On the Determination of the Principal Contradiction in Ideological and Political Education

The principal contradiction analysis method is an important ideological method and working method for Chinese Communists to understand, analyze, and solve problems. In the over one hundred years of practice of ideological and political education by the Chinese Communist Party, being adept at grasping the principal contradiction and the principal aspect of the contradiction to drive the resolution of other problems is one of the basic experiences of ideological and political education effectively serving as the “lifeline” and “central link” in all Party and state work. Against the backdrop of socialism with Chinese characteristics entering a New Era and the historical transformation of China’s social principal contradiction, scientifically revealing and properly coordinating the principal contradiction in ideological and political education in the New Era holds significant practical importance for promoting the innovative development of ideological and political education in the New Era and facilitating its role in assisting Chinese-path modernization and the great rejuvenation of the Chinese nation. However, synthesizing existing research results, the current academic community has relatively few research and discussion outcomes on the principal contradiction in ideological and political education, and the few research results that exist still contain differing opinions and disagreements in understanding and judging the principal contradiction in ideological and political education. This not only hinders the advancement of basic theoretical research on ideological and political education in the New Era but also adversely affects the high-quality development of practical work in ideological and political education in the New Era. Based on this, how to accurately reveal and scientifically grasp the principal contradiction in ideological and political education has become a fundamental theoretical and important practical issue that the academic community of ideological and political education in the New Era urgently needs to respond to and resolve.

主要矛盾分析法是中国共产党人认识问题、分析问题、解决问题的重要思想方法和工作方法。在中国共产党百余年的思想政治教育实践中，善于抓住主要矛盾与矛盾的主要方面以带动其他问题的解决，是思想政治教育有效发挥党和国家各项工作“生命线”和“中心环节”作用的基本经验之一。在中国特色社会主义进入新时代、我国社会主要矛盾发生历史性转化的时代背景下，科学揭示与妥善协调新时代思想政治教育主要矛盾对推动新时代思想政治教育创新发展，促进其助力中国式现代化建设和中华民族复兴伟业具有重要的现实意义。但综合现有研究成果来看，目前学界对于思想政治教育主要矛盾的研究与探讨成果偏少，为数不多的研究成果对于思想政治教育主要矛盾的理解与判断还存在见仁见智的争议与分歧。这不仅不利于新时代思想政治教育基础理论研究的推进，同时对新时代思想政治教育实践工作高质量发展亦会产生不利影响。基于此，如何准确揭示和科学把握思想政治教育主要矛盾成为新时代思想政治教育学界亟须回应和解决的基础理论和重要现实问题。

I. Theoretical Divergences in the Academic Community on the Determination of the Principal Contradiction in Ideological and Political Education

一、学界关于思想政治教育主要矛盾判定的理论分歧

In the 40 years since the establishment of the discipline of ideological and political education, experts and scholars have studied the principal contradiction in ideological and political education from different dimensions, but overall, the results are relatively few. Regarding the determination of the principal contradiction in ideological and political education, the academic community roughly has four representative viewpoints. First, from the perspective of the constituent elements of ideological and political education, it identifies “the contradiction between ideological and political educators and social requirements, the contradiction between ideological and political educators and the educated, the contradiction between the thoughts and behaviors of the educated and social requirements, the contradiction between the social environment and the objective requirements of ideological and political education, and the contradiction between the needs of the inner spiritual world development of the educated and the methods (conditions) for satisfying those needs”[1]1 The reference “[1]143-145” and similar bracketed numbers in the text are citations to a bibliography not provided in the source material; they are retained as given.143-145 as the principal contradiction in ideological and political education. Second, from the perspective of “conflicts”[2]2 The reference “[2]” is a citation to a source not provided; retained as given. in the process of ideological and political education, it summarizes the principal contradiction in ideological and political education as a “cluster of contradictions composed of contradictions between subject and object, theory and practice, demands and circumstances, means and effects”[3]3 The reference “[3]” is a citation to a source not provided; retained as given.. Third, from the perspective of “contradiction” phenomena in ideological and political education work, it determines the principal contradiction in ideological and political education as “the contradiction between unified guiding ideology and diversified social trends of thought, the singularity of value guidance and the complexity of social value concepts, the tendency and diversity of socialist lifestyles, the leading nature of ideological and political education and the autonomy of individual thought, the narrowness of ideological and political education content and the breadth of people’s thirst for knowledge, and the relative backwardness of ideological and political education means and the modernization of social work means”[4]4 The reference “[4]” is a citation to a source not provided; retained as given., or identifies it as “the contradiction between unification and diversification, nationalization and globality, socialization and individualization”[5]5 The reference “[5]” is a citation to a source not provided; retained as given., etc. Fourth, from the perspective of the educational function of ideological and political education, it determines the principal contradiction in ideological and political education as “the contradiction between people’s spiritual needs and the insufficiently obvious effectiveness of ideological and political education in cultivation”[6]6 The reference “[6]” is a citation to a source not provided; retained as given..

思想政治教育学科创立40年来，专家学者们虽从不同维度对思想政治教育主要矛盾进行了研究，但总体而言成果相对较少。关于思想政治教育主要矛盾的判定，学界大致有4种代表性观点。一是从思想政治教育的构成要素角度出发，将“思想政治教育者与社会要求之间的矛盾、思想政治教育者与受教育者之间的矛盾、受教育者的思想行为与社会要求之间的矛盾、社会环境与思想政治教育的客观要求之间的矛盾、受教育者内在精神世界发展的需要与满足需要的方式（条件）之间的矛盾”[1]143-145指认为思想政治教育主要矛盾。二是从思想政治教育过程中的“冲突”[2]出发，将思想政治教育主要矛盾概括为由“主体与客体、理论与实践、诉求与境况、手段与效果之间的矛盾”[3]构成的矛盾群落。三是从思想政治教育工作中的“矛盾”现象出发，将思想政治教育主要矛盾判定为“一元化指导思想与多元化社会思潮、价值引导的单一性与社会价值观念的复杂性、社会主义生活方式的倾向性与多样性、思想政治教育的引领性与个体思想的自主性、思想政治教育内容的狭窄性与人们求知范围的广阔性、思想政治教育手段的相对落后性与社会工作手段的现代化之间的矛盾”[4]，或是将其指认为“一元化与多样化、民族化与世界性、社会化与个性化的矛盾”[5]等。四是从思想政治教育的育人功能视角出发，将思想政治教育主要矛盾判定为“人们的精神需求与思想政治教育的涵育实效不够明显之间的矛盾”[6]。

