国理念、中国智慧。“我们不仅要让世界知道‘舌尖上的中国’，还要让世界知道‘学术中的中国’、‘理论中的中国’、‘哲学社会科学中的中国’，让世界知道‘发展中的中国’、‘开放中的中国’、‘为人类文明作贡献的中国’。”[1]340思想政治教育学科应以自身学科视角分析世界哲学社会科学共同关注的问题，勇于设置国际议题，在国际学术交流交锋中体现学科优势，让世界深刻领悟真正的中国。

(II) Rooted in the great practice of Chinese-path modernization, continuously construct a new independent knowledge system

（二）根植中国式现代化伟大实践，不断建构新的自主知识体系

Practical innovation is the foundation of theoretical innovation. The vast number of scholars in ideological and political education discover, analyze, and solve problems in the course of constantly innovating practice, thereby continuously innovating the disciplinary system, academic system, and discourse system. “Practice has no end, and theoretical innovation has no end either. The world is changing every moment, and China is also changing every moment. We must keep up with the times in theory, constantly understand the laws, and constantly promote theoretical innovation, practical innovation, institutional innovation, cultural innovation, and innovation in all other aspects.” [6]6 "Sinicization of Marxism" (马克思主义中国化) refers to the process of adapting Marxist theory to Chinese conditions and practice, a core principle of the CPC's theoretical development.21 The great practice of socialism with Chinese characteristics promotes the continuous generation and development of the Party’s innovative theories. The discipline of ideological and political education should also face China’s reality, continuously innovate its knowledge system, and interpret and guarantee the great practice of socialism with Chinese characteristics.

实践创新是理论创新的基础，广大思想政治教育学者在不断创新的实践活动中发现问题、分析问题、解决问题，不断创新学科体系、学术体系和话语体系。“实践没有止境，理论创新也没有止境。世界每时每刻都在发生变化，中国也每时每刻都在发生变化，我们必须在理论上跟上时代，不断认识规律，不断推进理论创新、实践创新、制度创新、文化创新以及其他各方面创新。”[6]21中国特色社会主义伟大实践推进党的创新理论的不断生成发展，思想政治教育学科也应面向中国实际，不断创新知识体系，解读并保障中国特色社会主义伟大实践。

On the long road of practical exploration, the Communist Party of China has successfully advanced and expanded Chinese-path modernization, which is the correct path for comprehensively promoting the great rejuvenation of the Chinese nation. Chinese-path modernization is an exploratory undertaking. There are many unknown areas that require bold exploration, a courage to seek truth, and a willingness to innovate, thereby solving the major theoretical and practical problems encountered in the process of Chinese-path modernization. Xi Jinping emphasized: “We must place innovation in a prominent position in the overall national development, conform to the development requirements of the times, focus on solving major theoretical and practical problems, actively recognize, respond to, and seek change, vigorously promote reform and innovation, continuously shape new drivers of development and new advantages, and fully stimulate the creative vitality of the whole society.” [7]7 "Party building" (党的建设) is a standard term in CPC discourse referring to the systematic work of constructing and strengthening the Party organizationally, ideologically, and in terms of discipline and style. The discipline of ideological and political education must closely focus on the major theoretical and practical problems emerging in the practice of Chinese-path modernization, carry out sustained and in-depth theoretical research, and from this innovate an independent knowledge system. The discipline of ideological and political education can innovate the construction of an independent knowledge system from aspects such as theoretical content, value functions, and realization pathways.

