Skillfully Explaining Principles: The Fundamental Guidance for Strengthening Marxist Atheism Education in University Ideological and Political Theory Courses

In July 2021, the *Opinions on Strengthening and Improving Ideological and Political Work in the New Era* issued by the Central Committee of the Communist Party of China and the State Council put forward a clear requirement: “We must deeply carry out ideological and political education… strengthen education in Marxist materialism and atheism.” It is self-evident that ideological and political theory courses, as the main channel for ideological and political education, must inevitably play an irreplaceable role and undertake an important mission in the practice of strengthening and improving Marxist atheism education in universities. But objectively speaking, it is no easy task for university ideological and political theory courses to explain clearly, deeply, and thoroughly the categorical connotations, historical experience, and other issues of Marxist atheism. On April 25, 2022, when inspecting Renmin University of China, General Secretary Xi Jinping for the first time clearly put forward the important thesis that “the essence of ideological and political theory courses is to explain principles.” This both deepened basic theoretical research on ideological and political theory courses and, from a practical perspective, further clarified the fundamental guidance for strengthening Marxist atheism education in university ideological and political theory courses. “Skillfully explaining principles” means that teachers of ideological and political theory courses must explain clearly, deeply, and thoroughly the Marxist atheist principles embedded in each course. This concerns whether teachers can teach Marxist atheism well, whether students can learn Marxist atheism well, whether qualified builders and reliable successors for socialism can be cultivated, and whether the guiding position of Marxism in the ideological domain can be consolidated. It has important theoretical significance and practical value.

2021年7月，中共中央、国务院印发的《关于新时代加强和改进思想政治工作的意见》提出明确要求：“要深入开展思想政治教育……加强马克思主义唯物论和无神论教育。”不言自明，作为思想政治教育主渠道的思政课，在加强和改进高校马克思主义无神论教育实践中必然要发挥不可替代的作用，承担重要使命。但客观而言，高校思政课要讲清楚讲深入讲透彻马克思主义无神论的范畴内涵、历史经验等问题，也并非易事。2022年4月25日，习近平总书记在中国人民大学考察时，首次明确提出“思政课的本质是讲道理”的重要论断，既深化了思政课基础理论研究，也从实践上进一步明晰了高校思政课加强马克思主义无神论教育的根本遵循。“善讲道理”即思政课教师要讲清、讲深、讲透各门课程内嵌的马克思主义无神论道理，这关系到思政课教师能否教好马克思主义无神论、学生能否学好马克思主义无神论，关系到能否培养社会主义合格建设者和可靠接班人，关系到能否铸牢马克思主义在意识形态领域的指导地位等重大现实问题，具有重要的理论意义和实践价值。

I. Why It Is Necessary: The Internal Logic of University Ideological and Political Theory Courses Using “Explaining Principles” to Strengthen Marxist Atheism Education

一、何以必要：高校思政课以“讲道理”加强马克思主义无神论教育的内在逻辑

(A) What Ought to Be: Strengthening Marxist Atheism Education Is an Inherent Requirement for the Development of University Ideological and Political Theory Courses

(一)应然：加强马克思主义无神论教育是高校思政课发展的内在要求

Lenin pointed out: “The philosophical foundation of Marxism is dialectical materialism, which fully inherits the historical tradition of the materialism of 18th-century France and Feuerbach in the first half of 19th-century Germany, that is, the historical tradition of materialism that is absolutely atheist and resolutely opposes all religion.” Although pre-Marxist atheism achieved no small successes in its struggle against theism, previous atheist viewpoints still could not scientifically explain the true roots of the emergence and flourishing of religion and belief in gods within society, nor could they reveal the real paths toward their disappearance. Hence they were inherently marked by incompleteness and flaws containing many unscientific factors. Marxist atheism transcended the past merely abstract logical deduction of “no gods.” On the basis of critically inheriting the militant atheism of 18th-century France, it rationally absorbed the “rational kernel” of Hegelian dialectics and the “basic kernel” of Feuerbach’s humanist materialism. It also clearly expounded the social roots and class essence of theism such as religion, put forward the purpose and path of criticizing and abolishing religion, and, through the critique of religion, turned toward the critique of the political system, and through the ideological domain, turned toward the real social domain on which human existence and human thought depend, thereby creating the ideological weapon of Marxist atheism.