Based on the above review, it is not difficult to find that the academic community’s research and judgment on the principal contradiction in ideological and political education are multi-dimensional, generating some theoretical results while also producing obvious theoretical divergences. First, from the understanding of the number of contradictions, some scholars believe that the principal contradiction in ideological and political education is a single pair of contradictions, but other scholars have summarized as many as over ten pairs of contradictions. So, is the principal contradiction in ideological and political education “one” or “many”? Second, regarding the determination of the two sides of the contradiction, the academic community has differing opinions and views. What exactly is the contradiction between whom and whom in the principal contradiction in ideological and political education? This is a fundamental issue that cannot be avoided in researching and judging the principal contradiction in ideological and political education. Third, from the content of the identified contradictions, some scholars believe that the principal contradiction in ideological and political education is a contradiction at the level of ideas and concepts, some believe it is a contradiction between educational contents, and others believe it is a contradiction between educational means, and so on. At what level of the two sides of the contradiction does the principal contradiction in ideological and political education lie? This issue must also be clarified when researching and judging the principal contradiction in ideological and political education. Fourth, from the attribute of the contradiction, existing research also has differences in understanding the attribute of “contradiction” in the principal contradiction in ideological and political education. Some scholars believe that the principal contradiction in ideological and political education is a “difference” contradiction, while others believe it is a contradiction with the nature of the unity of opposites. The above disagreements are not only a manifestation of the diversity of academic thought in the academic community but also key points that need to be clarified in subsequent research on the principal contradiction in ideological and political education. To effectively respond to and bridge these controversies and disagreements, it is necessary to base oneself on reality, clarify the concept of the principal contradiction in ideological and political education, grasp the characteristics of the principal contradiction in ideological and political education, accurately identify the two sides of the principal contradiction in ideological and political education, clarify the object orientation of the principal contradiction in ideological and political education, and clarify the contradictory relationship between the two sides of the principal contradiction in ideological and political education, and only then can a correct determination of the principal contradiction in ideological and political education be made.

基于以上梳理，我们不难发现，学界对思想政治教育主要矛盾的研判，视域多维，在生成一些理论成果的同时，亦产生了显而易见的理论分歧。一是从对矛盾数量的理解来看，有学者认为思想政治教育主要矛盾是一对矛盾，但也有学者作出了多达10余对的矛盾概括。那么，思想政治教育主要矛盾究竟是“一”还是“多”？二是就对矛盾双方的判定来看，学界见仁见智、看法不一。思想政治教育主要矛盾究竟是谁与谁之间的矛盾？这是研判思想政治教育主要矛盾不容回避的基础性问题。三是从指认的矛盾内容来看，有学者认为思想政治教育主要矛盾是思想观念层面的矛盾，有学者认为是教育内容之间的矛盾，还有学者认为是教育手段之间的矛盾，如此等等。思想政治教育主要矛盾究竟是矛盾双方在何种层面的矛盾？这一问题在研判思想政治教育主要矛盾时，同样必须予以厘清。四是从矛盾属性来看，现有研究对于思想政治教育主要矛盾之“矛盾”属性的理解亦有分歧，有学者认为思想政治教育主要矛盾是“差异性”矛盾，也有学者认为思想政治教育主要矛盾是具有对立统一性质之矛盾。上述歧见既是学界学术思想多样化的体现，同时也是思想政治教育主要矛盾后续研究需要着力廓清的关键点。要有效回应和弥合这些争议与分歧，需要立足实际，在明确思想政治教育主要矛盾概念、把握思想政治教育主要矛盾特性的基础上，找准思想政治教育主要矛盾的双方、厘清思想政治教育主要矛盾的客体指向、廓清思想政治教育主要矛盾双方之间的矛盾关系，继而才能对思想政治教育主要矛盾作出正确判定。

II. Establishment of Criteria for Determining the Principal Contradiction in Ideological and Political Education

二、思想政治教育主要矛盾判定的标准确立

One of the crucial reasons for the emergence of theoretical divergences in the academic community regarding the determination of the principal contradiction in ideological and political education lies in the differing understandings and grasps of the concept and characteristics of the subject of this research, namely, the “principal contradiction in ideological and political education.” With different criteria for determining the contradiction, the results of identification naturally differ. Based on this, to scientifically determine the principal contradiction in ideological and political education, the basic requirement is to accurately understand the concept of the principal contradiction in ideological and political education and scientifically grasp its characteristics. Using this as the benchmark for determining the principal contradiction in ideological and political education can scientifically advance the research and judgment work to a deeper level.

学界有关思想政治教育主要矛盾判定理论分歧的出现，至关重要的原因之一在于对这一研究的主题，即“思想政治教育主要矛盾”之概念及其特性的理解与把握各异。矛盾判定的标准不一，指认的结果自然有别。基于此，要科学判定思想政治教育主要矛盾，基础要件是要准确理解思想政治教育主要矛盾的概念、科学把握思想政治教育主要矛盾的特性。以此为思想政治教育主要矛盾判定的基准，才能科学推进研判工作走向深入。

For the understanding of the principal contradiction in ideological and political education, if no presuppositions are set, it is equally prone to cognitive differences of opinion. Accordingly, when defining the concept of the principal contradiction in ideological and political education, it is first necessary to delineate the boundaries of “ideological and political education,” clarify the characteristics of “principal,” and clarify the attributes of “contradiction.” Similar to the presuppositions set in the article “A New Discussion on the Basic Contradiction of Ideological and Political Education”[7]7 The reference “[7]” is a citation to a source not provided; retained as given. for researching and judging the basic contradiction of ideological and political education, if “ideological and political education” is set as the theory and practice of ideological and political education of the Chinese Communist Party, “principal” is set as key and dominant, and the attribute of “contradiction” is set as the relationship of the unity of opposites, then the principal contradiction in ideological and political education refers to a contradiction that, generated in different periods and stages of the development of ideological and political education of the Chinese Communist Party due to influences from specific historical conditions, tasks of the times, and the self-development and changes of ideological and political education itself, occupies a dominant position in the contradiction system of ideological and political education of the Chinese Communist Party in a specific period or stage, has a decisive influence on the nature and development direction of ideological and political education in that specific period or stage, and has a regulating and constraining effect on the existence, development, coordination, and transformation of other contradictions in the contradiction system of ideological and political education in the same period or stage.

对于思想政治教育主要矛盾的理解，如果不预设前提，同样容易出现见仁见智的认知差异。据此，在对思想政治教育主要矛盾概念进行界定时，首先需要勘定“思想政治教育”的界域、明确“主要”之特性、廓清“矛盾”之属性。与《思想政治教育基本矛盾新论》[7]一文对思想政治教育基本矛盾进行研判时所预设的前提类似，若将“思想政治教育”设定为中国共产党的思想政治教育理论与实践、“主要”设定为关键和主导、“矛盾”属性设定为对立统一之关系，那么思想政治教育主要矛盾即是指在中国共产党思想政治教育发展的不同时期、不同阶段，因受特定历史条件、时代任务以及思想政治教育自身发展变化等因素影响而生成，在特定时期、特定阶段的中国共产党思想政治教育矛盾体系中占据主导地位，对特定时期、特定阶段思想政治教育的性质及其发展方向具有决定性影响，并对同一时期、同一阶段思想政治教育矛盾体系中其他矛盾的存在、发展、协调与转化具有规定和制约作用的主导性和支配性的矛盾。

“A single concept can only obtain its precise meaning within its related conceptual framework system.”[8]8 The reference “[8]15” is a citation to a source not provided; retained as given.15 To accurately understand the concept of the principal contradiction in ideological and political education, it is also necessary to relate it to related concepts, clarify its specific characteristics through comparative analysis, and thereby establish basic standards and bases for determining the principal contradiction in ideological and political education.

