Ideological and Political Education for University Students from the Perspective of Social Acceleration

Humanity has always been on a path of acceleration, and today it is even more so in an era of social acceleration. General

人类一直走在加速之路上,如今更是处在社会加速时代。习近平总书记在多个场合强调：世界百年未有之大变局正在加速演进，世界经济进入新旧动能加速转换的关键期，全球治理体系和国际秩序变革加速推进，互联网、大数据、云计算、人工智能、区块链等技术加速创新，新一代信息技术加速突破应用，能源技术加速发展，科学技术和经济社会发展加速渗透融合，学科交叉融合加速……人类社会在漫长的赓续发展中积聚起现代化动能，而现代化转型则推动人类社会发展不断步入“加速社会”“加速时代”。在社会加速浪潮中，各种新知识、新事物、新情况层出不穷，我们正处于瞬息万变的境脉之中，并在繁忙的“此在”与“操心”中与社会加速同在。社会加速在带给大学生思想政治教育发展变革、创新进步之机遇的同时，也带来了新挑战。

I. A Historical Materialist Examination of Social Acceleration

一、社会加速的唯物史观审视

“Speed” is a vector; it has both magnitude and direction, accompanied by people’s perceptions and feelings. Social acceleration is the distribution and manifestation of acceleration within society—a state in which, within a given unit of time, the forward development of social things exceeds the past, exhibiting a condition of accelerated change and accelerated development. Social acceleration is a distinct symptom of the contemporary era. In terms of its theoretical form, social acceleration theory originates from the exploration and study of accelerationism by Western left-wing scholars. Overall, Western social acceleration theory has conducted an in-depth analysis of social acceleration and its relationship with capitalism, yet there are also many issues that require our reflection. If we are to provide a rational explanation for these various problems, it is necessary to trace back to Marx to find the answers. In fact, based on historical materialism, the theory of social acceleration within Marx’s thought is not abstract or singular, but rather practical, multidimensional, and holistic.

“速度”是一个矢量，它既有量值，又有方向，同时伴随在其中的还有人们的感知与感受。社会加速是加速在社会之中的分布与呈现，是在一定的时间单位下，社会事物向前发展的速度超出以往而呈现出加快变化、加快发展的状态。社会加速是当代社会鲜明的时代症候。就理论形态而言，社会加速理论源于西方左翼学者对加速主义的探讨与研究。总体来看，西方社会加速理论对社会加速及其与资本主义的关系进行了深入剖析，但也有许多需要我们反思的问题。倘若要给予诸问题一种合理性解释，我们有必要回溯到马克思那里寻找答案。事实上，基于历史唯物主义，马克思思想中的社会加速理论并不是抽象的、单一的，而是具有实践性、多维性和总体性。

From the perspective of human society as a whole, the evolution of human history is not determined by the irrational desires of individuals, but by the contradictory movement of productive forces and relations of production. The acceleration of human society must necessarily arise from the accelerated contradictory movement of productive forces and relations of production.

从整个人类社会的视角来看，人类历史的演进并不是由非理性的个体欲望决定的，而是由生产力与生产关系的矛盾运动决定的。人类社会的加速也必然是在生产力与生产关系的矛盾加速运动中产生的。

If examined from the perspective of historical materialism, social acceleration is in fact a process of spiral ascent through the negation of negation. On the whole, it is the unity of historical acceleration and actual acceleration, the unity of temporal acceleration and spatial acceleration, the unity of quantitative acceleration and qualitative acceleration, the unity of natural acceleration and social acceleration, the unity of spiritual acceleration and material acceleration, and the unity of positive acceleration and negative acceleration. On the positive side, social acceleration includes the acceleration of the replacement of modes of production, the acceleration of technological progress, the acceleration of institutional innovation, the acceleration of the sublation of traditional private ownership, the acceleration of the pace of life, and the acceleration of social change. On the negative side, social acceleration includes the acceleration of the cycle of economic crises, the acceleration of environmental pollution, and the acceleration of the decline of civilization under unreasonable social systems, among others.

