Retrospect and Prospect of the Development of the Discipline of Ideological and Political Education since Reform and Opening Up

Ideological and political education is a social phenomenon that emerged very early in human society. Marx and Engels created a new type of ideological and political education activity for human society. Lenin turned this ideological and political education activity into reality, initiating a new type of practical ideological and political education activity. In the course of its revolutionary and construction practice, the Communist Party of China not only named this practical activity and proposed a systematic theory of ideological and political education, but also, in the practice of reform and opening up and socialist modernization, established ideological and political education as a science, founded the specialty of ideological and political education, set up the discipline of ideological and political education, and completed the leap from the phenomenon of ideological and political education, to the practical activity of ideological and political education, to the specialty of ideological and political education, and then to the discipline of ideological and political education. The year 2024 marks the 40th anniversary of the founding of the specialty of ideological and political education. At this juncture, reviewing the achievements of the development of the discipline of ideological and political education, summarizing the experience of disciplinary development, and looking ahead to the trends and directions of disciplinary development are important issues for the development of the discipline of ideological and political education.

思想政治教育是人类社会很早就出现的社会现象，马克思恩格斯为人类社会开创了一种崭新的思想政治教育活动，列宁使这种思想政治教育活动变为现实，开启了新型的思想政治教育实践活动。中国共产党在革命、建设的实践过程中，不仅对这种实践活动进行命名，提出系统的思想政治教育理论，而且在改革开放和社会主义现代化建设实践中，确立思想政治教育为一门科学，创办了思想政治教育专业，设立了思想政治教育学科，完成了从思想政治教育现象到思想政治教育实践活动，到思想政治教育专业，再到思想政治教育学科的跨越。2024年是思想政治教育专业创办40周年，在这个时间节点上，回溯思想政治教育学科发展成就，总结学科发展经验，展望学科发展趋势和走向，是思想政治教育学科发展的重要问题。

I. Major Achievements of the Discipline of Ideological and Political Education since Reform and Opening Up

一、改革开放以来思想政治教育学科取得的主要成就

In the 40 years since the founding of the discipline of ideological and political education, it has developed from being established in a few schools to becoming one of the largest undergraduate specialties in the humanities and social sciences in China, and from an undergraduate specialty to master's and doctoral degree programs, and then to an independent second-level discipline under the disciplinary category of Marxist theory, achieving leapfrog development in disciplinary construction. The historic achievements made in the 40 years since the founding of the discipline of ideological and political education can be summarized from many perspectives.

思想政治教育学科创立40年来，从少数学校创办到成为我国人文社会科学数量最大的本科专业之一，从本科专业发展到硕士博士点，再到马克思主义理论学科目录下独立二级学科，实现了学科建设的跨越式发展，思想政治教育学科创立40年取得的历史性成就可以从很多角度概括。

(I) Shaping the Concept of Ideological and Political Education

（一）形塑了思想政治教育概念

Before reform and opening up, ideological and political education was an extremely important task of the Party, playing a vital "lifeline" role during the period of socialist revolution and construction. Shortly after the founding of New China, Mao Zedong used the concept of "ideological and political education" and put forward a doctrine of ideological and political education centered on correctly handling contradictions among the people. However, the first generation of collective leadership of the Communist Party of China did not define this concept. After reform and opening up, with the bringing order out of chaos [1]1 "Bringing order out of chaos" (拨乱反正) refers to the political line adopted after the Cultural Revolution (1966-1976) to correct the errors of that period and restore normal Party and state life. and the advancement of the cause of socialist modernization with Chinese characteristics, ideological and political education returned to the track of normal development. Deng Xiaoping repeatedly elaborated on the importance of ideological and political work and ideological and political education. At the 1979 Theoretical Work Conference, he explicitly stated that ideological and political work "is a lofty and creative scientific work that requires the painstaking efforts of revolutionary thinkers." [2]2 This quotation is from Deng Xiaoping's speech at the Theoretical Work Conference held by the Party Central Committee from January to April 1979. He emphasized grasping economic work with one hand and ideological and political work with the other, grasping reform and opening up with one hand and the Four Cardinal Principles [3]3 The Four Cardinal Principles (四项基本原则) are: upholding the socialist path, the people's democratic dictatorship, the leadership of the Communist Party of China, and Marxism-Leninism and Mao Zedong Thought. They were articulated by Deng Xiaoping in 1979. with the other, and that both hands must be strong. He also clearly defined the objects of ideological and political education work, revealed the connotation and essence of ideological and political work, and clarified the scope of its role, main content, basic principles, and methods, laying a solid foundation for shaping the concept of ideological and political education. In 1982, Hu Yaobang, in a conversation with the head of the Propaganda Department of the CPC Central Committee ("On the Issue of Ideological and Political Work"), comprehensively and systematically expounded on the nature and status of ideological and political work within the Party's work, its concept, phenomena, essence, purpose and tasks, characteristics, principles and policies, professionalization of the workforce, leadership and management, and other issues. He also explicitly defined ideological and political work, shaping the concept of the Communist Party of China's ideological and political work in the new period. It was precisely under the high regard and active promotion of the Party's leaders that in 1983, the CPC Central Committee issued a notice approving and forwarding the "Outline of Ideological and Political Work for Employees of State-Owned Enterprises (Trial Implementation)," which put forward the requirement to cultivate specialized talents in ideological and political education. This directly led to the founding of the specialty of ideological and political education. During the process of establishing the specialty of ideological and political education, scholars of ideological and political education provided substantive definitions of the concept from an academic perspective. The publication in 1986 of "Principles of Ideological and Political Education" (hereinafter referred to as "Principles") marked the initial formation of the concept of ideological and political education. "Principles" placed ideological and political education within the macro-background of the development of human society, providing a general definition from the perspective of the commonality of human society, while also defining the particularity of Marxist ideological and political education and the ideological and political education activities of the Communist Party of China, thus initially shaping the concept of ideological and political education. Looking at subsequent developments, although scholars have continued to shape the concept of ideological and political education, forming different definitional approaches such as the "imposition theory," "transformation theory," "internalization theory," "cultivation theory," "development theory," and "guidance theory," the framework of the definitions still follows two perspectives, the broad and the narrow, viewing ideological and political education as a common social phenomenon of human society, and on this basis discussing the particularity of the ideological and political education phenomena and activities to which we refer. After 40 years of development of the discipline, the concept of ideological and political education has become relatively stable and mature.