“单个概念只有在与其相关的概念框架体系内才能获得其准确的意义。”[8]15准确理解思想政治教育主要矛盾概念，还须将其与相关概念关联，在比较分析中明确其特质之所在，继而为思想政治教育主要矛盾的判定确立基本的标准和依据。

We know that the principal contradiction in ideological and political education is spoken of in relation to non-principal or secondary contradictions (hereinafter both referred to as secondary contradictions). It is primarily a hierarchical division based on differences in the position and function of various contradictions that drive the development of ideological and political education in a given period or stage, and is a manifestation of the particularity of contradiction. Compared with “secondary contradictions,” the characteristics of the principal contradiction in ideological and political education are concentrated in the following four aspects.

我们知道，思想政治教育主要矛盾是相对于非主要矛盾或次要矛盾（以下均称次要矛盾）而言的，主要是基于对某一时期或某一阶段推动思想政治教育发展的各种矛盾之地位与作用差异而进行的层次划分，是矛盾特殊性的一种表现。与“次要矛盾”相比，思想政治教育主要矛盾的特性集中体现在以下4个方面。

(I) The Dominance of the Contradiction’s Position

（一）矛盾地位的主导性

Every thing in the objective world is constituted by many contradictions. These numerous contradictory factors interconnect and interact, forming a complex system of contradictions. Within this system of contradictions, the many contradictory factors are not equal, parallel, neutral, or balanced; rather, they differ in status, with primary and secondary distinctions. Even if “sometimes they seem evenly matched, this is only a temporary and relative situation; the basic form is imbalance.” [9]9 The citation refers to Mao Zedong’s 1937 essay “On Contradiction,” a foundational text of Maoist dialectical materialism that analyzes the universality and particularity of contradiction, the principal contradiction and the principal aspect of a contradiction.322 If one were to rank these imbalanced, complex contradictory factors, there must be one contradiction that occupies a core, dominant, and commanding position, being the most prominent and important contradiction in the system of contradictions; this contradiction is the principal contradiction. Other contradictions are determined and constrained by the principal contradiction, occupying secondary, subordinate, and dominated positions; this category of contradictions is collectively referred to as secondary contradictions. Thus, one important basis for determining whether a contradiction is the principal contradiction in ideological and political education is whether it occupies a “dominant position” within the system of contradictions of ideological and political education in a specific period. The “dominant position” here refers to a primary, leading position; it is a comparative concept, spoken of in relation to the secondary, subordinate, and dominated positions of other contradictions. Since it can only be realized through comparison, a unified premise must be set for the objects of comparison; otherwise, “dominant position” cannot be discussed, or it loses its due meaning due to the wrong frame of reference. In other words, when determining which is the “principal contradiction” and which are the “secondary contradictions” in ideological and political education, this must be done within a “specific” temporal and spatial scope and under “specific” circumstances and conditions. If the time is vague and the space is broad, the result of the comparison will be meaningless; and if the circumstances and conditions differ, the status of the contradictions may change accordingly. Therefore, from the dimension of hierarchical ranking, the particularity of the principal contradiction in ideological and political education is mainly reflected in the fact that, within the system of contradictions of ideological and political education in a specific period and at a specific stage, it ranks at the core and in a leading position, occupying the most critical and most important place in that system of contradictions.

客观世界中的任何一个事物皆由诸多矛盾构成，这诸多的矛盾因子相互联系、相互作用，构成了一个复杂的矛盾系统。在这个矛盾系统之中，众多的矛盾因子并非平等并列、中和均衡，而是有地位之别、主次之分的。即便“有时候似乎势均力敌，然而这只是暂时的和相对的情形，基本的形态则是不平衡。”[9]322如若要对这些处于不平衡状态、复杂的矛盾因子进行位序排列，其中必有一种矛盾居于核心、主导和支配地位，是矛盾体系中最突出、最重要的矛盾，这一矛盾便是主要矛盾；而其他矛盾则是受主要矛盾的规定和制约，处于次要、服从和被支配的地位，这一类矛盾被统称为次要矛盾。由此可见，判定某一矛盾是否是思想政治教育主要矛盾，重要依据之一是其在特定时期的思想政治教育矛盾体系中是否居于“主导性地位”。这里的“主导性地位”指的是主要的、领导的地位，是一个比较概念，是相对于其他矛盾的次要的、服从的、被支配的地位而言的。既然要通过比较才能实现，就必须为比较对象设置一个统一的前提，否则“主导性地位”便无从谈起或因选错参照系而失去其应有之意义。换言之，在判定孰是思想政治教育“主要矛盾”、孰是“次要矛盾”时，一定要在“特定”的时间、空间范围内和“特定”的环境、条件之下进行，如果时间模糊、空间宽泛，比较的结果将毫无意义；而如果环境和条件不同，那么矛盾的地位也就可能会发生相应改变。因此，从位序排列的维度看，思想政治教育主要矛盾的特殊性主要体现在：其在特定时期、特定阶段的思想政治教育矛盾体系中，位列核心和领导地位，占据着该矛盾体系中最为关键、最为重要的位置。

(II) The Decisiveness of the Contradiction’s Function

（二）矛盾作用的决定性

Position and function are often complementary and inseparable. The difference in position between the principal contradiction and secondary contradictions in ideological and political education determines the difference in their respective functions in promoting the development of ideological and political education. As is well known, contradiction is the driving force and source of the development of things; it is precisely the unity and struggle of the two aspects of a contradiction that promote the movement, change, and development of things. Since the principal contradiction in ideological and political education occupies a dominant position in the system of contradictions of things, its function in promoting the development of ideological and political education must also be more important and more prominent compared with the function of secondary contradictions. This prominent function is manifested both in the fact that the principal contradiction in ideological and political education plays a decisive role in the nature and development trend of ideological and political education, and also in the fact that it has a decisive influence on the existence and development of other contradictions in the system of contradictions of ideological and political education in the same period. On the one hand, the principal contradiction in ideological and political education directly determines the main nature of ideological and political education and its development trend. Dialectical materialism holds that “the nature of a thing is mainly determined by the principal aspect of the contradiction that has gained the dominant position.” [9]9 The citation refers to Mao Zedong’s 1937 essay “On Contradiction,” a foundational text of Maoist dialectical materialism that analyzes the universality and particularity of contradiction, the principal contradiction and the principal aspect of a contradiction.323 When the principal aspect of the contradiction that has gained the dominant position changes, the nature of the thing changes accordingly. The “contradiction that has gained the dominant position” is the principal contradiction; the nature of a thing is determined by the principal aspect of the principal contradiction. When the principal contradiction in ideological and political education and its principal aspect change, the nature of ideological and political education will undergo a corresponding qualitative change at that stage. Once the nature of ideological and political education changes, its development direction and development trend will inevitably be significantly affected. On the other hand, the decisive function of the principal contradiction in ideological and political education is also reflected in its role in determining and constraining the existence and development of other contradictions in the system of contradictions of ideological and political education in the same period. If the principal contradiction in ideological and political education can be accurately grasped and properly handled, it can drive the resolution of secondary contradictions and other contradictions, promoting the development of ideological and political education in the expected direction. If the principal contradiction in ideological and political education is not accurately grasped or is improperly handled, it may lead to the comprehensive intensification of contradictions, thereby hindering the progress of ideological and political education. To promote the high-quality development of ideological and political education, one must make every effort to identify its principal contradiction; as long as “this principal contradiction is grasped, all problems can be readily solved.” [9]9 The citation refers to Mao Zedong’s 1937 essay “On Contradiction,” a foundational text of Maoist dialectical materialism that analyzes the universality and particularity of contradiction, the principal contradiction and the principal aspect of a contradiction.322 Of course, while emphasizing the decisive function of the principal contradiction in ideological and political education, it is necessary to note that it and the secondary contradictions in ideological and political education are a pair of twin concepts, interdependent and interacting. Specifically, the principal contradiction in ideological and political education has a determining and constraining effect on secondary contradictions, while secondary contradictions also have a certain influence on the principal contradiction. Moreover, whether it is the principal contradiction or the secondary contradictions in ideological and political education, their position and function are dynamically changing, and under certain conditions, they may even transform into each other. Therefore, when studying and judging the issue of the principal contradiction in ideological and political education, one must both attach importance to the decisive function of the principal contradiction in ideological and political education and not neglect the influence of secondary contradictions on the development of ideological and political education. At the same time, one must observe and examine the changes in the function of the principal contradiction and secondary contradictions in ideological and political education with a dynamic perspective.