如若从历史唯物主义的视角审视，那么，社会加速事实上是一个否定之否定地螺旋式上升的过程，整体上是历史加速与现实加速的统一，是时间加速与空间加速的统一，是量变加速与质变加速的统一，是自然加速与社会加速的统一，是精神加速与物质加速的统一，是正加速与负加速的统一。从积极的层面来看，社会加速包括生产方式替换的加速、技术进步的加速、制度创新的加速、传统私有制扬弃的加速、生活节奏的加速、社会变化的加速等。从消极的层面来看，社会加速包括经济危机周期的加速、环境污染的加速、不合理社会制度下文明衰落的加速，等等。

II. The Impact of Social Acceleration on Ideological and Political Education for University Students

二、社会加速对大学生思想政治教育的影响

(1) Social Acceleration Has a Profound Impact on University Students’ Learning Methods, Time Perception, and Psychological Changes

（一）社会加速对大学生的学习方式、时间感知、心理变化等方面都有深刻影响

First, the autonomy and selectivity of university students’ learning have greatly increased. Under conditions of social acceleration, especially the acceleration of technological development, the autonomy and selectivity of the educated in learning have been significantly enhanced. Of course, this increase in learning autonomy and selectivity places higher demands on the teaching of ideological and political course teachers, because with the assistance of multiple terminals, university students can simultaneously conduct online searches and verification of the content taught by ideological and political course teachers. In such a situation, teachers are not permitted to have discrepancies or deviations in their teaching of relevant content; otherwise, under the influence of negative emotions, students’ attention in class will be greatly diminished. At the same time, driven by technological acceleration, communication and interaction in university students’ learning and daily lives exhibit a multi-directional character, with “person-to-person dialogue” interwoven with “human-machine dialogue.” Each individual can transmit and receive information at multiple points and in multiple directions at the first moment. Consequently, the learning life of university students becomes more closely integrated with their political life, social life, and spiritual life.

其一，大学生学习的自主性和选择性大大增强。在社会加速特别是科技加速发展的条件下，受教育者学习的自主性和选择性大为增强。当然，这种学习自主性和选择性的增强对思政课教师教学提出了更高要求，因为在多终端的协助下，大学生往往对思政课教师所讲授的内容可以同步实现网络搜索及其印证，这种情形下，不允许思政课教师对相关内容的讲授有出入和偏差，否则在否定情绪的影响下，其课堂听课注意力会大打折扣。与此同时，在科技加速助推下，大学生学习生活中的沟通交流呈现出多向性特征，“人人对话”交织着“人机对话”，每个个体都能在第一时间多点、多向进行信息传递和反馈。由此，大学生的学习生活与政治生活、社会生活、精神生活之间贴合更为紧密。

Second, university students’ perception and utilization of time are quietly changing. Driven by social acceleration, especially the accelerated innovation of information dissemination methods, people’s perception of spatial distance is disappearing, while their perception of temporal distance is becoming more profound. “Instantaneity” rather than “instantaneous space,” “momentariness” rather than “momentary space”—the “spatiotemporal regime” is being overturned. The “fast time” formed by the compression of time cycles brings people more “fast experiences.” Under the conditions of “fast pace” and “fast life,” university students are more likely than other groups to feel what Hegel called the “now that is preserved” at every moment—before it can be touched, it has already passed and no longer exists; this “now” is merely “a generally negative thing.” University students’ perception of time urgency also affects their utilization of time. Sometimes they have to complete more tasks in less time, thereby feeling a certain degree of compression and encroachment that social acceleration brings to actual life.