改革开放以前，思想政治教育是党的一项十分重要的工作，在社会主义革命和建设时期发挥了“生命线”的重要作用。新中国成立后不久，毛泽东使用了“思想政治教育”这个概念，提出了正确处理人民内部矛盾为核心内容的思想政治教育学说，但中国共产党第一代领导集体并没有对思想政治教育这个概念进行界定。改革开放以后，随着拨乱反正和中国特色社会主义现代化事业的推进，思想政治教育重新恢复正常发展轨道上来。邓小平多次阐述思想政治工作和思想政治教育的重要性，在1979年理论工作务虚会议上，他明确提出思想政治工作“是要费尽革命思想家心血的崇高的创造性的科学工作”。强调一手抓经济工作，一手抓思想政治工作，一手抓改革开放，一手抓四项基本原则，两手抓两手都要硬。他还明确提出了思想政治教育工作的对象，揭示了思想政治工作的内涵和本质，明确了思想政治教育作用范围、主要内容、基本原则和方法，为思想政治教育概念的形塑奠定了坚实的基础。1982年胡耀邦在与中宣部负责人谈话（《关于思想政治工作问题》）时，对思想政治工作在党的工作中的性质和地位、概念、现象、本质、目的和任务、特点、原则方针、队伍专业化建设、领导管理等问题进行全面系统阐述，他还明确对思想政治工作进行定义，形塑了新时期中国共产党思想政治工作概念。正是在党的领导人的高度重视和积极推动下，1983年中共中央发出关于批转《国营企业职工思想政治工作纲要（试行）》的通知，提出培养思想政治教育专门人才的要求，这直接催生了思想政治教育专业的创办。在思想政治教育专业创办过程中，思想政治教育学者从学理角度对思想政治教育概念进行实质性定义，1986年《思想政治教育学原理》（以下简称《原理》）的出版，标志着思想政治教育概念的初步形成。《原理》把思想政治教育放在人类社会发展的宏观背景下，既从人类社会共性角度对思想政治教育进行一般界定，同时也对马克思主义思想政治教育、中国共产党思想政治教育活动的特殊性进行界定，初步形塑了思想政治教育概念。从此后的发展来看，尽管学者们对思想政治教育概念一直进行形塑，形成“施加论”“转化论”“内化论”“培养论”“发展论”“引导论”等各不相同的思想政治教育定义方式，但从定义框架来看，依然沿用广义和狭义两个角度，把思想政治教育看成人类社会共同的社会现象，在此基础上讨论我们所指称的思想政治教育现象和活动的特殊性。思想政治教育学科经过40年发展，思想政治教育概念相对稳定和成熟。

(II) Constructing the Science of Ideological and Political Education

（二）建构了思想政治教育科学

Before reform and opening up, when drafting the resolution of the Ninth Congress of the Fourth Red Army of the Chinese Workers’ and Peasants’ Red Army, Mao Zedong, in response to erroneous subjectivist thinking within the Party, put forward the concept of scientization, “mainly to educate Party members so that the thinking of Party members and inner-Party life are both politicized and scientized,” but there was never time to carry out scientization construction. After reform and opening up, with the reflection on the “Cultural Revolution” and the call for a “spring of science,” a call for the scientization of ideological and political education arose across the entire Party and society. In 1980, newspapers such as *Guangming Daily* and *Wenhui Daily* launched a major discussion on “whether ideological and political work is a science.” Through this discussion, the view that ideological and political work is a science gained recognition from all sectors of society. From June 27 to 29, 1981, the Central Committee of the CPC convened the Sixth Plenary Session of the Eleventh Central Committee in Beijing, which unanimously adopted the *Resolution on Certain Historical Questions of the Party since the Founding of the People’s Republic of China* (hereinafter referred to as the *Resolution*). The *Resolution* incorporated Mao Zedong’s correct ideological viewpoints on ideological and political work and cultural work as an important component of the scientific system of Mao Zedong Thought, “in fact confirming the scientific nature of ideological and political work from a historical perspective.” To implement the spirit of relevant central documents and leaders’ speeches, in the summer of 1983, the Ministry of Education convened a demonstration meeting on the political work specialty. The meeting determined that ideological and political work is a science, with the disciplinary name being “Ideological and Political Education” (some say “Ideological and Political Work”); the specialty name on which disciplinary construction and talent cultivation rely is “Ideological and Political Education Specialty.” During the process of establishing the Ideological and Political Education specialty, scholars compiling textbooks for the specialty not only defined the concept of ideological and political education from a theoretical perspective but also, from the perspective of the conditions for becoming a science, comprehensively constructed the discipline of ideological and political education in terms of its connotation, research object, basic categories, theoretical foundation and knowledge reference, scope of the field, disciplinary characteristics, and research methods, initially establishing the framework of the discipline of ideological and political education. On May 29, 1987, the *Decision on Improving and Strengthening Ideological and Political Work in Higher Education Institutions* issued by the Central Committee of the CPC stated: “Ideological and political education is a science based on Marxist theory, with relatively strong comprehensiveness and practicality.” On August 31, 1994, the *Opinions on Further Strengthening and Improving Moral Education in Schools* issued by the Central Committee of the CPC pointed out: “Ideological and political education is a science with its own laws.” On June 28, 2000, the Central Committee of the CPC convened a Central Conference on Ideological and Political Work, at which Jiang Zemin delivered an important speech, clearly stating: “Ideological and political work is a science.” This was the first time a Party leader explicitly stated in a speech that ideological and political work is a science, marking the recognition of the view that ideological and political education is a science by the Party and the state, and also marking the completion of the scientization of ideological and political education. In the 40 years since the establishment of the discipline of ideological and political education, although scholars still hold different views on what kind of science and discipline ideological and political education is, the fact that ideological and political education is a science and a specialized field of knowledge has been recognized by national policy and widely accepted by all sectors of society.

改革开放以前，毛泽东在起草中国工农红军第四军第九次代表大会决议时，针对党内主观主义的错误思想，提出科学化的理念，“主要是教育党员使党员的思想和党内的生活都政治化，科学化”，但一直没有来得及进行科学化建设。改革开放以后，随着对“文化大革命”的反思和对“科学春天”的呼唤，在全党和全社会兴起了一股思想政治教育科学化的呼声。1980年《光明日报》《文汇报》等报刊发起了“思想政治工作是一门科学”的大讨论，通过讨论使思想政治工作是一门科学的观点得到社会各方面认同。1981年6月27日至29日，中共中央在北京召开十一届六中全会，会议一致通过《关于建国以来党的若干历史问题的决议》（以下简称《决议》），《决议》把毛泽东关于思想政治工作和文化工作的正确思想观点作为毛泽东思想科学体系的重要内容，“实际上从历史的角度确认了思想政治工作的科学性”。为了落实中央有关文件和领导讲话精神，1983年暑期，教育部召开了政工专业论证会，会议确定思想政治工作为一门科学，其学科名称为“思想政治教育学”（一说为“思想政治工作学”）；学科建设和人才培养所依托的专业名称为“思想政治教育专业”。在思想政治教育专业创办过程中，思想政治教育学者在编写思想政治教育专业教材时，不仅从学理角度定义了思想政治教育概念，而且从成为一门科学的条件的角度，对思想政治教育学从内涵、研究对象、基本范畴、理论基础和知识借鉴、领域范围、学科特点以及学科研究方法等方面进行全方位构建，初步构建起思想政治教育学的框架。1987年5月29日，中共中央印发的《关于改进和加强高等学校思想政治工作的决定》提出：“思想政治教育是一门以马克思主义理论为基础、综合性和实践性都比较强的科学。”1994年8月31日，中共中央印发的《关于进一步加强和改进学校德育工作的若干意见》指出：“思想政治教育是一门科学，有其自身的规律。”2000年6月28日，中共中央召开中央思想政治工作会议，江泽民在会议上发表重要讲话，明确指出：“思想政治工作是一门科学。”这是党的领导人讲话明确提出思想政治工作是一门科学，标志着思想政治教育是一门科学的观点得到党和国家的认同，同时也标志着思想政治教育科学化的完成。思想政治教育学科创立40年，尽管在思想政治教育学是一门什么样的科学和学科上，学者们还存在着不同认识，但思想政治教育是一门科学，是一门专门的学问，已经得到国家政策认可和社会各方面广泛接受。