列宁指出：“马克思主义的哲学基础是辩证唯物主义，它完全继承了法国18世纪和德国19世纪上半叶费尔巴哈的唯物主义历史传统，即绝对无神论的、坚决反对一切宗教的唯物主义的历史传统。”尽管马克思主义之前的无神论在与有神论的斗争中取得了不菲的成绩，但以往无神观点仍未能以科学的方式解释宗教和神灵信仰在社会中得以萌发兴盛的真正根源，并且未能揭示它们走向消逝的现实路径，因而天生具有不彻底性和包含不少非科学因素的瑕疵。而马克思主义无神论超越了过往仅仅是对“无神”的抽象的逻辑演绎，既在批判地继承18世纪法国战斗的无神论的基础上，合理地吸收了黑格尔辩证法的“合理内核”和费尔巴哈人本唯物主义的“基本内核”,又清楚地阐述了宗教等有神论的社会根源和阶级本质，提出了批判宗教和废除宗教的目的及途径，并经由对宗教的批判而转向对政治制度的批判，经由思想领域而转向人的存在及人的思维所依靠的现实社会领域，从而创造了马克思主义无神论这一思想武器。

General Secretary Xi Jinping pointed out: “Universities shoulder the major task of studying, researching, and propagating Marxism and cultivating builders and successors for the cause of socialism with Chinese characteristics.” Atheism, as the cornerstone of the edifice of Marxist theory, is the premise and foundation of the entire theoretical system of Marxism. As a course whose fundamental task is to carry out Marxist theoretical education, the high-quality development of university ideological and political theory courses must also unswervingly adhere to the great principle of Marxist atheism, persistently conduct Marxist atheism education, arm the minds of young students with Marxist atheism, carefully guide young people to correctly understand the true mysteries of the natural world, human society, and human beings themselves, establish a correct worldview, outlook on life, and value system during the “jointing and booting stage” and the “critical orientation stage” of life growth, resolutely discard baseless utopian fantasies and ethereal illusions, and strive to become steadfast Marxist atheists.

习近平总书记指出：“高校肩负着学习研究宣传马克思主义、培养中国特色社会主义事业建设者和接班人的重大任务。”而无神论作为马克思主义理论大厦的基石，是马克思主义整个理论体系的前提和基础所在。作为一门以开展马克思主义理论教育为根本任务的课程，高校思政课高质量发展也势必要毫不动摇地坚持马克思主义无神论这个大原则，坚持不懈地进行马克思主义无神论教育，用马克思主义无神论武装青年学生的头脑，精心引导青年学会正确认识自然世界、人类社会和人自身的真正奥秘，在人生成长的“拔节孕穗期”和“关键定向期”树立正确的世界观、人生观、价值观，坚决摒弃毫无根据的空想和虚无缥缈的幻想，争做坚定的马克思主义无神论者。

(B) What Actually Is: Marxist Atheism Education in University Ideological and Political Theory Courses Is Deeply Trapped in the Predicament of “Aphasia,” “Disappearance,” and “Silence”

(二)实然：高校思政课中的马克思主义无神论教育深陷“失语”“失踪”“失声”的困囿

Since the 18th National Congress of the CPC, the Party Central Committee with Comrade Xi Jinping at its core has placed ideological work in an important position in governance, promoting a comprehensive and fundamental transformation in the situation in the ideological domain. As an important organic component of the Party’s ideological work, the propaganda and education of Marxist atheism has also achieved encouraging results, causing the ideological contest between theism and atheism to develop a trend favorable to the atheist side. Although the cause of propaganda and education of Marxist atheism in the New Era has made gratifying progress, we must still be soberly aware that “the strength of our country’s atheist research and propaganda education is still relatively weak, and the voice is still relatively small,” often falling into a situation of being stigmatized, and especially in university ideological and political theory courses, it faces many problems such as marginalization, hollowing out, and labeling.