在长期的实践探索道路上，中国共产党成功推进和拓展了中国式现代化，这是全面推进中华民族伟大复兴的正确道路。中国式现代化是一项探索性事业，有许多未知领域需要大胆探索、勇于求真、敢于创新，由此解决中国式现代化进程中遇到的重大理论问题和现实问题。习近平强调：“要把创新摆在国家发展全局的突出位置，顺应时代发展要求，着眼于解决重大理论和实践问题，积极识变应变求变，大力推进改革创新，不断塑造发展新动能新优势，充分激发全社会创造活力。”[7]思想政治教育学科要紧紧围绕中国式现代化实践中涌现的重大理论和现实问题，开展持续深入的理论研究，从中创新出自主知识体系。思想政治教育学科可从理论内容、价值功能、实现路径等方面创新自主知识体系建设。

First, in terms of theoretical content, the discipline of ideological and political education should incorporate Chinese-path modernization into its research scope. The original purpose of constructing the discipline of ideological and political education is to enable people to comprehensively and accurately grasp the Party’s ideological theories and political propositions through disciplinary construction. The theoretical system of Chinese-path modernization has complex theoretical connotations, essential requirements, goals, and principles. How to enable people to quickly and comprehensively grasp the core essence of Chinese-path modernization, consolidate thoughts, form consensus, and inspire people to devote themselves wholeheartedly to the construction of Chinese-path modernization is inevitably the developmental mission of the discipline of ideological and political education. The scientific connotation of Chinese-path modernization has already posed a series of major topics for the discipline of ideological and political education. For example, why is Chinese-path modernization a modernization where material civilization and cultural-ethical progress are coordinated? What is the relationship between the development of cultural-ethical progress and Chinese-path modernization? What are the standards and basis for the coordination of material civilization and cultural-ethical progress? Why is spiritual enrichment a fundamental requirement of socialist modernization? What is the fundamental difference between the development of cultural-ethical progress in China and Western countries? How can the coordination of material civilization and cultural-ethical progress be achieved? These theoretical contents are more suitable for theoretical research by the discipline of ideological and political education. While responding to the above major theoretical and practical issues, the discipline of ideological and political education will innovatively construct an independent knowledge system.

首先，在理论内容上，思想政治教育学科应将中国式现代化纳入研究范畴。思想政治教育学科的建设本义即通过学科建设，使人们全面准确地掌握党的思想理论和政治主张。中国式现代化理论体系具有复杂的理论内涵、本质要求、目标原则，如何使人们快速全面地掌握中国式现代化的核心要义，凝聚思想、形成共识，激励人们齐心致力中国式现代化建设，必然是思想政治教育学科的发展使命。中国式现代化的科学内涵已为思想政治教育学科提出一系列重大课题。例如，为什么说中国式现代化是物质文明和精神文明相协调的现代化，精神文明发展与中国式现代化之间的关系如何，物质文明与精神文明相协调的标准和依据是什么，为什么说精神富有是社会主义现代化的根本要求，中国与西方国家精神文明发展的根本区别是什么，如何实现物质文明和精神文明相协调等，这些理论内容更适合思想政治教育学科开展理论研究。思想政治教育学科在回应以上重大理论现实问题的同时，将创新性地建构起自主知识体系。

Second, in terms of value functions, research on the necessary connection between ideological and political education and Chinese-path modernization should be strengthened. As the lifeline of economic work and all other work, ideological and political education undertakes the functional role of promoting social stability, progress, and development. In the process of Chinese-path modernization, ideological and political education plays new roles in strengthening Party leadership, enriching the people’s spiritual world, and creating a new form of human civilization. The discipline of ideological and political education should strengthen value research and take this as a component of constructing an independent knowledge system.

其次，在价值功能上，应加强思想政治教育与中国式现代化之间必然关联的研究。思想政治教育作为经济工作和其他一切工作的生命线，承担着推进社会稳定、进步、发展的功能作用。在中国式现代化进程中，思想政治教育为加强党的领导、丰富人民精神世界、创造人类文明新形态等起着新的作用，思想政治教育学科应加强价值研究，将之作为自主知识体系的建构内容。

Finally, in terms of realization pathways, how to fully leverage the mechanism and role of ideological and political education to effectively advance the goals and tasks of Chinese-path modernization is an important content of the current construction of an independent knowledge system for the discipline of ideological and political education.