地位与作用往往是相辅相成、密不可分的。思想政治教育主要矛盾与次要矛盾的地位差异决定了其在推动思想政治教育发展过程中各自作用的差异。众所周知，矛盾是事物发展的动力源泉，正是矛盾双方的对立统一推动着事物的运动、变化和发展。既然思想政治教育主要矛盾在事物的矛盾体系中占据着主导地位，那么其在推动思想政治教育发展过程中的作用相较于次要矛盾的作用而言，必然也更为重要、更加突出。这种突出作用既表现在思想政治教育主要矛盾对思想政治教育的性质及其发展趋势起决定性作用，同时也表现在其对同一时期思想政治教育矛盾体系中其他矛盾的存在与发展也具有决定性影响。一方面，思想政治教育主要矛盾直接决定着思想政治教育的主要性质及其发展趋势。唯物辩证法认为，“事物的性质，主要地是由取得支配地位的矛盾的主要方面所规定的。”[9]323取得支配地位的矛盾的主要方面起了变化，事物的性质也就随着起变化。“取得支配地位的矛盾”亦即主要矛盾，事物的性质是由主要矛盾的主要方面决定的。当思想政治教育主要矛盾及其主要方面发生了变化，思想政治教育的性质便会发生相应的阶段性质变。一旦思想政治教育的性质发生了改变，那么其发展方向和发展趋势也必将受到重大影响。另一方面，思想政治教育主要矛盾的决定性作用还体现在其对同一时期思想政治教育矛盾体系中其他矛盾的存在与发展具有规定和制约作用。如若能对思想政治教育主要矛盾精准把握、妥善处理，就能带动次要矛盾等其他矛盾的解决，促进思想政治教育向预期的方向发展；如若对思想政治教育主要矛盾把握不准、处理不当，就有可能导致矛盾的全面激化，进而阻碍思想政治教育向前推进。要推动思想政治教育高质量发展，就一定要尽全力找出其主要矛盾，只要“捉住了这个主要矛盾，一切问题就迎刃而解了”[9]322。当然，在强调思想政治教育主要矛盾决定性作用的同时，需要注意其与思想政治教育次要矛盾是一对孪生概念，二者相互依存、相互作用。具体来说，思想政治教育主要矛盾对次要矛盾具有规定和制约作用，而次要矛盾也会对主要矛盾产生一定的影响。而且，无论是思想政治教育主要矛盾，还是次要矛盾，其地位与作用均是动态变化的，二者在一定条件下甚至还会发生相互转化。所以，在研判思想政治教育主要矛盾问题时，既要重视思想政治教育主要矛盾的决定性作用，也不能忽略次要矛盾对思想政治教育发展的影响，同时还要以动态的眼光观察和审视思想政治教育主要矛盾与次要矛盾的作用变化。

(III) The Dual Characteristics of “Change” and “Constancy” in the Contradiction’s Pattern

（三）矛盾样态“变”与“不变”的双重特性

All things in the world are in constant flux. The principal contradiction that primarily drives the change and development of ideological and political education also possesses the characteristic of “change.” This “change” here refers mainly to the entire process of the development of ideological and political education. Throughout the entire process of the development of ideological and political education, due to differences in the external environment and specific conditions at different times and stages, as well as changes in the state of struggle among various contradictions within ideological and political education, the principal contradiction of ideological and political education will also undergo corresponding changes. Fundamentally, the development of ideological and political education stems mainly from its internal contradictions. In the process of the development of ideological and political education, its internal elements are always in a state of mutual exclusion and mutual struggle. The forces of various contradictions rise and fall. Contradictions that were originally in a dominant and controlling position may ease or become coordinated through struggle, thereby ceding the position of principal contradiction to other contradictions. Those contradictions that were originally in a state of ease may also be intensified through struggle, thereby occupying a dominant position in the system of contradictions of the thing’s development, replacing the original principal contradiction to become the new principal contradiction. Not only does the state of struggle among internal contradictions of ideological and political education change its principal contradiction, but changes in external factors also affect its principal contradiction. All things are constantly situated within a certain environment and under specific conditions, and their development also requires a suitable environment and specific conditions for support. For ideological and political education, changes in the external environment and conditions also affect the state of struggle among its internal contradictions, thereby causing the principal contradiction to alternate, shift positions, and undergo change, which in turn affects the overall process of the development of ideological and political education, causing the development of ideological and political education to exhibit stage-specific characteristics. Unlike the situation with secondary contradictions and other contradictions of ideological and political education, which change constantly and alternate without stability, the principal contradiction of ideological and political education, while “changing,” also possesses the characteristic of “unchangingness.” This “unchangingness” here refers mainly to the processual and stage-specific nature of the development of ideological and political education. In a particular process or specific stage of the development of ideological and political education, the principal contradiction has certainty, long-term nature, and relative stability. It accompanies a certain process or stage of the development of ideological and political education throughout. In this specific process or stage, although various contradictions within ideological and political education continue to struggle persistently, the result is that one contradiction always maintains absolute superiority in the struggle, occupies a leading position, and plays a guiding and controlling role over other contradictions in the system of contradictions. Other contradictions in the system of contradictions, due to their own insufficient strength, are always in a weak position in the contradiction struggle, cannot replace the aforementioned contradiction in its dominant position within the system of contradictions, and are also regulated and controlled by it. Such a state and outcome of contradiction struggle mean that the principal contradiction of ideological and political education will not easily change over a relatively long period but will maintain a certain degree of persistence and stability. At the same time, during this process or stage, the many contradictions in non-principal positions are not entirely passively led and controlled. Instead, they are constantly accumulating and gathering strength, striving to achieve a qualitative breakthrough through quantitative accumulation, thereby overcoming and defeating the existing principal contradiction of ideological and political education to become the new principal contradiction. Of course, once such a change occurs, it means that ideological and political education has entered a new stage of development. In this new stage, the contradiction that replaces the original principal contradiction of ideological and political education to become the new principal contradiction will persist for a considerable period, until the start of another entirely new stage of development, and so on, in a cycle… Thus, the dual characteristic of “change” and “unchangingness” in specific content is another important distinction between the principal contradiction and secondary contradictions of ideological and political education.