(3) The Establishment of the Disciplinary System of Ideological and Political Education

（三）建立了思想政治教育学科体系

Elevating the phenomena and activities of ideological and political education to the level of disciplinary construction, establishing the specialty of ideological and political education and building the discipline of ideological and political education, cultivating specialized talents in ideological and political education through professional, standardized, and institutionalized methods, and conducting professional and disciplinary construction of ideological and political education—this was a great pioneering undertaking of CPC ideological and political education after reform and opening up. On April 13, 1984, the Ministry of Education issued the *Opinions on Setting Up the Specialty of Ideological and Political Education in Twelve Institutions*, marking the starting point of the construction of the ideological and political education specialty. In 1988, ten universities nationwide began enrolling master’s students in the specialty of ideological and political education, and the development of ideological and political education entered a stage where both the discipline and the specialty advanced together. In 1995, the Academic Degrees Committee of the State Council and the former State Education Commission issued the *Catalogue of Disciplines and Specialties for Doctoral and Master’s Degrees and Graduate Cultivation*, setting up the specialty of Marxist Theory and Ideological and Political Education and corresponding master’s and doctoral degree programs, and the discipline of ideological and political education entered the stage of constructing doctoral degree authorization points. In 2005, the *Notice on Adjusting and Adding the First-Level Discipline of Marxist Theory and Its Subordinate Second-Level Disciplines* issued by the Academic Degrees Committee of the State Council listed ideological and political education as a second-level discipline under the first-level discipline of Marxist Theory, marking the formation of ideological and political education as an independent discipline. After 40 years of development, the discipline of ideological and political education has established a relatively complete disciplinary system. First, a complete disciplinary talent cultivation system. As of 2023, the number of doctoral degree programs in ideological and political education has grown to 108, master’s degree programs to 401, and undergraduate specialties to 301. The discipline of ideological and political education has formed a talent cultivation system covering undergraduate, master’s, and doctoral levels, with a large number and reasonable structure (see Table 1).

把思想政治教育现象和活动提升到学科建设的角度，创办思想政治教育专业、建立思想政治教育学科，通过专业化、正规化、体制化方式培养思想政治教育专门人才，进行思想政治教育专业和学科建设，这是改革开放以后中共思想政治教育的伟大创举。1984年4月13日，教育部印发《关于在十二所院校设置思想政治教育专业的意见》，成为思想政治教育专业建设的起点；1988年，全国十所高校开始招收思想政治教育专业硕士研究生，思想政治教育发展进入到学科与专业并举阶段；1995年，国务院学位委员会和原国家教委颁发《博士、硕士学位和培养研究生的学科、专业目录》，设置马克思主义理论与思想政治教育专业和相应专业硕士点、博士点，思想政治教育学科进入到博士学科授权点建设阶段；2005年，国务院学位委员会的《关于调整增设马克思主义理论一级学科及所属二级学科的通知》将思想政治教育列为马克思主义理论一级学科目录下的二级学科，标志着思想政治教育作为独立学科的形成。经过40年的发展，思想政治教育学科已经建立起相对完备的学科体系。一是齐全的学科人才培养体系。截至2023年，思想政治教育博士点增长到108个，硕士点增长到401个，本科专业增长到301个，思想政治教育学科已经形成涵盖本科、硕士、博士各个层面，数量庞大、结构合理的思想政治教育人才培养体系（见表1）。

Second, a hierarchical and diverse textbook system. During the construction of the ideological and political education specialty and discipline, great importance has been attached to textbook construction. The founding document of the specialty explicitly required organizing universities to compile textbooks for the ideological and political education specialty. In 1985, Wuhan University completed the compilation of the textbook *Methodology of Ideological and Political Education*, and in 1986, Fudan University completed the compilation of the textbook *Principles of Ideological and Political Education*, marking a substantive breakthrough in the construction of textbooks for the ideological and political education specialty. In 1994, the former State Education Commission specially formed a textbook compilation committee for the ideological and political education specialty, initiating the compilation of the second set of unified textbooks for the specialty, “forming a group of disciplinary specialty textbooks with *Principles of Ideological and Political Education*, *Methodology of Ideological and Political Education*, and *History of Ideological and Political Work* as the backbone.” In 2001, the Ministry of Education organized several universities that were among the first to recruit doctoral students in the specialty of Marxist Theory and Ideological and Political Education to jointly compile *Modern Ideological and Political Education* as a graduate textbook. After the establishment of the first-level discipline of Marxist Theory, the Ministry of Education uniformly compiled graduate textbooks for the discipline of Marxist Theory. After socialism with Chinese characteristics entered the New Era, the field of the discipline of ideological and political education, in response to the development of the New Era, launched a series of textbooks for bachelor’s, master’s, and doctoral levels, forming a relatively complete textbook system.

二是层次和类型多样丰富的教材体系。在思想政治教育专业学科建设过程中，高度重视教材建设，在专业创办文件中就明确要求组织高校编写思想政治教育专业教材。1985年武汉大学编写完成《思想政治教育方法论》教材，1986年复旦大学编写完成《思想政治教育学原理》教材，标志着思想政治教育专业教材建设取得实质性突破。1994年，原国家教委专门组成思想政治教育专业教材编写委员会，启动第二套思想政治教育专业统编教材编写，“形成了以思想政治教育学原理、思想政治教育方法论、思想政治工作史为主干的学科专业教材群”；2001年，教育部组织第一批招收马克思主义理论与思想政治教育专业博士的几所高校合作编写《现代思想政治教育学》，将其作为研究生教材；马克思主义理论一级学科设立以后，教育部统一编写马克思主义理论学科研究生教材。中国特色社会主义进入新时代以后，思想政治教育学科领域又根据新时代发展，推出系列本硕博教材，形成相对完善的教材体系。

Third, a theoretical system with complete structure and complementary functions. Scholars in ideological and political education have attached great importance to the construction of the theoretical system, forming several theoretical and content systems, including the principles of ideological and political education, the history of ideological and political education, comparative ideological and political education, and research on practical issues in ideological and political education, thereby constructing the basic framework of the discipline of ideological and political education.

三是结构完整功能互补的理论体系。思想政治教育学者十分重视理论体系构建，形成思想政治教育学原理、思想政治教育史学、比较思想政治教育学、对思想政治教育实践课题研究等几个方面的理论体系和内容体系，构建起思想政治教育学科的基本框架。

Fourth, a discourse system with clear categories and defined fields. Scholars have attached great importance to the construction of categories in ideological and political education, establishing basic categories such as the educator and the educated in ideological and political education, thought and behavior, inculcation and guidance, verbal teaching and personal example, material encouragement and spiritual encouragement, education and management, internalization and externalization, and the individual and society. These basic categories constitute the discourse system that distinguishes the discipline of ideological and political education from other disciplines.