党的十八大以来，以习近平同志为核心的党中央把意识形态工作摆在治国理政的重要位置，推动意识形态领域形势发生全局性、根本性转变。马克思主义无神论宣传教育作为党的意识形态工作的重要有机组成，同样取得了令人鼓舞的成绩，使得有神论和无神论的思想较量发生了有利于无神论一端的态势。新时代马克思主义无神论宣传教育事业虽然取得了可喜的进展，但我们仍要清醒地意识到，我国的“无神论研究和宣传教育的力量还比较薄弱，声音还比较弱小”,时常陷入被污名化的境遇，尤其是在高校思政课中存在被边缘化、空泛化、标签化等诸多问题。

As the central link in the work of educating people, university ideological and political theory courses not only shoulder the fundamental task of fostering virtue through education, but also bear the important mission of, amid the mutual agitation, blending, and confrontation of diverse ideological cultures, making clear the atheist foundation and cornerstone of the edifice of Marxist theory, preventing college students from being infected by religious infiltration and superstition, and safeguarding the security of the mainstream ideology of the state. The deficiency of Marxist atheism education in university ideological and political theory courses is usually manifested in three aspects: First, “aphasia” in the disciplinary construction of ideological and political education. For the discipline of atheism to develop, it must not only obtain an independent disciplinary status but also cannot do without cross-fertilization with different disciplines such as ideological and political education. But at present, atheism still lacks some basic conditions and environment for independent disciplinary construction, such as unclear disciplinary status, and it is also difficult to absorb nutrients and draw on essences from other disciplines, making it hard to realize the vision of feeding back the development of the principles and methods of atheist propaganda and education and obtaining new growth points. Second, “disappearance” in the textbooks of university ideological and political theory courses. The textbooks for university ideological and political theory courses are the medium and materialized form through which teachers disseminate knowledge, disseminate ideas, and disseminate truth, and through which students establish a dialectical materialist and historical materialist worldview. However, due to the prescriptive nature of the length and format of the unified textbooks, Marxist atheism cannot present a complete knowledge form, but is only scattered as viewpoints and arguments within related themes. Third, “silence” in the teaching of university ideological and political theory courses. Teachers of ideological and political theory courses either lack theoretical confidence in Marxist atheism, or do not possess professional knowledge of Marxist atheism, fearing mistakes and embarrassment, and “dare not speak” about atheism; or they lack a firm belief in Marxist atheism, believing that atheism is outdated or useless, mostly responding passively and rarely acting proactively, and “do not want to speak” about atheism; or they lack innovative consciousness and thinking, finding it difficult to seek new ideas and new methods based on the new problems and new trends encountered in atheist education, and “do not know how to speak” about atheism.

作为育人工作的中心环节，高校思政课既肩负着落实立德树人的根本任务，同时也肩负着在多元思想文化互相激荡、交融交锋中亮明马克思主义理论大厦的无神论底色和基石，防范大学生受到宗教渗透和迷信侵染，维护国家主流意识形态安全的重要使命。高校思政课中马克思主义无神论教育付诸阙如，通常表现为三个方面：一是在思想政治教育学科建设中“失语”。无神论学科要发展，既要获得独立的学科地位，也离不开与思想政治教育等不同学科之间的交叉融合。但目前无神论仍缺乏独立进行学科建设的一些基本条件和环境，如学科地位不明，也很难从其他学科中汲取养分、借鉴精华，难以实现反哺无神论宣传教育原理和方法发展并获取新的生长点的愿景。二是在高校思政课教材中“失踪”。高校思政课教材是教师传播知识、传播思想、传播真理以及学生树立辩证唯物主义和历史唯物主义世界观的介质承载和物化形态。然而统编教材因篇幅和形式的规定性，使得马克思主义无神论无法呈现出完整的知识形态，只是把其作为观点论据散布于相关主题内。三是在高校思政课教学中“失声”。思政课教师要么缺乏对马克思主义无神论的理论自信，要么不具备专业的马克思主义无神论知识，怕讲错、怕出丑，“不敢讲”无神论；要么缺乏对马克思主义无神论的坚定信念，认为无神论已经过时或无用，多消极应对，鲜积极作为，“不想讲”无神论；要么缺乏创新意识和思维，难以依据无神论教育遇到的新问题新趋势来谋求新思路新办法，“不会讲”无神论。

(C) What Must Be Done: Using the Curriculum View and Methodology of “Explaining Principles” to Strengthen Marxist Atheism Education in University Ideological and Political Theory Courses