世间万物，变动不居。对思想政治教育变化、发展起主要推动作用的主要矛盾亦具有“变”的特性。这里的“变”主要是针对思想政治教育发展的全过程而言的。在思想政治教育发展的整个过程之中，由于不同时期、不同阶段外部环境和具体条件的差异以及思想政治教育内部各种矛盾斗争状况的改变，思想政治教育主要矛盾亦会随之发生相应改变。从根由来说，思想政治教育的发展主要源于其内部的矛盾性。在思想政治教育发展过程中，其内部诸要素之间始终处于相互排斥、相互斗争的状态，各种矛盾力量此消彼长，原本处于主导地位、起支配作用的矛盾在斗争中可能会走向缓和或趋于协调，从而将主要矛盾的位置让位于其他矛盾；那些原本处于缓和状态的矛盾在斗争中也有可能被激化，从而在事物发展的矛盾体系中占据主导地位，替换原有的主要矛盾成为新的主要矛盾。不仅思想政治教育内部矛盾斗争状况会改变思想政治教育主要矛盾，其外部因素变动亦会对其主要矛盾产生影响。万事万物时时刻刻处于一定的环境和条件之下，其发展亦需要适宜的环境和特定的条件作支撑。对于思想政治教育而言，外部环境和条件状况的改变也会影响其内部矛盾的斗争状况，从而使主要矛盾交替易位、发生变更，进而影响到思想政治教育发展的整体进程，使思想政治教育发展呈现出阶段性特征。与思想政治教育次要矛盾等其他矛盾时时变化、交替不居的状况不同，思想政治教育主要矛盾在“变”的同时，亦有其“不变”之特性。这种“不变”主要是针对思想政治教育发展的过程性和阶段性而言的。在思想政治教育发展的某一特殊过程、特定阶段，主要矛盾具有确定性、长期性和相对稳定性，其与思想政治教育发展的某一过程、某一阶段始终相伴。在这一特定的过程或阶段之中，虽然思想政治教育内部的各种矛盾依然在持续斗争，但结果却是有一种矛盾始终在斗争中保持绝对优势、占据领导位置、对矛盾体系中的其他矛盾起引领和支配作用，而矛盾体系中的其他矛盾则由于自身力量的不济，在矛盾斗争中始终处于弱势地位，无法取代前述矛盾在矛盾体系中的主导地位，同时还会被其所规定和支配。这样的矛盾斗争状况和斗争结果意味着思想政治教育主要矛盾在一段较长的时期内不会轻易发生变更，而是会保持一定的持久性和稳定性。与此同时，在这一过程或阶段之中处于非主要地位的诸多矛盾并非完全消极地被领导、被支配，而是在不断地积累和积蓄力量，力图通过量的积累达到质的突破，从而攻克和战胜思想政治教育既有的主要矛盾而成为新的主要矛盾。当然，一旦发生这样的变更，也就意味着思想政治教育已经进入到了新的发展阶段。在这个新阶段，替代原有的思想政治教育主要矛盾成为新的主要矛盾的矛盾又将存续相当长的一段时间，直至另一个全新发展阶段的开启，如此循环往复……可见，具体内容的“变”与“不变”的双重特性是思想政治教育主要矛盾与次要矛盾的另一重要区别之所在。

(4) Singularity in the Number of Contradictions

（四）矛盾数量的单一性

The characteristic of singularity in the number of the principal contradiction of ideological and political education requires a specific temporal framing, that is, it must be confined to a particular period or specific stage in the development of ideological and political education. If this framing is not made, then this judgment does not hold. Because if we consider the long course of the development of ideological and political education, its principal contradiction has the characteristic of variability; different periods of ideological and political education have different principal contradictions. In this sense, the principal contradiction of ideological and political education shares the same characteristic as secondary contradictions in terms of number, namely, richness and diversity. However, if we are to study and judge the principal contradiction of ideological and political education in a specific period, then there is a clear difference in number from secondary contradictions. Secondary contradictions can still be multiple, but the principal contradiction of ideological and political education has only one pair, and it is impossible to have two or more pairs of principal contradictions. Suppose there were two pairs of principal contradictions in a certain period of ideological and political education, hypothetically principal contradiction I and principal contradiction II. According to the concept of the principal contradiction of ideological and political education, this would mean that both principal contradiction I and principal contradiction II occupy a dominant position in the system of contradictions of ideological and political education during this period, and both can have a decisive influence on the nature and development direction of ideological and political education, as well as on the existence and development of other contradictions in the system of contradictions of ideological and political education. Then the question arises: principal contradiction I and principal contradiction II should both be classified under the category of “secondary contradictions and other contradictions” relative to each other. Which one determines which? If both principal contradiction I and principal contradiction II are principal contradictions of ideological and political education, then naturally principal contradiction I cannot determine principal contradiction II, and principal contradiction II cannot determine principal contradiction I. Since neither principal contradiction I nor principal contradiction II can regulate, constrain, or lead the other, these two principal contradictions naturally cannot be called principal contradictions. In other words, the hypothetical situation above is impossible. In the system of contradictions of each period and each stage of the development of ideological and political education, contradictions cannot possibly exist entirely in an “‘equal-rights manner’” [2]2 The reference “[2]” is a citation to a source not provided; retained as given.. Among them, there must be one, and only one, contradiction that is more important and more fundamental relative to other contradictions. This contradiction is the principal contradiction of ideological and political education in the true sense, and in terms of number, there can only be one pair. However, it must be emphasized that the singularity in the number of the principal contradiction of ideological and political education does not negate or exclude the richness and diversity of its content and form of manifestation. When studying and judging the principal contradiction of ideological and political education, it can be further confirmed through the rich and diverse forms of manifestation of contradictions.

思想政治教育主要矛盾在数量方面的单一性特征需要作特定的时间框定，即须将其限定于思想政治教育发展的某一特定时期或特定阶段。如若不作此限定，那么这个判断就不成立。因为如果是就思想政治教育发展的漫长历程而言，其主要矛盾是具有变动性特征的，不同时期的思想政治教育有不同的主要矛盾。在此意义上，思想政治教育主要矛盾在数量上具有与次要矛盾相同的特点，即丰富性和多样性。但是，如果是对特定时期的思想政治教育主要矛盾进行研判，那么其与次要矛盾在数量上就有明显区别，次要矛盾仍然可以有多种，但思想政治教育主要矛盾有且仅有一对，不可能存在两对或两对以上的主要矛盾。设若某一时期的思想政治教育存在两对主要矛盾，假设有主要矛盾Ⅰ与主要矛盾Ⅱ，依据思想政治教育主要矛盾概念，那就意味着主要矛盾Ⅰ与主要矛盾Ⅱ在这一时期的思想政治教育矛盾体系中都占据着主导地位、对思想政治教育的性质、发展方向以及思想政治教育矛盾体系中其他矛盾的存在和发展都能起到决定性影响，那么问题随之而至，主要矛盾Ⅰ与主要矛盾Ⅱ相对于对方来说都应归于“次要矛盾等其他矛盾”的类别之列，二者究竟是谁决定谁？如果主要矛盾Ⅰ与主要矛盾Ⅱ均为思想政治教育主要矛盾，那么主要矛盾Ⅰ自然决定不了主要矛盾Ⅱ、主要矛盾Ⅱ也无法决定主要矛盾Ⅰ。既然主要矛盾Ⅰ与主要矛盾Ⅱ均无法规定、制约和领导对方，这两种主要矛盾自然又都称不上是主要矛盾。换言之，上述假定情况是不可能成立的。在思想政治教育发展的每一时期、每一阶段的矛盾体系中，诸矛盾是不可能完全以“‘平权’的方式存在的”[2]，其中必有一种而且也仅有一种矛盾相对于其他矛盾来说更为重要、更为根本，这个矛盾才是真正意义上的思想政治教育主要矛盾，其在数量上有且只能有一对。但需要强调的是，思想政治教育主要矛盾数量上的单一性并不否定、排斥其内容和样态表现的丰富性和多样性。在对思想政治教育主要矛盾进行研判时，可以通过丰富多样的矛盾样态表现对其予以进一步确证。