四是范畴清晰领域明确的话语体系。学者们十分重视思想政治教育范畴的构建，构建了思想政治教育者与受教育者、思想与行为、灌输与疏导、言教与身教、物质鼓励与精神鼓励、教育与管理，内化与外化、个人与社会等基本的范畴，这些基本范畴构成思想政治教育学与其他学科相区别的话语体系。

(4) The Cultivation of Disciplinary Strength in Ideological and Political Education

（四）培育了思想政治教育学科力量

Since reform and opening up, the discipline of ideological and political education has achieved very rich results in disciplinary construction in the process of talent cultivation, scientific research, serving national and social development, and especially in serving the construction of mainstream ideology, ideological and political work in universities, and the construction of ideological and political theory courses. In this process, a large number of specialized personnel in ideological and political education have also been cultivated, and among these specialized personnel, a vast group of professional workers in ideological and political education has formed, including ideological and political education theorists and ideological and political education practitioners. Within these groups, some industry associations have also been formed, such as the Ideological and Political Education Professional Committee of the China Higher Education Research Association, which is centered on the circle of ideological and political education majors in universities; the Staff Ideological and Political Work Research Association in enterprises; and the All-Army Political Work Research Association in the military. In the field of ideological and political education, a large number of outstanding talents have emerged, including leading talents in philosophy and social sciences under the national "Ten Thousand Talents Plan," national teaching masters, cultural masters and "Four Batches" talents, and Changjiang Scholars of the Ministry of Education. The discipline of ideological and political education has become an indispensable and important force in China's humanities and social sciences.

改革开放以来，思想政治教育学科在人才培养、科学研究、服务国家和社会发展，特别是服务主流意识形态建设、高校思想政治工作和思想政治理论课建设过程中，取得了十分丰富的思想政治教育学科建设成果。在这个过程中，也培育了一大批思想政治教育的专门人员，并且在思想政治教育专门人员中形成了思想政治教育理论工作者、思想政治教育实践工作者等庞大的思想政治教育专业工作者群体。在这些群体中也形成了一些行业的学会，比如在高校形成了以思想政治教育专业的圈子为主体的中国高等教育研究会思想政治教育专业委员会；在企业有职工思想政治工作研究会；在军队形成了全军政治工作研究会。在思想政治教育领域已经涌现出一大批国家“万人计划”哲学社会科学领军人才、国家教学名师、文化名家暨“四个一批”人才、教育部长江学者等优秀人才，思想政治教育学科成为我国人文社会科学中不可缺少的重要力量。

In summary, after 40 years of construction and development of the discipline of ideological and political education, the concept of ideological and political education has been newly shaped. Ideological and political education has been widely accepted as a science. A complete talent cultivation system and a comprehensive disciplinary system have been formed. The 40 years of disciplinary construction of ideological and political education have yielded rich fruits and accumulated sufficient momentum to face new challenges.

总之，经过40年思想政治教育学科的建设发展，思想政治教育概念得到新的形塑，思想政治教育成为一门科学已经被广泛接受，思想政治教育已经形成齐全的人才培养体系，完善的学科体系，思想政治教育学科建设40年取得了丰硕成果，积聚了足够的面向新挑战的动能。

II. Problems in the Development of the Discipline of Ideological and Political Education since Reform and Opening Up

二、改革开放以来思想政治教育学科发展中的问题

Since reform and opening up, the disciplinary construction of ideological and political education has achieved one major accomplishment after another and realized one leapfrog development after another. This should be highly affirmed and praised. However, we should also clearly recognize that, from the perspective of a discipline's development, 40 years is not a very long time span. The discipline of ideological and political education is still an emerging discipline, and there are also some problems in its development process.

改革开放以来思想政治教育学科建设取得一个又一个重大成就，实现一个又一个跨越式发展，这是应该给予高度肯定和赞扬的。但是我们也应该清醒地认识到，一个学科发展来看，40年并不是一个非常长的时间跨度，思想政治教育学科还属于一个新兴学科，思想政治教育学科发展过程中也存在着一些问题。

(I) The Issue of the Scientific Nature and Humanistic Nature of the Discipline of Ideological and Political Education

（一）思想政治教育学科的科学性与人文性的问题

From the perspective of the attributes of the discipline of ideological and political education, it is a comprehensive applied discipline that possesses both the attributes of a humanities discipline and a social science discipline, having dual attributes of humanities and social sciences. Ideological and political education has a humanistic attribute. It takes people's spiritual life, such as thought, morality, and politics, as its main research and work field. This makes the phenomena of ideological and political education more complex and sensitive than those of natural sciences and general social issues, requiring high attention to internal factors such as human individuality, freedom, dignity, and value. Therefore, the discipline of ideological and political education should hold high the banner of humanity, respecting people, understanding people, caring for people, and helping people, taking the enhancement of human dignity, value, and the realm of ideological and moral character as its fundamental task. At the same time, ideological and political education is also a science, needing to follow the general laws of science and disciplinary construction, and striving to improve the scientific level of ideological and political education. However, after reform and opening up, accompanying the discussion that "ideological and political work is a science," the "scientization" of ideological and political education has become a fixed paradigm for disciplinary construction. Specialized programs in ideological and political education were established, the discipline was founded, and ideological and political education has become increasingly scientific, standardized, and institutionalized. The scientization of ideological and political education has also brought some problems. First, insufficient attention has been paid to the humanistic nature of ideological and political education. There are still elements of coercion, suppression, and indoctrination in the process of ideological and political education, and there is a lack of the "technicality" required by the profession. These factors not only affect the humanistic depth and historical thickness of the discipline, causing limitations in the exploration of meaning and value care, but also influence and restrict the diversified development of the discipline. Second, there is a deficiency in the scientific nature of ideological and political education. In the process of ideological and political education and scientific research, there are still relatively common problems such as arbitrariness and subjectivity in evaluation. The degree and level of scientific research in ideological and political education also lag behind the requirements of disciplinary development. The degree of standardization, institutionalization, and law-based governance of ideological and political education still needs further improvement. From the analysis of the above two aspects, both scientific nature and humanistic nature are indispensable in the development process of the discipline of ideological and political education.

从思想政治教育学科属性来看，思想政治教育学科是兼具人文学科和社会科学属性的综合性应用学科，具有人文和社会科学双重属性。思想政治教育具有人文属性，思想政治教育以人的思想、道德、政治等精神生活为主要研究和工作领域，这使思想政治教育现象比自然科学和一般社会问题更为复杂敏感，需要高度重视人的个性、自由、尊严、价值等内在因素，因此，思想政治教育学科应高举人文的旗帜，尊重人、理解人、关心人、帮助人，把提升人的尊严价值和思想品德境界作为根本任务。但同时，思想政治教育也是一门科学，需要遵循科学和学科建设的一般规律，努力提升思想政治教育科学化水平。但是，改革开放以后，伴随“思想政治工作是一门科学”的讨论，思想政治教育“科学化”成为学科建设的一种固定范式，创办思想政治教育专业，建立思想政治教育学科，思想政治教育日益科学化、规范化、体制化。思想政治教育科学化发展也带来一些问题。一是对思想政治教育的人文性关注不够，思想政治教育过程还存在着强制、压服和灌输的色彩，思想政治教育专业所需要的“技术性”的缺失，这些既影响思想政治教育学科的人文底蕴和历史厚度，使思想政治教育学科在意义探寻和价值关怀方面存在着局限性，同时也影响和制约着思想政治教育学科的多样化发展。二是思想政治教育科学性的不足，在思想政治教育过程和科学研究中，还存在着比较普遍的随意性和评价的主观性等问题，思想政治教育科学研究的程度和水平也与学科发展要求存在差距，思想政治教育规范化、制度化、法治化程度还需要进一步提升。从上述两个方面的分析来看，科学性和人文性在思想政治教育学科发展过程中都不可缺少。