(三)使然：以“讲道理”的课程观和方法论加强高校思政课中的马克思主义无神论教育

At present, the “two overall situations” [1]1 Karl Marx, “Theses on Feuerbach,” in *Marx and Engels Collected Works*, vol. 3 (Beijing: People’s Publishing House, 1960), p. 5. are mutually agitating, interweaving, and interacting, leading to more severe challenges in our country’s ideological domain. Theistic concepts and phenomena of believing in gods, which are closely related to social ideology, are increasing in complexity, continuously strengthening in dissemination capacity, and significantly enhancing in concealment. Especially as society’s tolerance for them gradually increases, they more easily influence people’s hearts, and particularly more easily capture and stimulate young people. Faced with this situation, lukewarm and ambiguous attitudes such as “no debate” and “let people speak” will only allow theism to continue to spread or even proliferate among young college students. Only by strengthening Marxist atheism education in university ideological and political theory courses can we educate and guide college students to continuously improve their scientific and cultural literacy and effectively prevent infection by various theistic concepts and phenomena of believing in gods. Therefore, to resolve the tension between the actual predicament and the desired vision of Marxist atheism education in university ideological and political theory courses, we must further identify the essence of ideological and political theory courses and their high degree of convergence with Marxist atheism education.

当前，“两个大局”相互激荡、交织互动进而导致我国意识形态领域面临着更为严峻的挑战。作为与社会意识形态密切相关的有神观念和信神现象，其复杂性不断增加、传播力持续增强、隐蔽性显著提升，特别是在社会对其包容度逐步提升的同时也更易影响人心，尤其更易俘获青年、刺激青年。面对此种情况，“不争论”“让说话”等温良暖昧态度只会让有神论在青年大学生中持续蔓延甚至泛滥。只有在高校思政课中加强马克思主义无神论教育，才能教育引导大学生不断提升科学文化素养，有效防范形形色色的有神观念和信神现象的侵染。所以，为了解决高校思政课中马克思主义无神论教育的实然窘境与应然愿景的张力问题，就必须进一步找准思政课本质所在及其与马克思主义无神论教育的高度契合点。

Marx clearly pointed out: “Theory, once it grasps the masses, also becomes a material force. Theory is capable of grasping the masses as soon as it demonstrates *ad hominem* [to the person], and it demonstrates *ad hominem* as soon as it becomes radical. To be radical is to grasp things by the root.” [2]2 Xi Jinping, “Speech at the Symposium for Teachers of Ideological and Political Theory Courses in Schools,” *People’s Daily*, March 19, 2019. This famous exposition reveals that “theory grasping the masses” is a processual existence—a process of interpreting a radical theory to radically convince the masses, thereby grasping them. In fact, the process of Marxist atheism education in college ideological and political courses is also a process of using a radical theory to convince and grasp college students. As far as the theory itself is concerned, Marxist atheism is a radical theory, capable of withstanding both logical deduction and the test of practice. However, the fact that Marxist atheism education in college ideological and political courses is deeply trapped in the predicament of being “voiceless,” “missing,” and “silent” [3]3 Ren Jiyu, “Several Issues in the Study of Atheism,” *Journal of Peking University (Philosophy and Social Sciences)*, no. 4 (1982). indicates that even if the theory is radical, if its persuasive power is insufficient and it cannot withstand the various “why” questions from the educated, it will be difficult to convince and grasp college students. That is to say, the process of Marxist atheism education in college ideological and political courses inherently contains basic influencing factors such as “the radicalness of the theory” and “the radicalness of persuasion.” A radical theory cannot directly grasp young students; it must necessarily go through the intermediate link of “the radicalness of persuasion.” And “the radicalness of persuasion” is precisely the radicalness of “reasoning.” Only by systematically mastering the curriculum view and methodology of “reasoning” in ideological and political courses, explaining Marxist atheism deeply, thoroughly, and vividly, and arousing students’ ideological resonance, emotional identification, and behavioral practice, can we ultimately guide college students’ worldview, outlook on life, and values, enabling them to consciously uphold the Marxist atheist stance and consciously resist the erosion and influence of theism.