The above analysis of the concept and characteristics of the principal contradiction of ideological and political education is both a response to some divergences in the academic community regarding the determination of the principal contradiction of ideological and political education and a setting of the criteria for determining the principal contradiction of ideological and political education. On the one hand, it is necessary to clarify that the principal contradiction of ideological and political education has only one pair in terms of number, not multiple pairs. This pair of contradictions must be the one that occupies a dominant position in the system of contradictions of ideological and political education in a specific period and plays a decisive role in secondary contradictions and other contradictions, as well as in the nature and development trend of ideological and political education. On the other hand, based on the dominant position, decisive role, and variability characteristics of the principal contradiction of ideological and political education, when determining the principal contradiction of ideological and political education, it is necessary to base the judgment on the specific realities of the development of ideological and political education itself and the external environment it faces in a specific period. Only by starting from the key factors affecting the development of ideological and political education can we find the correct path for determining the principal contradiction of ideological and political education.

以上对思想政治教育主要矛盾概念及其特性的解析，既是对学界关于思想政治教育主要矛盾判定部分分歧的回应，亦是对思想政治教育主要矛盾判定标准的设定。一方面，需要明确思想政治教育主要矛盾在数量上有且仅有一对，不可能是多对。这一对矛盾一定是在特定时期的思想政治教育矛盾体系中居于主导地位、对次要矛盾等其他矛盾，以及思想政治教育的性质及其发展趋势起决定性作用的矛盾。另一方面，基于思想政治教育主要矛盾之主导地位、决定性作用及其变动性特征，在对思想政治教育主要矛盾进行判定时，需要立足于特定时期思想政治教育自身发展及其面临的外部环境等具体实际，从影响思想政治教育发展的关键因素出发，才能找到判定思想政治教育主要矛盾的正确路径。

III. The Path of Thought for Determining the Principal Contradiction in Ideological and Political Education

三、思想政治教育主要矛盾判定的致思路向

To correctly determine the principal contradiction of ideological and political education, on the basis of clarifying the concept and main characteristics of the principal contradiction of ideological and political education, it is also necessary to draw on existing research results in the academic community, start from the key factors affecting the development of ideological and political education, accurately identify the two sides of the principal contradiction of ideological and political education, clarify the direction of the contradiction, and conduct a specific analysis of whether the relationship between the two is one of unity of opposites.

要对思想政治教育主要矛盾作出正确判定，在澄清思想政治教育主要矛盾概念及其主要特性的基础上，还须借鉴学界已有研究成果，从影响思想政治教育发展的关键因素出发，找准思想政治教育主要矛盾的双方、明确其矛盾指向，并对其二者之间是否为对立统一关系进行具体分析。

(1) Identifying the Two Sides of the Principal Contradiction of Ideological and Political Education: The Educator and the Educated Object in Ideological and Political Education

（一）找准思想政治教育主要矛盾的双方：思想政治教育者与教育对象

The most crucial point in determining the principal contradiction in ideological and political education lies in clarifying the parties between whom it exists, that is, accurately identifying the two sides of the principal contradiction in ideological and political education. As discussed earlier, the “contradiction” in the principal contradiction of ideological and political education refers to contradiction in the philosophical sense, that is, the relationship of unity and opposition between things or among the internal elements of a thing. As a special form of manifestation of “contradiction,” the principal contradiction in ideological and political education must also be a relational existence, and this relationship must be that between the two most important and most active elements among the internal constituent elements of ideological and political education, namely, the “ideological and political educator” and the “educational object,” rather than a contradiction among elements such as educational content, teaching methods, or the educational environment.

判定思想政治教育主要矛盾最为关键的一点在于明确其是谁与谁之间的矛盾，即找准思想政治教育主要矛盾的双方。如前文所述，思想政治教育主要矛盾之“矛盾”指的是哲学意义上的矛盾，即指事物之间或事物内部各要素之间的对立统一关系。思想政治教育主要矛盾作为“矛盾”的一种特殊表现形式，必然也是一种关系性存在，而且这种关系一定是思想政治教育内部构成要素中最为重要、最为活跃的两个要素，即“思想政治教育者”与“教育对象”之间的关系，而非教育内容、教学手段亦或是教育环境等要素间的矛盾。

According to the dialectical materialist principle of contradiction, which holds that the driving force for the development of things originates from their interior, the principal contradiction in ideological and political education, as the direct and main driving force for its development, must exist within ideological and political education itself and be the relationship between the two most critical elements among its internal constituent elements. Ideological and political education is a complex unity composed of many elements and their interrelationships, a point on which there is already consensus in the academic community. Regarding its constituent elements, although there are different views such as the “three-element theory” (educator, educational object, educational requirements), the “four-element theory” (educational subject, educational object, educational mediator, educational environment), the “five-element theory” (educational subject, educational object, educational content, educational method, educational goal), the “six-element theory” (educator, educational object, educational content, educational goal, educational method, educational situation), and even “seven-element,” “eight-element,” and “ten-element” theories, regardless of the specific induction or summary, their commonality lies in treating the two elements of the ideological and political educator and the educational object (the educated) as the most basic and indispensable constituent elements of ideological and political education. Marx once emphasized that society is the “product of people’s interaction.”[10]10 The term “equal-rights manner” (平权的方式) is a reference to a specific theoretical formulation within Chinese Marxist philosophical discourse on contradiction analysis, indicating a situation where contradictions are treated as having equal status without a dominant one.42 The same is true of ideological and political education; as a special form of human social practice, it inevitably requires the participation of “people.” In a certain sense, the essence of ideological and political education is the spiritual interaction between the ideological and political educator and the educational object, dominated by a specific ideology, and the interactive practice of thought and behavior guided by this interaction. The normal operation and healthy development of ideological and political education depend not only on the careful organization and concrete implementation by the ideological and political educator but also require the effective cooperation and active support of the educational object. Without either the ideological and political educator or the educational object, ideological and political education cannot function normally and orderly.