(II) The Issue of Theory and Practice in the Discipline of Ideological and Political Education

（二）思想政治教育学科的理论与实践的问题

The discipline of ideological and political education has undergone a development process from the practice of the Party's propaganda and ideological work, to proposing that ideological and political work is a science, to forming the concept of ideological and political education, and finally to establishing the discipline of ideological and political education. The particularity of the development of the discipline of ideological and political education is not only a requirement of the disciplinary attribute that ideological and political education is guided by Marxist theory, but also reflects the particularity of the Party's ideological and political work practice. However, the development process of the discipline of ideological and political education reveals an inherent contradiction between its theoretical nature and its practical nature. If we analyze the understanding of the concept of ideological and political education and the discipline of ideological and political education by leaders of the Chinese Communist Party, Party documents, and scholars of ideological and political education, we will find differences in the concepts and understandings of the discipline used and comprehended by Party leaders, daily ideological and political education practitioners, and scholars of ideological and political education. From the perspective of Party leaders' understanding of the concept of ideological and political work, Party leaders position the concept of ideological and political work as an extremely important work of the Party, corresponding to the Party's economic work and all other work, occupying an important position as the lifeline. Its essence is to do the work of people, work on people's thought, politics, morality, culture, and other aspects. The study of ideological and political education is a doctrine for governing the Party and the state. In the process of shaping the concept of ideological and political education and constructing the study of ideological and political education through professional and disciplinary methods, scholars of ideological and political education regard ideological and political education as a phenomenon that has existed universally since class society. They explore the universal laws of ideological and political education in human society, while also focusing on exploring the special laws of Marxist ideological and political education, socialist ideological and political education, and the Chinese Communist Party's ideological and political education, further constructing a multi-level, internally structured knowledge system of the discipline of ideological and political education, deepening and expanding the concept of ideological and political education as understood by Party leaders. However, in the process of construction, there are also problems of narrowing and overgeneralizing the phenomenon of ideological and political education. This creates an inherent contradiction between the theory and practice of the disciplinary construction of ideological and political education. This inherent contradiction is also the internal driving force promoting the development of the discipline of ideological and political education.

思想政治教育学科经历了从党的宣传思想工作实践，到提出思想政治工作是一门科学，再到形成思想政治教育概念，终到设立思想政治教育学科的发展过程。思想政治教育学科发展的特殊性既是思想政治教育以马克思主义理论为指导的学科属性的要求，又体现党的思想政治工作实践的特殊性。然而，思想政治教育学科的发展过程呈现出思想政治教育理论性与实践性的内在矛盾。如果我们将中国共产党领导人、党的文件、思想政治教育学者对思想政治教育概念及思想政治教育学科的理解进行分析，就会发现党的领导人、日常思想政治教育以及思想政治教育学者所使用和理解的思想政治教育概念和思想政治教育学科的理解存在着差异。从党的领导对思想政治工作概念的理解来看，党的领导对思想政治工作概念定位是党的一项极端重要的工作，是与党的经济工作和一切工作相对应的工作，处于生命线的重要地位，它的本质是做人的工作，人的思想、政治、道德、文化等方面的工作，思想政治教育学是一门治党治国的学说。思想政治教育学者在通过专业化学科化方式形塑思想政治教育概念，构建思想政治教育学的过程中，把思想政治教育看成人类自阶级社会以来普遍存在的现象，既探讨人类社会普遍存在的思想政治教育规律，同时重点探讨马克思主义思想政治教育、社会主义思想政治教育、中国共产党思想政治教育的特殊规律，进一步构建多层次、具有内在结构关系的思想政治教育学科知识体系，深化和拓展了中国共产党领导关于思想政治教育的概念，但在构建过程中也存在着对思想政治教育现象的窄化和泛化问题。这使得思想政治教育学科建设的理论与实践之间存在着内在的矛盾性，这种内在的矛盾性也是推动思想政治教育学科发展的内在动力。

(III) The Issue of "Specialty" and "Discipline" in the Discipline of Ideological and Political Education

（三）思想政治教育学科的“专业”与“学科”的问题

The specialty and discipline of ideological and political education, as categories of talent cultivation, have a mutually reinforcing and common aspect in the process of construction and development. When ideological and political education advances from an undergraduate specialty to the stage of master’s and doctoral construction, the construction of the ideological and political education specialty is elevated to the level of discipline construction. Within the discipline construction of ideological and political education, specialty construction is inherently included; at the same time, the construction of the ideological and political education specialty also acquires the nature of discipline construction. However, the construction of the ideological and political education specialty and discipline construction are not equivalent. On the one hand, the connotation and scope of discipline construction are broader than those of specialty construction. Besides specialty construction and talent cultivation, the tasks of discipline construction also include broader content such as scientific research, talent team building, social services, international exchange and cooperation, disciplinary characteristics, and academic reputation. In contrast, the main task of specialty construction revolves around talent cultivation, focusing more on the knowledge and skills required for a specific profession and specialized construction. On the other hand, the ideological and political education specialty requires support from multiple disciplines. Therefore, in the *Teaching Quality Standards for Undergraduate Specialty Categories in Regular Institutions of Higher Education*, the overall requirement for the training objectives of the ideological and political education specialty is “solid foundation, broad scope, high quality, and strong capability.” The backbone disciplines of the ideological and political education specialty are Marxist theory, political science, and pedagogy. Besides courses in Marxist theory, the foundational courses for the ideological and political education specialty category extensively include courses in political science, law, sociology, logic, and others; elective courses within the specialty category also broadly involve courses in political science, history, philosophy, pedagogy, psychology, sociology, management, and others. Over the 40-year development history of the discipline of ideological and political education, there have been times when the relationship between specialty construction and discipline construction was properly handled. In specialty construction, the core knowledge system of the discipline of ideological and political education was both adhered to and used to build the knowledge system of students in the ideological and political education specialty on an open knowledge platform. However, there have also been stages where “discipline construction” and “specialty construction” were conflated, which had a certain impact on the development of the discipline of ideological and political education. How to elevate the ideological and political education specialty, which originally had only an undergraduate program and no master’s or doctoral programs, to the level of discipline construction for specialty development; how to apply the achievements of discipline construction in ideological and political education, which has master’s and doctoral programs, to benefit and be utilized in undergraduate ideological and political education construction; and how to highlight the specialized and field-specific advantages of the ideological and political education specialty, enabling mutual promotion and coordinated development between specialty construction and discipline construction—these remain issues that require full attention in the development of the discipline of ideological and political education.