其二，大学生对时间的感知与利用悄然发生变化。在社会加速特别是信息传播方式革新加速的助推下，人们对于空间距离的知觉正在消失，对于时间距离的知觉愈加深刻，“即时”而非“即空”，“瞬时”而非“瞬空”，“时空体制”正在被翻转。时间周期压缩后形成的“快时间”带给人们更多“快体验”，而在“快节奏”“快生活”状态下，大学生比其他群体更易感受到黑格尔所言的每时“所保持下来的这时”，还没来得及触摸却早已离去早已不存在了，“这时”只不过是一个“一般的否定的东西了”。大学生对时间紧迫的感知亦影响着对时间的利用，有时不得不以更少时间来完成更多任务量，由此亦感到社会加速给实际生活所带来的一定程度的挤压和侵占。

Third, the psychological confusion problems faced by university students are increasing. Clearly, social acceleration brings about conflicts between old and new cultures, old and new ideas, old and new values, and old and new behavioral norms, and may even create certain “blank zones” due to the inability to achieve timely and effective integration. For university students, before they have even understood or followed the original fixed values and norms, new value pursuits and normative requirements have already emerged. When the unfamiliar gradually replaces the familiar, it inevitably adds a sense of loneliness and helplessness, and the sense of social belonging also decreases. The tension and contradiction between numerous tasks and limited time impact university students’ learning life experiences and physical and mental health. Compared to the past, university students are more prone to feelings of confusion, tension, anxiety, distress, and other psychological states with negative characteristics, and may even experience certain psychological and behavioral maladjustments.

其三，大学生面对的心理困惑问题在增多。显然，社会加速带来新旧文化、新旧思想、新旧价值观以及新旧行为规范之间的冲突，甚或由于无法及时有效衔接而形成一定的“空白域”。对于大学生而言，原来那些固有的价值观、规范甚至还未理解、遵循，新的价值追求、规范要求业已出现，而当陌生逐渐代替熟悉，难免增加一些孤独感、无助感，社会归属感也存在降低的情形。任务繁多与时间紧张之间所产生的张力矛盾冲击着大学生的学习生活体验和身心健康，相比以往，大学生更易萌生或迷惘、或紧张、或不安、或苦恼等各种带有消极特征的心理感受，甚或产生一定的心理和行为不适。

(2) Social Acceleration Provides Rich Carriers for Ideological and Political Education for University Students, While Also Bringing Problems of Alienation

（二）社会加速为大学生思想政治教育提供了丰富载体，同时也带来了异化问题

First, ideological and political education for university students has gained richer carrier support. Social acceleration, especially technological acceleration, facilitates the updating, selection, and development of carriers for ideological and political education for university students. Digital technology and its carriers narrate, describe, and present the content of ideological and political education in a three-dimensional manner through text, images, videos, and other means. Compared with the relatively single carriers of traditional ideological and political education for university students, such as textbooks and blackboards, university students are more receptive to rich digital communication methods and their content. Moreover, digital carriers can be used repeatedly, thus breaking the spatiotemporal limitations of the original carriers of ideological and political education for university students. The application and accelerated updating of digital carriers integrate “in-class and out-of-class,” “online and offline,” and “reality and virtuality” in the work of ideological and political education for university students, helping to “enliven” education and teaching, and “enhance the sense of the times and appeal.”

其一，大学生思想政治教育有了更为丰富的载体支撑。社会加速特别是科技加速为大学生思想政治教育更新载体、选择载体、开发载体提供了便利。数字化技术及其载体以文字、图片、视频等方式叙事、述说并立体式呈现思想政治教育内容，相比传统大学生思想政治教育较为单一的教材、黑板等载体，大学生更易于接受丰富的数字化传播方式及其内容，并且，数字化载体可以反复使用，这就打破了原有大学生思想政治教育载体的时空限制。数字化载体的运用及其加速更新，使大学生思想政治教育工作“课内与课外”“线上与线下”“现实与虚拟”相融合，有助于促进教育教学“活起来”，“增强时代感和吸引力”。

Second, spectacle carriers increasingly profoundly influence university students’ perceptions and behaviors. Against the backdrop of social acceleration, the logic of “viewing” among university students is replacing the logic of “reading and writing.” Various pictures, images, short videos, and micro-videos construct spectacles such as “entertainment spectacles,” “gaming spectacles,” “leisure spectacles,” and “shopping spectacles.” These spectacles cluster together, “accelerating their appearance” and “accelerating their entry,” only to “accelerate their change” and “accelerate their exit.” University students who are immersed in spectacle images lack deep thinking, leading to undesirable phenomena such as “solitary acquiescence” and “one-dimensional silence.” At the same time, in the face of the accumulation of spectacles, what is exchanged on the screen is almost entirely in the form of “templates.” Individual information and social information are obscured by the standardization of technology and something akin to “impersonal human reason.” University students are “in front of the stage” without knowing what is “behind the stage,” let alone the true psychology and intentions of the publishers of spectacle images. This situation correspondingly affects the formation of university students’ critical consciousness.