依据事物的发展动力源于其内部的唯物辩证法的矛盾原理，作为思想政治教育发展直接和主要动力的思想政治教育主要矛盾，必定存在于思想政治教育内部，是思想政治教育内部构成要素中最紧要的两个要素间的关系。思想政治教育是一个由诸多要素及其相互关系构成的复杂统一体，这一点在学界已有共识。关于其要素构成，虽然存在“三要素说”（教育者、教育对象、教育要求）、“四要素说”（教育主体、教育客体、教育介体、教育环体）、“五要素说”（教育主体、教育客体、教育内容、教育方式、教育目标）、“六要素说”（教育者、教育对象、教育内容、教育目标、教育方法、教育情境），甚至“七要素说”“八要素说”“十要素说”等不同观点，但不论是何种归纳与概括，其共同之处在于都是将思想政治教育者与教育对象（受教育者）这两个要素视为思想政治教育最基本、最不可或缺的构成要素。马克思曾强调社会是“人们交互活动的产物”[10]42。思想政治教育亦是如此，其作为一项特殊的人类社会实践活动，必然离不开“人”的参与。从一定意义上来说，思想政治教育的实质就是思想政治教育者与教育对象在一定意识形态主导下的精神交往及其指导下的思想与行为的互动实践。思想政治教育的正常运行与健康发展不仅有赖于思想政治教育者的精心组织与具体实施，同时还需要得到教育对象的有力配合与积极支持。缺少思想政治教育者与教育对象中的任何一个，思想政治教育便无法正常而有序运转。

Therefore, the principal contradiction in ideological and political education, which has a decisive influence on the operation and development of ideological and political education in a specific period, should be the “contradiction” between the “ideological and political educator” and the “educational object.” It should be noted that the “ideological and political educator” here does not specifically refer to an individual educator who carries out ideological and political education activities and imposes specific ideological, political, and moral concepts and behavioral influences on the educational object, but rather refers to the collective image of ideological and political educators who represent the will of the Party and the state, conduct education in mainstream ideology through the specific organization and implementation of ideological and political education practice, and cultivate and discipline the thoughts, concepts, political stances, moral qualities, and behaviors required by social development in a specific period. The “educational object” is not limited to members of a specific field, specific class, stratum, or specific group, but encompasses all members of society, including members of the Communist Party of China, members of other parties, and ordinary masses.

因而，作为对特定时期思想政治教育的运行和发展具有决定性影响的思想政治教育主要矛盾应该是“思想政治教育者”与“教育对象”之间的“矛盾”。需要说明的是，这里的“思想政治教育者”不是特指某个开展思想政治教育活动、对教育对象施加特定的思想政治道德观念及行为影响的独立的教育者个体，而是泛指代表党和国家意志、通过思想政治教育实践活动的具体组织和实施、对教育对象进行主流意识形态教育，以及特定时期社会发展所要求的思想观念、政治立场、道德素质的培养与行为教化的思想政治教育者群像；“教育对象”也不仅仅是局限于某个特定领域、特定阶级、阶层或特定群体的成员，而是涵盖中国共产党党员、其他党派成员以及普通群众等在内的全体社会成员。

(II) Clarifying the Object Direction of the Principal Contradiction in Ideological and Political Education: Needs

（二）厘清思想政治教育主要矛盾的客体指向：需要

Having clarified the relational subjects of the principal contradiction in ideological and political education, namely the ideological and political educator and the educational object, it is also necessary to clarify the specific object to which the relationship between the two points, that is, to determine on what issue the principal contradiction in ideological and political education is a contradiction between the educator and the educational object.

明确了思想政治教育主要矛盾的关系主体，即思想政治教育者与教育对象，还须厘清二者之间的关系所指向的客体对象究竟为何，即要明确思想政治教育主要矛盾是教育者与教育对象在何种问题上的矛盾。

As discussed earlier, ideological and political education, in a certain sense, is the communicative practice between the ideological and political educator and the educational object. However, the communication between the two is not material communication, but spiritual communication primarily involving thoughts, consciousness, and concepts, as well as behavioral interaction guided by this spiritual communication. In this process, the ideological and political educator and the educational object may exhibit relationships that are both opposing and unified in many aspects, such as ideological concepts, political awareness, and moral qualities. However, these relationships of opposition and unity are all manifestations of phenomena. To explore their essence and deep roots, one should delve into and investigate the “needs” of the ideological and political educator and the educational object.

如前文所述，思想政治教育从一定意义上来说就是思想政治教育者与教育对象的交往实践，但其二者之间的交往并不是物质交往，而是以思想、意识、观念等为主要内容的精神交往，以及在精神交往主导下的行为互动。在这一过程中，思想政治教育者与教育对象在思想观念、政治觉悟、道德素质等多方面均可能呈现出既相对立又相统一的关系。但是，这些方面的对立与统一关系皆为一种现象的呈现。究其本质和深层根源，还应该从思想政治教育者与教育对象的“需要”层面加以发掘和探究。

“Need” is the driving force behind all human actions. It is through the “expression” and “reflection” of human “needs” in the human mind that “feelings, thoughts, motives, and will” are formed as “ideal intentions,” “and through this form become ‘ideal forces’,”[11]11 Marx, *Letter to Pavel Vasilyevich Annenkov*, December 28, 1846. The citation is from the Chinese translation of the *Marx-Engels Collected Works*.238 thereby inspiring people to engage in purposeful, directed activities. Regarding ideological and political education, the respective “needs” of the ideological and political educator and the educational object are the internal basis for why the ideological and political educator initiates, organizes, and implements ideological and political education, and whether the educational object is willing to cooperate, support, and accept ideological and political education. In short, the “needs” of the ideological and political educator and the educational object, and the interactive relationship between them, constitute the most direct and main driving force for the development of ideological and political education. If one only proceeds from the ideological concepts of the ideological and political educator and the educational object, without exploring the principal contradiction in ideological and political education from the “needs” hidden behind them, one would fall into the thinking rut of the old materialists criticized by Engels in *Dialectics of Nature*, that is, “being accustomed to explaining their actions from their thinking instead of from their needs (which, of course, are reflected in the mind, come into consciousness),”[12]12 Engels, *Dialectics of Nature*. The citation is from the Chinese translation of the *Marx-Engels Collected Works*.996 and would be unable to overcome the incompleteness of old materialism, remaining at the level of idealism.

“需要”是人们一切行动的动力源泉。正是人的“需要”经过人的头脑的“表现”和“反映”形成“感觉、思想、动机、意志”等“理想的意图”，“并且通过这种形态变成‘理想的力量’”[11]238，进而激发人们有目的、有方向地去从事一定的活动。就思想政治教育而言，思想政治教育者与教育对象各自的“需要”是思想政治教育者缘何发起、组织与实施思想政治教育以及教育对象是否愿意配合、支持与接受思想政治教育的内在根据。简言之，思想政治教育者与教育对象的“需要”及其相互间的作用关系，才是推动思想政治教育发展最为直接和主要的动力。如若仅从思想政治教育者与教育对象的思想观念出发，而不从隐藏在其背后的“需要”着手探寻思想政治教育主要矛盾，就会陷入恩格斯在《自然辩证法》中所批评的旧唯物主义者的思维窠臼之中，即“习惯于用他们的思维而不是用他们的需要来解释他们的行为（当然，这些需要是反映在头脑中，是进入意识的）”[12]996，就无法克服旧唯物主义的不彻底性而停留在了唯心主义的水平。

Therefore, the principal contradiction in ideological and political education should refer to the relationship between the “needs” of the ideological and political educator and the “needs” of the educational object in a specific period and specific stage, and not any other relationship.