最后，在实现路径上，如何充分发挥思想政治教育的机制作用，有效推进中国式现代化目标任务，是当前思想政治教育学科自主知识体系建构的重要内容。

(III) Strengthen the Coordination and Linkage of Various Platform Resources to Promote the Innovative Construction of the Discipline’s Independent Knowledge System

（三）加强各类平台资源的协同联动，促进学科自主知识体系的创新建构

In addition to independent development and self-construction, the discipline of ideological and political education should also strengthen coordination and linkage with external resources, stimulate the innovative vitality of disciplinary construction, and promote the efficient construction of the discipline’s independent knowledge system.

思想政治教育学科除了自主发展和自我建构，还应加强与外部资源的协同联动，激发学科建设的创新活力，推进学科自主知识体系的高效建构。

First, coordination of academic resources should be strengthened. The coordination of academic resources here refers to the interactive application of academic resources between the discipline of ideological and political education and other similar disciplines, including even the linkage and mutual assistance with academic resources in engineering disciplines such as computer science and technology, and control science and engineering. The discipline of ideological and political education should be adept at discovering frontier theories from other disciplines that are enlightening for its own development. For example, the rapid development of new-generation information technology and artificial intelligence has not only changed people’s material production and lifestyle but also gradually changed people’s learning methods and ways of thinking. The discipline of ideological and political education needs to coordinate resources with disciplines such as artificial intelligence, applying beneficial academic resources to its own knowledge structure, thereby innovating and developing its own knowledge system. Furthermore, the discipline of ideological and political education should strengthen the coordination of academic resources with other secondary disciplines within the first-level discipline of Marxist theory, actively paying attention to and absorbing the academic achievements of other secondary disciplines. If the discipline of ideological and political education does not pay attention to the academic development frontiers of other secondary disciplines, it will not be able to deeply understand the rich connotations of the latest theoretical achievements in adapting Marxism to the Chinese context and the needs of the times. Without understanding the development trends of Marxism abroad, it cannot thoroughly explain the internal logic of “why the Communist Party of China can, why socialism with Chinese characteristics is good, and ultimately, it is because Marxism works, and it is because Chinese Marxism works.” Therefore, the discipline of ideological and political education must strengthen the coordination of academic resources with other secondary disciplines, carrying out creative transformation and innovative development of relevant frontier academic issues in other secondary disciplines.

首先，应加强学术资源协同。这里的学术资源协同是指思想政治教育学科与其他相近学科学术资源的交互运用，甚至包括与计算机科学与技术、控制科学与工程等工科学术资源的联动互助。思想政治教育学科要善于从其他学科中发现对自身发展有启发意义的前沿理论。如新一代信息技术、人工智能的快速发展不仅改变了人们的物质生产生活方式，也逐渐改变人们的学习方式和思维方式，思想政治教育学科需要与人工智能等学科进行资源协同，将有利的学术资源运用于自身的知识结构中，从而创新发展自身知识体系。此外，思想政治教育学科应加强与马克思主义理论一级学科内其他二级学科的学术资源协同，积极关注并吸纳其他二级学科的学术成果。思想政治教育学科如果不关注其他二级学科的学术发展前沿，将不能深刻理解马克思主义中国化时代化最新理论成果的丰富内涵。不了解国外马克思主义的发展动态，也不能彻底阐释“中国共产党为什么能，中国特色社会主义为什么好，归根到底是马克思主义行，是中国化的马克思主义行”的内在逻辑。因此，思想政治教育学科须加强与其他二级学科的学术资源协同，对其他二级学科的相关学术前沿问题进行创造性转化、创新性发展。