其二，景观载体愈加深刻地影响大学生的感知与行为。在社会加速背景下，大学生的“观看”逻辑正在取代“读写”逻辑，各种图片、图像、小视频、短视频架构起诸如“娱乐景观”“游戏景观”“休闲景观”“购物景观”，这些景观簇拥着“加速赶场”“加速登场”，又“加速换场”“加速离场”。沉迷于景观图像中的大学生由于缺乏深度思考，以至于产生了“孤独式默认”“单向度沉默”等不良现象。同时，在景观积聚面前，屏幕里交换的几乎都是“模板”的样式，个体性信息和社会性信息被技术的标准化和类似于“无人身的人类理性”遮蔽掉了，大学生身处“幕前”而不知“幕后”，更不知晓景观图像发布者的真实心理和意图等，这种情形也相应影响到大学生批判意识的生成。

Third, the problem of human alienation under technological logic. Against the backdrop of social acceleration and technological acceleration, various technological carriers and means emerge in an endless stream, overwhelming people, who have become highly dependent on technology and inseparable from it. The replacement of human natural labor by various technologies has penetrated into all aspects of university students’ study and life, and when machines are becoming “human,” humans also face the danger of becoming “machines.” At the same time, one-sided understandings such as “technological determinism” and “technologism” also exist in reality in the process of ideological and political education of university students. For ideological and political education of university students, it is necessary to guard against the manipulation of educational and teaching behavior by the ubiquitous technological “enframing” [1]1 “Enframing” (Gestell) is a concept from Martin Heidegger’s philosophy, referring to the way modern technology frames the world as a standing-reserve to be exploited. and “technological ideology.”

其三，技术逻辑下人的异化问题。在社会加速、科技加速的背景下，各种科技载体、科技手段层出不穷、应接不暇，人们已高度依赖科技、形影不离科技。各种技术对人的自然劳动的取代已渗透到大学生学习生活的各个方面，而当机器正在变成“人”，人也就有了变成“机器”的危险。与此同时，大学生思想政治教育过程中也现实存在着“技术决定论”“唯技术论”等片面认识。对于大学生思想政治教育而言，要警惕无孔不入的技术“座架”和“技术意识形态”对教育教学行为的操控。

(3) Social acceleration creates a new environment for ideological and political education of university students, while also increasing uncertainty and complexity.

（三）社会加速创设大学生思想政治教育的新环境，同时也增加了不确定性和复杂性

First, the digital and intelligent environment for ideological and political education of university students is taking shape. For ideological and political education of university students, social acceleration not only constitutes the general era environment and background of this education, but also concretely drives the accelerated evolution of its environment. Against the backdrop of social acceleration, the environment for ideological and political education of university students is moving toward a digital and intelligent environment. With the rapid development of digital technologies such as big data, artificial intelligence, and the metaverse, new digital environments and scenarios for ideological and political education of university students have been created, breaking the relatively single scenario limitation. The holographic openness and virtual-real linkage of artificial intelligence and the digital world not only greatly expand the learning space for university students to achieve embodied cognition, but also continuously enhance their interactive experience in receiving ideological and political education.