思想政治教育专业和学科作为人才培养的分类，在建设和发展过程中具有相互促进和共通性的一面，当思想政治教育从本科专业进入硕士、博士建设阶段以后，思想政治教育专业建设就提升到学科建设层面，在思想政治教育学科建设中内在地包含着专业建设，同时，思想政治教育专业建设也具有了学科建设的性质。但是，思想政治教育专业建设与学科建设并不等同。一方面学科建设的内涵和范围比专业建设更为开阔，学科建设任务除了包含专业建设和人才培养以外，还包含着更为开阔的科学研究、人才队伍建设、社会服务、国际交流合作、学科特色、学术声誉等方面的建设内容，而专业建设的主要任务围绕人才培养展开，更关注作为一门专门职业所需要的知识和技能以及专门化建设；另一方面，思想政治教育专业需要多个学科支撑。因此，在《普通高等学校本科专业类教学质量标准》中，对思想政治教育专业培养目标的总体要求是“厚基础、宽口径、高素质、强能力”，思想政治教育专业的主干学科是马克思主义理论、政治学、教育学。思想政治教育专业类基础课程，除马克思主义理论学科课程以外，还广泛包含政治学、法学、社会学、逻辑学等课程；专业类选修课也广泛涉及政治学、历史学、哲学、教育学、心理学、社会学、管理学等课程。在思想政治教育学科40年发展历程中，既有思想政治教育专业建设和学科建设关系处理恰当时候，在专业建设中既坚守思想政治教育学科知识体系内核，又在一个开放的知识平台构建思想政治教育专业学生知识体系，同时也存在着把“学科建设”与“专业建设”相混同的阶段，对思想政治教育学科发展造成一定的影响。如何将只有本科专业而没有硕士、博士点的思想政治教育专业提升到学科建设层面进行专业建设，如何将具有硕士点、博士点的思想政治教育学科建设成果惠及和运用于思想政治教育本科建设，如何使思想政治教育专业的专门化领域化优势得到突显，使思想政治教育专业建设、学科建设相互促进、协同发展，依然是思想政治教育学科发展中需要充分关注的问题。

(IV) The Issue of Universality versus Specialization in the Discipline of Ideological and Political Education

（四）思想政治教育学科的全员性与专门化的问题

Ideological and political work is a great practical activity carried out on a national scale and across the entire population. Mao Zedong pointed out: “All departments must take responsibility for ideological and political work. The Communist Party should manage it, the Communist Youth League should manage it, the relevant government departments should manage it, and school principals and teachers should manage it even more.” [10]10 Mao Zedong, “On the Correct Handling of Contradictions among the People” (1957). After the founding of New China, along with the establishment of China’s economic and political systems, a nationwide system of ideological and political work covering the entire people was gradually established, and ideological and political education became an important task in all aspects. After reform and opening up, with the process of disciplinization of ideological and political education, a consensus gradually formed on the professionalization, specialization, and vocationalization of ideological and political education. However, after reform and opening up, the specialized, standardized, and vocationalized development of ideological and political education also brought about problems of field-specific, departmental, and micro-level orientation. Field-specific orientation refers to ideological and political education being confined to specialized ideological and political education fields; departmental orientation refers to ideological and political education, as a Party-wide task, evolving into work undertaken by specific responsible departments; micro-level orientation refers to ideological and political education, as a Party task on a national scale and across the entire population, devolving into work limited to specific groups within a narrow scope. After socialism with Chinese characteristics entered the New Era, the Party Central Committee with Comrade Xi Jinping at its core elevated ideological and political education to a strategic height of overall importance in the Party’s governance of the country, constructing a grand pattern of all-staff, whole-process, and all-round ideological and political education. This formed an operational model of ideological and political education that combines the specialized field with the synergistic effects of integrated, infiltrated, and embedded ideological and political education, providing a practical basis for handling the contradiction between specialization and universality in ideological and political education. The discipline construction of ideological and political education should conform to the Party’s theoretical innovation in ideological and political education in the New Era, forming a new model for the development of the discipline of ideological and political education.

思想政治工作是一项涉及在全国范围和全体规模上展开的伟大实践活动，毛泽东指出：“思想政治工作，各个部门都要负责任。共产党应该管，青年团应该管，政府主管部门应该管，学校的校长教师更应该管。”新中国成立以后，伴随我国经济、政治制度的建立，我国也逐渐建立起在全国范围内、覆盖全体人民的思想政治工作体系，思想政治教育也成为各个方面的重要任务。改革开放以后，伴随思想政治教育学科化进程，思想政治教育专业化、专门化、职业化发展逐渐形成共识。但是，改革开放以后，思想政治教育专门化、规范化、职业化发展也带来思想政治教育领域化、部门化、微观化的问题。思想政治教育领域化是指思想政治教育被局限于专门思想政治教育领域，部门化是指思想政治教育作为党的全局性工作被演化为有具体承担部门的工作，微观化是指思想政治教育作为党在全国范围和全体规模的工作演变成局限范围特定群体的工作。中国特色社会主义进入新时代以后，以习近平同志为核心的党中央把思想政治教育提升到党的治国理政全局性战略高度，构建全员、全程、全方位思想政治教育大格局，形成思想政治教育专业领域和融入式、渗入式、嵌入式思想政治教育协同效应的思想政治教育运行模式，为处理思想政治教育专业化和全员化矛盾提供实践基础，思想政治教育学科建设应顺应新时代党的思想政治教育理论创新，形成思想政治教育学科发展新模式。

III. Development Trends of the Discipline of Ideological and Political Education on the New Journey of the New Era

三、新时代新征程思想政治教育学科发展趋向

On the new journey of the New Era, the discipline construction of ideological and political education should, under the guidance of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era, further clarify the disciplinary attributes of ideological and political education, strengthen the disciplinary foundation of ideological and political education, conform to the development requirements of ideological and political education, and promote a paradigm shift in the discipline of ideological and political education.

新时代新征程思想政治教育学科建设要在习近平新时代中国特色社会主义思想指导下，进一步明确思想政治教育学科属性，强化思想政治教育学科基础，顺应思想政治教育发展要求，推动思想政治教育学科范式变革。

(I) Clarifying the Disciplinary Attributes of Ideological and Political Education

（一）明确思想政治教育学科属性

The discipline of ideological and political education is a second-level discipline under the disciplinary category of Marxist theory. “Therefore, the prominent and distinct essential attribute of ideological and political education is its socialist ideological nature; it is a Marxist discipline.” [11]11 Zhang Yaocan, ed., *Introduction to the Discipline of Ideological and Political Education* (2001). The Marxist practice of ideological and political education shares commonalities with all ideological and political education activities in human society, but there are also essential differences. Since reform and opening up, scholars have expanded the concept of ideological and political education to encompass social practice activities common to all human societies. This has played an important role in deepening the historical depth of the discipline of ideological and political education, broadening the practical scope of ideological and political education, and enhancing the grasp of the common laws of ideological and political education. However, it should be made clear that the Marxist practice of ideological and political education is fundamentally different from the ideological and political education activities of other exploiting classes. The discipline of ideological and political education should deepen research on the phenomenon of ideological and political education common to all human societies, strengthen comparative research on ideological and political education activities in different countries and under different ideologies, but it must even more so strengthen research on the special laws of Marxist ideological and political education and research on the phenomenon of socialist ideological and political education. This is the inherent law of the discipline of ideological and political education. Strictly speaking, truly meaningful ideological and political education activities only became a reality after the creation of Marxist theory. Therefore, it is necessary to strengthen the Marxist disciplinary attributes of the discipline of ideological and political education, enhance research on the important expositions on ideological and political education by classical Marxist writers, strengthen research on the CPC’s thought on ideological and political education, and especially strengthen research on the important expositions on ideological and political education by Chinese Communist Party leaders in the New Era, further elevating the Marxist theoretical disciplinary attributes of the theoretical discipline of ideological and political education.