Second, the coordination and linkage of team resources should be strengthened. The team resources here specifically refer to the academic team of ideological and political education and the work team of ideological and political education. The two major team groups are, respectively, the scientific researchers engaged in disciplinary theoretical research and the staff engaged in specific practical activities. They have different work natures and job divisions. The former is the main force in constructing the independent knowledge system of ideological and political education, dedicated to building the knowledge system of ideological and political education; the latter are the actual practitioners of ideological and political education theory, dedicated to building the work system of ideological and political education. The former needs to obtain information resources from the practical field through the latter, so as to continuously add sources of problems for the independent knowledge system; the latter needs to receive theoretical guidance from the former to continuously improve the effectiveness of the construction of the ideological and political work system. In practice, the former, due to a general lack of practical experience, often lacks problem awareness and finds it difficult to discover major topics with practical significance; the latter, due to a lack of professional theoretical accumulation and academic training, finds it difficult to elevate practical problems into a theoretical system. If the resources of these two major teams can cooperate, each leveraging its strengths and compensating for its weaknesses, it will help discover theoretical hotspots and difficulties, innovate more new academic viewpoints, and promote the construction and development of an independent knowledge system for the discipline of ideological and political education.

其次，应加强队伍资源的协同联动。这里的队伍资源特指思想政治教育学术队伍与思想政治教育工作队伍，两大队伍群体分别是从事学科理论研究的科研人员及从事具体实践活动的工作人员，两者具有不同的工作性质及岗位分工。前者是思想政治教育自主知识体系建构的主力军，致力思想政治教育知识体系建设；后者是思想政治教育理论的实际工作者，致力思想政治工作体系建设。前者需要通过后者获取实践领域的信息资源，以便不断增添自主知识体系的问题来源；后者需要从前者那里得到理论指导，不断推进思想政治工作体系建设成效。在实践中，前者由于普遍缺少实践经验而缺乏问题意识，难以发现具有现实意义的重大论题；后者由于缺乏专业的理论积淀和学术训练，难以将实践问题升华为理论体系。如果两大队伍资源能够协同合作、各取所长、弥补各自不足，将有助于发现理论热点和难点，创新出更多新的学术观点，促成思想政治教育学科自主知识体系的建构发展。

Third, systematic support for the discipline of ideological and political education from research bases, publishing institutions, and academic journals should be increased. With the rapid growth of the research team and research output of the discipline of ideological and political education, existing platform resources can no longer meet the needs of the discipline’s rapid development. It is necessary to increase the construction of various platform resources to support the discipline of ideological and political education in better carrying out the construction of an independent knowledge system.

再次，应加大研究基地、出版机构、学术期刊对思想政治教育学科的系统支持。随着思想政治教育学科研究队伍及研究成果的急剧增长，现有平台资源已不能满足学科快速发展的需求，须加大各类平台资源建设，支持思想政治教育学科更好地开展自主知识体系建设。

Finally, joint support from various policies and systems should be increased. Sound policies and systems are the baton for the rapid development of a discipline and also the external guarantee for the construction of the discipline’s independent knowledge system. Currently, the discipline of ideological and political education has formed a relatively complete policy system in areas such as team building, talent cultivation, and operational practice, promoting innovative development in the practical field of ideological and political education. However, the policy system in the areas of disciplinary construction and academic development is still not perfect. Relevant departments and units should strengthen coordination and joint deliberation, fully guarantee the innovative development of the discipline of ideological and political education from an institutional perspective, and provide a favorable policy environment for constructing the discipline’s independent knowledge system.

最后，应加大各类政策制度的联合支持。良好的政策制度是学科快速发展的指挥棒，也是学科自主知识体系建构的外在保障。当前，思想政治教育学科在队伍建设、人才培养、操作运行等领域形成了较为完善的政策体系，促进了思想政治教育实践领域的创新发展，但在学科建设和学术发展领域的政策制度还不够完善，相关部门及单位应加强协同共议，从制度上全力保障思想政治教育学科的创新发展，为建构学科自主知识体系提供良好政策环境。

Online Editor: Tongxin

网络编辑：同心