其一，大学生思想政治教育的数字化、智能化环境正在形成。对于大学生思想政治教育而言，社会加速既构成大学生思想政治教育的时代大环境、大背景，又具体推动着大学生思想政治教育环境的演化加速。在社会加速背景下，大学生思想政治教育环境正朝着数字化、智能化环境迈进。随着大数据、人工智能、元宇宙等数字技术的快速发展，大学生思想政治教育数字化新环境、新场景得以创设，打破了较为单一的场景限制。人工智能、数字世界的全息开放、虚实联动，不仅大大拓展了大学生实现具身认知的学习空间，而且不断增强着大学生接受思想政治教育的交互体验。

Second, the uncertainty and complexity of the environment for ideological and political education of university students are increasing. On the one hand, the changes in the social environment accumulated by technological acceleration, acceleration of the pace of life, and acceleration of social change directly constitute the external social environment for ideological and political education of university students. Under the influence of this complex external social environment, the subsystem of the environment for ideological and political education of university students continuously differentiates and produces new environmental forms. On the other hand, compared with the accelerated changes in the external social environment, the internal environment of ideological and political education of university students is relatively stable, which creates a difference in the speed of change and a disconnection in the rhythm of change between the internal and external environments of this education. Thus, the problem of the “time lag” in the speed of change between the internal and external environments of ideological and political education of university students arises. In the face of this “time lag” between the internal and external environments, the originally clear logical relationships between the “self” and the “other,” and between the “self” and the “other-self,” become somewhat blurred.

其二，大学生思想政治教育环境的不确定性、复杂性在增加。一方面，由科技加速、生活节奏加速、社会变迁加速等所累积的社会环境变化直接构成大学生思想政治教育的外部社会环境，而在复杂的外部社会环境影响下，大学生思想政治教育环境子系统又不断分化产生新的环境形态；另一方面，与外部社会环境的变化变迁加速相比，大学生思想政治教育的内部环境较为稳定，这也就产生了大学生思想政治教育内外部环境变化速度的差异、变化节奏的脱节现象。大学生思想政治教育内外部环境变化速度之“时差”问题由此产生。在内外部环境“时差”面前，原本清晰的“自我”以及“自我”与“他者”、“自我”与“他我”间的逻辑关系变得有些模糊不清。

Third, the environment for ideological and political education of university students exhibits, in a certain sense, a phenomenon of “frenetic standstill.” [2]2 “Frenetic standstill” (rasender Stillstand) is a concept from the German sociologist Hartmut Rosa, describing a condition where social acceleration leads to a paradoxical stagnation in cultural and political innovation. Against the backdrop of social acceleration, “time intervals” are in a state of continuous shortening, but the time freed up after the shortening of “time intervals” is not left vacant; rather, it is continuously filled by an endless stream of new things and new affairs. The free time originally gained from busyness is instead crowded out by new busyness. Through such cyclical changes, people instead feel a “time shortage” or even a “time crisis.” For university students, they generally feel the “frenetic” nature of time and society. From a deeper perspective, the adaptive capacity of the construction of the environment for ideological and political education of university students has not kept pace with the rapid changes in time, social structure, culture, and so on.

其三，大学生思想政治教育环境在某种意义上存在“疾驰的静止”现象。在社会加速背景下，“时间区间”处于不断缩短的状态，但“时间区间”缩短后空余出的时间并没有空置，而是被源源不断的新事物与新事务所填充，原本由忙碌争得的空闲却被新的忙碌所挤占，如此循环递变，人们反而感受到的是“时间紧缺”甚或“时间危机”。对于大学生而言，普遍感受到时间的“疾驰”、社会的“疾驰”。从更深的视角来审视，大学生思想政治教育环境建设的应变能力并没有跟上时间以及社会结构、文化等的快速变化。

III. How should ideological and political education of university students respond to the new challenges brought by social acceleration?

三、大学生思想政治教育如何应对社会加速带来的新挑战？

(1) Guide university students to coordinate the “speed of social others” in promoting their own development.