因此，思想政治教育主要矛盾所指应是特定时期、特定阶段思想政治教育者的“需要”同教育对象的“需要”之间的关系，而不是其他的什么关系。

(III) Clarifying the Relational Attribute between the Two Sides of the Principal Contradiction in Ideological and Political Education: Unity and Opposition

（三）廓清思想政治教育主要矛盾双方之间的关系属性：对立统一

Having identified the two sides of the contradiction and clarified the direction of the contradiction between them, it is also necessary to go a step further and conduct a concrete analysis of their mutual relationship. The principal contradiction in ideological and political education is a relationship presented between the “ideological and political educator” and the “educational object” at the level of “needs.” This relationship is specifically characterized by the two sides of the principal contradiction in ideological and political education being both unified and opposed.

找到了矛盾双方、厘清了其二者之间的矛盾指向，还需要更进一步，对其相互关系进行具体分析。思想政治教育主要矛盾是“思想政治教育者”与“教育对象”在“需要”层面所呈现出的一种关系。这种关系具体表征为思想政治教育主要矛盾双方既相统一又相对立。

On the one hand, the ideological and political educator and the educational object coexist under a unified broad social background and environment, and their “needs” are all constrained by the social and historical conditions of a specific period and specific stage, especially by the constraints of the society’s economic, political, cultural and other conditions. This causes the two to bear, to a greater or lesser extent, common epochal imprints in terms of “needs,” and to possess a certain degree of compatibility and consistency. This compatibility and consistency in “needs” constitutes the basic driving force for the smooth development of the spiritual interaction activities between the ideological and political educator and the educational object. But on the other hand, because the ideological and political educator and the educational object differ in their respective social roles, political status, working and living conditions, and environments, there are also certain differences, conflicts, and even oppositions between the two in terms of “needs.” For the ideological and political educator, as a representative of the will of the Party and the state, the “need” is to regulate “the production and distribution of the ideas of its own time”[13]13 This is a citation from Marx and Engels, *The German Ideology* (1845-1846), where they discuss how the ruling class controls the production and distribution of ideas.179 in accordance with the requirements of the Party and the state, to educate the educational object in the mainstream ideology of society and the ideological, political, and moral qualities required for social development, and to guide the educational object to achieve “ideological self-awareness, conceptual self-awareness, and conscious self-awareness”[14]14 This is a citation from a Chinese scholarly source, likely referring to the goal of fostering conscious ideological alignment with the Party and state. in the spiritual realm, as well as conscious action, in accordance with the developmental requirements of the socialist revolution, construction, and reform cause. For the educational object, because they belong to different classes, strata, or social groups, and have many differences in economic conditions, social status, educational level, etc., their “needs” are not identical. Even among educational objects of the same class, stratum, or group, their “needs” may exhibit individualized and diversified characteristics due to differences in economic background, political consciousness, moral cognitive ability, etc. Under these circumstances, different educational objects, often under the domination of their own “prejudices” or “pre-understandings” and based on their immediate “needs,” will examine whether the spiritual supply provided by the ideological and political educator can satisfy their “needs,” and accordingly judge and decide whether to engage in spiritual interaction with the ideological and political educator, in what form to engage in spiritual interaction with the ideological and political educator, and what content of spiritual interaction to engage in with the ideological and political educator. The result is that some educational objects will follow the requirements of the ideological and political educator to adjust, improve, and elevate their existing thoughts and behaviors that are not compatible with the requirements of the Party and the state, while another part of the educational objects may, to a certain extent, form an ideological game with the requirements of the ideological and political educator due to the “need” to maintain their own individuality.

一方面，思想政治教育者与教育对象共处于统一的社会大背景、大环境之下，其“需要”皆受制于特定时期、特定阶段的社会历史条件，特别是受社会的经济、政治、文化等状况的制约，这就使得其二者在“需要”方面或多或少地带有共性的时代印记，具有一定的契合性和一致性。这种“需要”上的契合性和一致性是思想政治教育者与教育对象精神交往活动得以顺利开展的基础动力。但在另一方面，由于思想政治教育者与教育对象各自的社会角色、政治地位及其工作、生活条件和所处环境等不同，二者在“需要”方面又存有一定的差异、冲突甚至是对立。对于思想政治教育者来说，其作为党和国家意志的代表，“需要”依据党和国家的要求对“自己时代的思想的生产和分配”[13]179进行调节、对教育对象进行社会主流意识形态以及社会发展所需要的思想政治道德素质等方面的教育，引导教育对象按照社会主义革命、建设、改革事业发展要求，“在精神领域实现思想自觉、观念自觉、意识自觉”[14]、行动自觉等。而对于教育对象来说，由于其分属于不同的阶级、阶层或社会群体，在经济状况、社会地位、文化程度等方面均存在诸多差异，这就使得其“需要”状况不尽同一。即便是同一阶级、阶层或群体的教育对象，其在“需要”方面亦会因经济背景、政治觉悟、道德认知能力等差异而呈现出个性化、多样化的特征。在此情形之下，不同的教育对象往往会在自己的“前见”或“前理解”的支配下、以切身的“需要”为依据，审视思想政治教育者为其提供的精神供给是否能够满足其“需要”，并据此判断和决定是否要与思想政治教育者进行精神交往，以何种形式与思想政治教育者进行精神交往，与思想政治教育者进行何种内容的精神交往等，其结果就是部分教育对象会遵照思想政治教育者的要求对自己既有的、与党和国家的要求不相契合的思想、行为进行调整、完善和提升，而另一部分教育对象可能会因为维护自己个性的“需要”，在某种程度上会与思想政治教育者的要求形成思想的博弈。

Based on the above analysis, it can be preliminarily determined that the principal contradiction in ideological and political education should be the relationship of both opposition and unity at the level of “needs” between the “ideological and political educator” and the “educational object” in a “specific period.” This relationship is precisely the main driving force for the movement, change, and development of ideological and political education. Of course, the determination of the principal contradiction in ideological and political education cannot stop at conceptual deduction and theoretical analysis. It should also explore its trajectory of development and transformation from the vivid practice of ideological and political education of the Communist Party of China over more than one hundred years, grasp its laws, and provide methodological guidance and experience for scientifically grasping and properly coordinating the principal contradiction in ideological and political education in the New Era.

基于以上分析可以初步判定，思想政治教育主要矛盾应该是“特定时期”“思想政治教育者”与“教育对象”在“需要”层面的既相对立又相统一的关系，这一关系正是思想政治教育运动、变化、发展的主要动力。当然，对于思想政治教育主要矛盾的判定不能仅仅止于概念演绎与理论分析，还应从中国共产党百余年思想政治教育的生动实践中探寻其发展转化的轨迹、把握其规律，为科学把握与妥善协调新时代思想政治教育主要矛盾提供方法指导与经验借鉴。

Online editor: Tongxin

网络编辑：同心