思想政治教育学科是马克思主义理论学科目录下的二级学科，“因而思想政治教育突出而鲜明的本质属性，就是社会主义意识形态性，它是一门马克思主义的学科”。马克思主义思想政治教育活动既有人类社会一切思想政治教育活动的共性，同时也存在着本质的不同。改革开放以来，学者们把思想政治教育概念拓展为人类社会共同存在的社会实践活动，对于加深思想政治教育学科历史厚度和拓展思想政治教育实践宽度，提升思想政治教育共同规律的把握具有重要作用。但是应该明确，马克思主义思想政治教育实践活动与其他剥削阶级思想政治教育活动的根本区别，思想政治教育学科要加深对人类社会共同存在的思想政治教育现象的研究，加强对不同国家和意识形态思想政治教育活动的比较研究，但更要加强对马克思主义思想政治教育的特殊规律研究，对社会主义思想政治教育现象的研究，这是思想政治教育学科的内在规律。从严格意义来说，真正意义的思想政治教育活动是从马克思主义理论创立以后才成为现实的。因此，要加强思想政治教育学科的马克思主义学科属性，加强对马克思主义经典作家思想政治教育重要论述研究，加强对中国共产党思想政治教育思想研究，特别是加强对新时代中国共产党领导人关于思想政治教育重要论述的研究，进一步提升思想政治教育理论学科的马克思主义理论学科属性。

(II) Strengthening the Practical Foundation of the Discipline of Ideological and Political Education

（二）强化思想政治教育学科实践基础

The Circular on Adjusting and Adding the First-Level Discipline of Marxist Theory and Its Subordinate Second-Level Disciplines issued by the Academic Degrees Committee of the State Council clearly states: “The discipline of ideological and political education takes Marxism as its theoretical guide and the Party’s ideological and political work as its practical foundation. After more than 20 years of disciplinary construction, it has achieved fruitful results.” The Communist Party of China is a political party adept at theoretical and practical innovation. In the process of integrating the basic tenets of Marxism with China’s specific realities and with the fine traditional Chinese culture, the CPC has not only created theoretical achievements such as Mao Zedong Thought, the system of theories of socialism with Chinese characteristics, and Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era, but has also, in the practical process of advancing the popularization of Marxism, formed a very rich body of practical achievements in ideological and political education. The great ideological and political education activities carried out by the CPC differ from similar activities carried out by other political parties. They are rooted in the land of China, oriented toward the Chinese people, and are the outcome of guidance by Marxism, especially by Marxism adapted to the Chinese context. The CPC’s ideological and political education activities possess particularity. Viewed from the perspective of the CPC’s conceptual shaping of ideological and political education since reform and opening up, although ideological and political education is a universally existing social phenomenon in human society, the concept of ideological and political education within the CPC’s discourse system is fundamentally different from the phenomenon of ideological and political education existing in human society. In constructing the discipline of ideological and political education, the CPC’s ideological and political education activities should be analyzed against the macro-background of the development of ideological and political education in human society. However, it is even more necessary to explore the particularity of the CPC’s ideological and political education, to take the CPC’s practical activities in ideological and political education as the theoretical source, to analyze and summarize the experience gained from the CPC’s practical activities in ideological and political education, to focus research on the major theoretical and practical concerns arising from the CPC’s ideological and political education activities, and thereby further strengthen the practical foundation for the development of the discipline of ideological and political education.

国务院学位委员会发布的《关于调整增设马克思主义理论一级学科及所属二级学科的通知》明确指出：“思想政治教育学科以马克思主义为理论指导，以党的思想政治工作为实践基础，经过20多年的学科建设，取得了丰硕成果。”中国共产党是一个善于进行理论和实践创新的政党，中国共产党在把马克思主义基本原理同中国具体实际、同中华优秀传统文化相结合的过程中，不仅创立了毛泽东思想、中国特色社会主义理论体系、习近平新时代中国特色社会主义思想等理论成果，而且在推进马克思主义大众化的实践过程中，形成了十分丰富的思想政治教育实践成果。中国共产党所开展的伟大的思想政治教育活动与其他政党所开展的类似思想政治教育活动不一样，是扎根中国大地、面向中国人民、在马克思主义指导特别是中国化马克思主义指导下的成果，中国共产党的思想政治教育活动具有特殊性。从改革开放以来中国共产党对思想政治教育概念的形塑来看，尽管思想政治教育是人类社会普遍存在的社会现象，但中国共产党话语体系中的思想政治教育概念与人类社会存在的思想政治教育现象有着本质的区别。在进行思想政治教育学科建设中，应该把中国共产党思想政治教育活动放在人类社会思想政治教育发展的宏观背景下进行分析，但更应该探讨中国共产党思想政治教育的特殊性，以中国共产党思想政治教育实践活动作为理论来源，分析总结中国共产党开展的思想政治教育实践活动经验，以中国共产党思想政治教育活动中重大理论和现实关切为研究重点，进一步强化思想政治教育学科发展的实践基础。

(III) Focusing on Issues of Ideological and Political Education on the New Journey of the New Era

（三）聚焦新时代新征程思想政治教育问题

As socialism with Chinese characteristics enters the New Era, the discipline of ideological and political education faces new developmental circumstances and issues. The discipline should focus on the central tasks of the Party on the new journey of the New Era of socialism with Chinese characteristics, center on responding to and resolving the issues of ideological and political education in the New Era, center on the practical problems encountered by the broad masses of ideological and political workers, and realize the value of disciplinary development in the process of fulfilling the Party’s new tasks and new missions. For example, since reform and opening up, the model of ideological and political education has undergone major changes. If, in the early period of reform and opening up, in order to strengthen the professionalization of ideological and political education, we constructed a knowledge system of ideological and political education centered on cultivating specialized personnel for ideological and political education, then, as socialism with Chinese characteristics enters the New Era, ideological and political education must not only play the leading role of direct ideological and political education but also “bring into play the synergistic effect of integrating, embedding, and permeating approaches to foster virtue through education.” [12]12 “Foster virtue through education” (立德树人, lide shuren) is a central task of Chinese education policy, emphasizing moral cultivation as the foundation of talent development. This requires that ideological and political education provide disciplinary support not only for specialized ideological and political education personnel but also for other personnel to carry out ideological and political education, thereby providing disciplinary support for forming an overall synergy and synergistic effect in ideological and political education. Another example: the National Conference on Propaganda and Ideological Work [13]13 The National Conference on Propaganda and Ideological Work, held in 2018, was a major meeting convened by the CPC Central Committee to set guidelines for propaganda, ideological work, and cultural development in the New Era. explicitly designated culture as an important carrier of ideological and political education. How to construct a new knowledge system of ideological and political education under the guidance of Xi Jinping’s cultural thought [14]14 Xi Jinping’s cultural thought (习近平文化思想) refers to the systematic exposition of cultural theory and policy by Xi Jinping, formally articulated at the National Conference on Propaganda and Ideological Work in 2023, emphasizing cultural confidence and the role of culture in national rejuvenation. requires the discipline of ideological and political education to focus on the issues of ideological and political education on the new journey of the New Era and achieve innovative development in disciplinary construction.