（一）引导大学生在促进自身发展中协调好“社会他者速度”

To coordinate the “speed of social others,” it is necessary to guide university students to actively respond to the “machine other.” Artificial intelligence, especially generative artificial intelligence, integrates many applications such as intelligent search, intelligent recognition, intelligent programming, intelligent dialogue, intelligent writing, and intelligent navigation. “Human-machine interaction” is accelerating to become a trend of the times. As the main force of “human-machine interaction,” university students’ “attention” is increasingly concentrated on “human-machine interaction.” Consequently, the teaching of ideological and political education for university students is facing challenges from the rapidly developing “machine other” and “human-machine interaction.” The teaching of ideological and political education for university students must be integrated into “big classrooms,” “big lectures,” and “big practices.” Only by providing educational content with depth, substance, and warmth, and by utilizing modern means of dissemination, can it effectively attract the attention of the “offline” university student group and enhance the effectiveness of ideological and political education for university students. Of course, guiding university students to actively respond to the “machine other” does not mean completely rejecting the “machine other,” but rather treating it dialectically.

协调“社会他者速度”，要引导大学生积极应对“机器他者”。人工智能特别是生成式人工智能融合了智能搜索、智能识别、智能编程、智能对话、智能写作、智能导航等诸多应用，“人机交往”正在加速成为时代潮流。作为“人机交往”主力军的大学生，其“注意力”愈加集中在“人机交往”上，由此，大学生思想政治教育教学正受到来自快速发展的“机器他者”及“人机交往”的挑战。大学生思想政治教育教学必须融入“大课堂”“大报告”“大实践”，只有提供有深度、有厚度、有温度的教育内容并且借助现代化的传播手段，才能有效吸引“线下”大学生群体的注意力，增强大学生思想政治教育教学的实效性。当然，引导大学生积极应对“机器他者”，并不是完全排斥“机器他者”，而是要辩证看待和对待。

To coordinate the “speed of social others,” it is necessary to guide university students to actively promote reconciliation with the “competitive other.” As is well known, university students’ learning and acceptance of ideological and political education require the investment and sedimentation of time and energy. However, in the general environment filled with social acceleration and era competition, academic performance remains the core “yardstick” used by most universities to measure the learning outcomes of ideological and political theory courses for university students. If a university student has read a large number of Marxist classic works and engaged in in-depth thinking on relevant ideological theories, but their final exam score may still be lower than that of other classmates, in this situation, university students inevitably fall into accelerated competition with their peers, or even unhealthy competition. This does not conform to the inherent laws of ideological and theoretical learning, and it invisibly increases the “internal friction” and “external friction” of such learning. On the issue of promoting reconciliation between university students and the “competitive other,” the institutional arrangements of ideological and political education should provide more consideration and support.

协调“社会他者速度”，要引导大学生主动推动与“竞争他者”和解。众所周知，大学生对思想政治教育的学习和接受需要时间精力的付出和沉淀，但在充斥着社会加速、时代竞速的大环境下，学习成绩仍然是大多数高校衡量大学生思想政治理论课学习效果的核心“刻度”。如果一位大学生阅读了大量马克思主义经典著作，对相关思想理论进行了深入思考，但是期末考试卷面成绩可能仍然没有其他同学考的分数高，在此情形下，大学生难免陷入与同学他者加速竞争乃至于不良竞争之中，这并不符合思想理论学习自身的规律，并且无形中增加了思想理论学习的“内耗”和“外耗”。在促进大学生与“竞争他者”和解的问题上，思想政治教育制度安排应有更多考虑和支持。

(2) Guide university students to establish broader “relationships of relationships” through the good and the beautiful.

（二）以美好引领大学生建立更广泛的“有关系的关系”

The reason why the educated accept ideological and political education is, to a large extent, because such education can guide the good and the beautiful, create the good and the beautiful, and realize the good and the beautiful. Various forms of the good and the beautiful are not realized and completed by individuals in isolation, but can only be realized and completed within certain social relations. Against the backdrop of social acceleration, ideological and political education of university students should actively expand its own “circle of friends” and guide university students to establish broader “relationships of relationships” through the good and the beautiful.