马克思明确指出：“理论一经掌握群众，也会变成物质力量。理论只要说服人[ad hominem],就能掌握群众；而理论只要彻底，就能说服人[ad hominem]。所谓彻底，就是抓住事物的根本。”该著名论述揭示了“理论掌握群众”是一种过程性存在，就是对彻底的理论进行阐释以彻底地说服群众从而掌握群众的过程。其实，高校思政课进行马克思主义无神论教育过程也是以彻底的理论说服并掌握大学生的过程。就理论本身而言，马克思主义无神论是彻底的理论，既经得起逻辑推导，也能经受住实践的检验。然而高校思政课中的马克思主义无神论教育深陷“失语”“失踪”“失声”的困囿表明，即使理论是彻底的，而说服力不够强，禁不住受教育者各种“为什么”的追问，也就难以说服并掌握大学生。也就是说，高校思政课进行马克思主义无神论教育的过程，内在蕴含着“理论的彻底性”“说服的彻底性”等基本影响因素，彻底的理论也无法直接掌握青年学生，中间必须要经历“说服的彻底性”这个必要的环节。而“说服的彻底性”也即是“讲道理”的彻底性。只有系统掌握思政课“讲道理”课程观和方法论，讲深讲透讲活马克思主义无神论，引起学生的思想共鸣、情感认同和行为践行，才能最终实现对大学生的世界观、人生观、价值观引领，使大学生自觉坚定马克思主义无神论立场，自觉应对有神论的侵蚀和影响。

II. What to Skillfully Reason: The Rich Connotation of Strengthening Marxist Atheism Education in College Ideological and Political Courses through “Reasoning”

二、善讲什么:高校思政课以“讲道理”加强马克思主义无神论教育的丰富内涵

We need to deeply examine and accurately define what reasoning about Marxist atheism should be conducted in each college ideological and political course. “In teaching, ideological and political course teachers should take the unified textbooks as the basis, ensuring the standardization, scientificity, and authority of teaching, while at the same time not simply reading from the script.” [4]4 Xi Jinping, “Speech at the Symposium for Teachers of Ideological and Political Theory Courses in Schools.” Precisely because of this, “reasoning” cannot be separated from a precise grasp of the textbook content. On the basis of understanding students’ ideological confusions, the truth of Marxist atheism should be presented step by step, from the shallow to the deep.

我们需要对高校各门思政课程应当讲马克思主义无神论什么道理而给予深度审视和准确界定。“思政课教师在教学中要把统编教材作为依据，确保教学的规范性、科学性、权威性，同时也不能简单照本宣科。”正因为如此，“讲道理”离不开对教材内容的精准把握，在摸清学生思想困惑的基础上，循序渐进、由浅入深地呈现马克思主义无神论的真理性。

(I) The “Basic Principles of Marxism” Course Primarily Teaches the Reasoning of the Stance, Viewpoint, and Method of Marxist Atheism, Guiding College Students to Enhance Their Ability to Understand and Transform the World Using Marxist Atheism

(一)“马克思主义基本原理”课主讲马克思主义无神论立场观点方法之理，引导大学生提升运用马克思主义无神论认识世界、改造世界的能力

The basic content and course nature of “Basic Principles of Marxism” (abbreviated as “Principles”) endow this course with characteristics such as strong theoretical nature and high abstractness of thought, prominently reflecting the essence of “reasoning” in ideological and political courses. Teachers of the “Principles” course should teach the basic principles of Marxist atheism well from the organic unity of the Marxist stance, viewpoint, and method.

“马克思主义基本原理”(简称“原理”)课的基本内容和课程性质，使得这一课程具有理论性强、思维抽象性高等特点，突出体现着思政课“讲道理”的本质。“原理”课教师应从马克思主义的立场、观点、方法的有机统一中讲好马克思主义无神论基本原理。

First, the reasoning of the stance of Marxist atheism should be taught well. Marxist theory is the theory of the people, and the basic stance of Marxist atheism also possesses profound people-centeredness. For example, by combining the content of “Matter and Its Modes of Existence” in Chapter 1 and “The Masses Are the Creators of History” in Chapter 3 of the “Principles” course, it can be explained that the world is material, and there are no supernatural forces such as ghosts and gods; nature, human society, and thought move according to their own laws, not driven by gods or deities; history is created by the masses, not by gods or deities; the masses determine the direction of social progress, rather than being dominated and controlled by gods or deities.

首先，要讲好马克思主义无神论立场之理。马克思主义理论是人民的理论，马克思主义无神论的基本立场同样具有深刻的人民性。如可结合“原理”课第一章中“物质及其存在方式”和第三章中“人民群众是历史的创造者”等内容，讲明世界是物质的，不存在鬼神等任何超自然力量；自然界、人类社会和思维依据自身规律来运动，不是由神、上帝推动的；历史由人民群众创造的，不是神、上帝创造的；人民群众决定着社会前进方向，而非由神、上帝主宰和支配的。

Second, the reasoning of the viewpoint of Marxist atheism should be taught well. The 2023 edition of the “Principles” textbook lists nineteen basic viewpoints in the introduction section. Teachers should thoroughly penetrate the atheist implications contained in each basic viewpoint, presenting a comprehensive picture to students, and also accurately grasp the internal logical relationships of mutual supplementation and mutual support among the atheist implications of different basic viewpoints, guiding students to correctly understand complex theistic concepts and phenomena of believing in gods.