中国特色社会主义进入新时代，思想政治教育学科面临着新的发展境遇和问题，思想政治教育学科应聚焦中国特色社会主义新时代新征程党的中心任务，以回应和解决新时代思想政治教育问题为中心，以广大思想政治工作者遇到的现实问题为中心，在实现党的新任务新使命的过程中实现学科发展的价值。比如，改革开放以来思想政治教育模式发生了重大变化。如果说改革开放初期为了加强思想政治教育专业化建设，我们构建了以培养思想政治教育专门人才为内容的思想政治教育知识体系，那么在中国特色社会主义进入新时代，思想政治教育不仅要发挥直接思想政治教育的主导作用，还需要“发挥融入式、嵌入式、渗入式的立德树人协同效应”，这就需要思想政治教育不仅要为思想政治教育专门人员提供学科支持，而且还需要为其他人员开展思想政治教育，形成整体思想政治教育合力和协同效应提供学科支持。还比如，全国宣传思想工作会议明确把文化作为思想政治教育的重要载体，如何在习近平文化思想的指导下，构建新的思想政治教育知识体系，这都要求思想政治教育学科聚焦新时代新征程思想政治教育问题，实现学科建设的创新发展。

(IV) Promoting a Paradigm Shift in the Discipline of Ideological and Political Education

（四）推动思想政治教育学科范式变革

A paradigm is the consensus and basic views reached by scholars in a discipline regarding that disciplinary field; it reflects the overall state of scholars in that discipline. Over more than 40 years of reform and opening up, guided by the concept that “ideological and political work is a science,” the discipline of ideological and political education has embarked on a process of scientification and achieved remarkable accomplishments. However, whether viewed from scholars’ positioning of the discipline of ideological and political education or from the state of its development, there remains a significant gap between the degree of development of the discipline of ideological and political education and that of mature disciplines. From the perspective of the positioning of the discipline of ideological and political education, since its inception, it has consistently been defined as a comprehensive, practice-oriented discipline possessing attributes of both the humanities and social sciences. For such a complex discipline, adopting a single disciplinary development paradigm cannot reflect its particularity, complexity, and diversity. Therefore, the development of the discipline of ideological and political education should adopt a diversified, integrated development model that encompasses the common disciplinary characteristics of both the humanities and social sciences. From the perspective of the state of development of the discipline of ideological and political education, although it has consistently been positioned as a science and scholars have advocated adopting a scientific approach to disciplinary construction, the current state of scientific research in ideological and political education shows that the vast majority of research adopts traditional research methods. Few scholars employ empirical-based scientific research paradigms, and even fewer use qualitative research methods to explore phenomena in ideological and political education. The research paradigm of the discipline of ideological and political education is relatively singular. Therefore, the future development of the discipline should advocate scientific research in ideological and political education using different disciplinary paradigms, promote the development of research in the discipline from a single paradigm to a diversified, integrated paradigm, realize a paradigm shift and a revolution in discourse within the discipline, and construct a new form and new model of the disciplinary paradigm of ideological and political education.

范式是一个学科的学者们对这个学科领域所达成的共识及基本观点，它反映这个学科学者总体的状况。改革开放40余年，思想政治教育学科在“思想政治工作是一门科学”的理念指引下，开启了学科科学化的历程，取得了令人瞩目的成就。但是，无论是从学者们对于思想政治教育学科的定位，还是思想政治教育学科发展的状况来看，思想政治教育学科在发展的程度上，与成熟的学科相比，还有很大的差距。从思想政治教育学科的定位来看，思想政治教育从学科创立初期起，就一直被定义为一门兼具人文社会科学属性的综合性、实践性强的学科。对于这样复杂的学科，采取单一的学科发展范式，无法体现思想政治教育学科的特殊性、复杂性和多样性，因此，思想政治教育学科发展应采取一种包含人文学科和社会科学共同学科色彩的多元整合发展模式。从思想政治教育学科发展状况来看，尽管思想政治教育学科一直被定位为一门科学，并且学者们也主张采取科学化的方式进行学科建设，但从思想政治教育科学研究现状来看，绝大多数思想政治教育研究采取传统研究方法，较少学者采取以实证为基础的科学研究范式，更少有学者采取质性研究方法对思想政治教育现象进行探索，思想政治教育学科研究范式相对比较单一。因此，思想政治教育学科未来发展，应倡导不同学科范式思想政治教育科学研究，推动思想政治教育学科研究从单一范式向多元整合范式发展，实现思想政治教育学科范式转变、话语的革命，构建新形态和新模式的思想政治教育学科范式。

Note: Lu Yuqiang, a doctoral student at the School of Marxism, Wuhan University, also contributed to this article.

注：武汉大学马克思主义学院博士研究生卢育强对此文亦有贡献。

(Fund Project: Major Project of the Ministry of Education’s Philosophy and Social Sciences Research Key Projects)

（基金项目：教育部哲学社会科学研究重大课题攻关项目）

(Author’s Brief Introduction: She Shuanghao, Professor and Doctoral Supervisor at the School of Marxism, Wuhan University. Core member of the Central Marxist Theory Research and Construction Project, member of the Teaching Steering Committee for Ideological and Political Theory Courses in Institutions of Higher Learning under the Ministry of Education, selected as a Cultural Master and “Four Batches” Talent [15]15 “Four Batches” Talent (四个一批人才) is a national talent program launched by the Propaganda Department of the CPC Central Committee to cultivate leading figures in theoretical, journalistic, publishing, and cultural fields. by the Propaganda Department of the CPC Central Committee, National Teaching Master under the “Ten Thousand Talents Plan,” [16]16 The “Ten Thousand Talents Plan” (万人计划) is a national-level talent program initiated in 2012 to support high-level innovative talents across various fields. recipient of the State Council Special Government Allowance. Currently serves as Director of the Contemporary China Research Center at Wuhan University, Deputy Director of the Collaborative Innovation Center for Marxist Theory and Chinese Practice, and concurrently Vice President of the National Research Association of Marxist Theory Disciplines in Institutions of Higher Learning; Lu Yuqiang, 2021-class doctoral student in the specialty of ideological and political education at the School of Marxism, Wuhan University)

（作者简介：佘双好，武汉大学马克思主义学院教授、博士生导师。中央马克思主义理论研究与建设工程主要成员，教育部高等学校思想政治理论课教学指导委员会委员，入选中宣部文化名家暨“四个一批”人才，“万人计划”国家教学名师，获国务院政府特殊津贴。现任武汉大学当代中国研究中心主任，马克思主义理论与中国实践协同创新中心副主任，兼任全国高校马克思主义理论学科研究会副会长；卢育强，武汉大学马克思主义学院思想政治教育专业2021级博士研究生）

Online Editor: Tongxin

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