受教育者之所以接受思想政治教育，在很大程度上，是由于思想政治教育能够引导美好、创造美好、实现美好，各种美好不是由个体孤立实现和完成的，而是需要在一定的社会关系中才能实现和完成。社会加速背景下，大学生思想政治教育应积极主动扩大自身“朋友圈”，以美好引领大学生建立更广泛的“有关系的关系”。

In the view of Marx and Engels, ideological and political education cannot be confined to struggles in the purely ideological realm, because struggles in the purely ideological realm are only struggles against the “copy,” and are therefore “naive, childish, utopian fantasies.” [3]3 This is a reference to Marx and Engels’ critique of the Young Hegelians in *The German Ideology*, where they argue that purely ideological struggles are ineffective against material conditions. In ideological and political education of university students, one can neither detach from the good and the beautiful to preach empty principles, nor talk about the good and the beautiful in vain without being able to attain them. In this education, the goals, values, models, and practices of a good life should be integrated into the objectives and processes, theory and practice of ideological and political education. Against the backdrop of social acceleration, some former good wishes and beautiful visions have already been realized, but obviously, social acceleration does not equal “acceleration of the good and the beautiful.” Social acceleration does not necessarily bring a good life; many things brought by acceleration even reduce the experience of a good life.

在马克思恩格斯看来，思想政治教育不能局限于纯粹思想领域的斗争中，因为，在纯粹思想领域中的斗争只是一种针对“副本”的斗争，因而是“天真的幼稚的空想”。在大学生思想政治教育中，既不能脱离美好而空讲道理，也不能空谈美好而无法达至美好。在大学生思想政治教育中，要将美好生活的目标、美好生活的价值、美好生活的典范、美好生活的实践融入思想政治教育目标与过程、理论与实践之中。在社会加速背景下，曾经的一些美好愿望、美好愿景有的已实现，但显然，社会加速不等于“美好加速”，社会加速并不必然带来美好生活，很多由加速带来的东西甚至降低了对美好生活的体验。

How to solve the problem of asynchrony between social acceleration and a good life? Rosa believes that the concealment and lack of relationships between people are the main causes of “new alienation,” and resonance is an important way to overcome the alienation of interpersonal relationships brought by social acceleration. [4]4 Hartmut Rosa, a contemporary German sociologist, develops the concept of “resonance” as a counter to alienation in his work *Resonance: A Sociology of Our Relationship to the World*. Against the backdrop of social acceleration, there is a lack of emotional and spiritual communication and understanding between people, a lack of “relationships of relationships.” Precisely for this reason, ideological and political education of university students should guide them to establish broad “relationships of relationships.” It is especially necessary to use artistic means to build bridges of emotional understanding and spiritual communication for university students, which is a very important way to generate resonance. When university students wander in the world of art, they also open a dialogue with human culture, human meaning, and human value, thereby sharing profundity, leading to depth, broadening their horizons, purifying their minds, and transcending barriers. Ideological and political education of university students should and can use art to foster more “relationships of relationships” and “resonances of resonances.”

如何解决社会加速与美好生活之间的不同步问题？罗萨认为，人与人之间关系的遮蔽与缺乏是造成“新异化”的主要原因，而共鸣是克服社会加速带来的人际关系异化的重要方式。在社会加速背景下，人与人之间缺乏情感与心灵的沟通和理解，缺乏“关系的关系”。正因如此，应在大学生思想政治教育中引领大学生建立广泛的“有关系的关系”，尤其需要通过艺术的手段为大学生架设起情感理解、心灵沟通的桥梁，这是产生共鸣很重要的一个途径。当大学生徜徉于艺术的世界，也即开启了与人类文化、人类意义、人类价值的对话，从而分享深邃、导向深刻、阔达境界、净化心灵、超越隔阂。大学生思想政治教育应该而且可以借助艺术促成更多“关系的关系”以及“共鸣的共鸣”。

(3) Use a multi-support system to shape the “strong psychological traits” of university students.

（三）用多重支持体系塑造大学生的“强势心理特质”

Confronting life’s problems and achieving human transformation are the purpose and value of ideological and political education for university students. From the perspective of the laws of human development, to confront life’s problems and achieve human transformation, physical and mental health—especially psychological health and strong psychological qualities—are indispensable. Against the backdrop of social acceleration, facing drastic and profound social changes and social transformation, to remain invincible in a fiercely competitive social environment, it is even more necessary to shape university students’ “strong psychological traits” in order to prevent and eliminate the “psychological shock” brought about by the rapid and volatile development of social affairs.

直面人生问题、实现人的改变，是大学生思想政治教育的目的和价值所在。从人自身的发展规律来看，要直面人生问题、实现人的改变，身心健康特别是心理健康、心理素质过硬是必不可少的。在社会加速背景下，面对急剧而深刻的社会变化、社会转型，要在激烈的社会环境中立于不败之地，更需要塑造大学生的“强势心理特质”，以预防和消除由于社会事物发展多变、速变而带来的“心理震荡”。

In social acceleration, there is no absolute “speed advantage” or “speed disadvantage”; speed is highly variable, and the transformation between “speed advantage” and “speed disadvantage” can occur in an instant or in a single thought. This is the prerequisite understanding for shaping university students’ “strong psychological traits” in social acceleration. Against the backdrop of social acceleration, ideological and political education for university students needs to guide the educated to position themselves accurately, especially to help them identify their own psychological advantages, grasp their psychological advantages, and strengthen their psychological advantages. Only by continuously strengthening the psychological traits of individual university students, continuously improving their psychological qualities, and thereby establishing a scientific, reasonable, safe, and healthy “psychological barrier” across society, can we continuously reduce the sense of frustration, loss, and anxiety among university students caused by social acceleration, and reduce the emergence of “mechanical persons” overly dependent on technology, “lonely persons” alienated in interpersonal relationships, and atomized “one-dimensional persons” produced by social acceleration.

在社会加速中，没有绝对意义上的“速度优势”与“速度劣势”，速度可变性非常强，“速度优势”与“速度劣势”间的转化可能在一瞬间，也可能在一念间。这是在社会加速中塑造大学生“强势心理特质”的前提性认识。社会加速背景下，大学生思想政治教育更需要引导受教育者准确定位，特别是引导受教育者看准自己的心理优势，把握自己的心理优势，强化自己的心理优势。只有不断强化大学生个体的心理特质，不断提升大学生个体的心理素质，进而在全社会建立起科学合理、安全健康的“心理屏障”，才能不断减少大学生群体由于社会加速而带来的挫败感、失落感、焦虑感，减少由于社会加速而产生的过度依赖技术的“机械人”、人际关系疏离的“孤独人”以及原子化的“单面人”。

Using a multi-support system to shape the “strong psychological traits” of university student educatees should emphasize the comprehensive and coordinated development of university students’ psychological health education with economic, social, and cultural aspects. In the period of social acceleration, culture also undertakes special functions such as expressing emotions and releasing pressure. Using a multi-support system to shape the “strong psychological traits” of university student educatees should also actively integrate ideological and political education for university students with psychological health education. Without a healthy psychology, it is impossible to form correct thoughts, let alone produce good social behavior. In the process of ideological and political education for university students, effective pathways for integrating psychological counseling, psychological crisis intervention, etc., with ideological and political education for university students should be further explored, enhancing university students’ conscious awareness of maintaining their own good psychological state.

用多重支持体系塑造大学生受教育者的“强势心理特质”，应重视大学生的心理健康教育与经济、社会、文化之间的全面协调发展。在社会加速发展时期，文化还承担着诸如表达情绪、释放压力的特殊功能。用多重支持体系塑造大学生受教育者的“强势心理特质”，还应积极将大学生思想政治教育与心理健康教育结合起来。没有健康的心理就无法形成正确的思想，更不会产生良好的社会行为。在大学生思想政治教育过程中，应进一步探索心理咨询、心理危机干预等与大学生思想政治教育融合的有效途径，提高大学生保持自身良好心理状态的自觉意识。

(Author’s bio: Zhang Zhe, Associate Professor, School of Marxism, Lanzhou University)

（作者简介：张哲，兰州大学马克思主义学院副教授）

Online editor: Tongxin

网络编辑：同心