其次，要讲好马克思主义无神论观点之理。2023年版“原理”教材在导论部分列出了十九个基本观点，教师既要将融含在每个基本观点中的无神论意蕴彻底参透，给学生以全景展示，也要准确把握不同基本观点中无神论意蕴之间的相互补充、相互支撑的内在逻辑关系，引导学生正确认识复杂的有神观念和信神现象。

Finally, the reasoning of the method of Marxist atheism should be taught well. The “Principles” course not only imparts basic knowledge of Marxist atheism but, more importantly, enables college students to master a scientific thinking weapon for understanding and transforming the world, helping and guiding students to draw clear boundaries between materialism and idealism, atheism and theism, science and superstition, civilization and ignorance, and to contribute their wisdom and talents to the great rejuvenation of the Chinese nation.

最后，要讲好马克思主义无神论方法之理。“原理”课不仅传授马克思主义无神论基本知识，更重要的是为了使大学生掌握一种认识和改造世界的科学思维的武器，帮助和引导学生划清唯物论和唯心论、无神论和有神论、科学和迷信、文明和愚昧的界限，为中华民族伟大复兴贡献自己的智慧和才能。

(II) The “Introduction to Mao Zedong Thought and the Theoretical System of Socialism with Chinese Characteristics” Course Primarily Teaches the Reasoning of the Laws of Theoretical Innovation in the Sinicization of Marxist Atheism, Guiding College Students to Grasp the Era-Specific Issues of the Sinicization of Marxist Atheism at Different Historical Stages

(二)“毛泽东思想和中国特色社会主义理论体系概论”课主讲马克思主义无神论中国化的理论创新规律之理，引导大学生把握马克思主义无神论中国化不同历史阶段的时代课题

Theoretical innovation can only begin from problems. The key to theoretical innovation in Sinicized Marxist atheism is to respond to the changes and development of the principal contradiction in society. In the long-term cause of revolution, construction, and reform, the Communist Party of China has applied the basic principles of Marxist atheism to correctly understand and respond to changes in the principal contradiction in society, gradually forming Sinicized Marxist atheist thought. Therefore, teaching the reasoning of the laws of theoretical innovation in the Sinicization of Marxist atheism has become an important proposition in the teaching of the “Introduction to Mao Zedong Thought and the Theoretical System of Socialism with Chinese Characteristics” course.

理论创新只能从问题开始,中国化马克思主义无神论的理论创新要诀就是回应社会主要矛盾的变化及其发展。中国共产党在长期的革命、建设和改革事业中，运用马克思主义无神论基本原理正确认识和回应社会主要矛盾变化，逐步形成了中国化的马克思主义无神论思想。所以，讲好马克思主义无神论中国化的理论创新规律之理就成为“毛泽东思想和中国特色社会主义理论体系概论”课教学的重要命题。

On the one hand, the atheist reasoning embedded in Mao Zedong Thought should be taught well. This course should be based on the content of Chapters 1 to 4 of the textbook, respectively elaborating on the specific forms and great significance of Mao Zedong’s atheist thought during the period of the New Democratic Revolution and the period of socialist revolution and construction. For example, it discusses the important significance of overthrowing theocracy, defeating theism, criticizing theology, eradicating superstition, and raising the level of science and culture; implements the policy of freedom of religious belief; and answers questions about the relationship between atheists and theists, etc. This not only helped ordinary people break the shackles of theistic superstition but also effectively united the majority of religious believers.

一方面，要讲好毛泽东思想内嵌的无神论道理。该课程要以教材第一章到第四章内容为基础，分别阐述毛泽东无神论思想在新民主主义革命时期、社会主义革命和建设时期的具体样态和伟大意义，如论述了推翻神权、打倒神道、批判神学、破除迷信、提高科学文化水平等重要意义，实行宗教信仰自由政策，回答了无神论者与有神论者关系问题等等，既帮助普通民众打破了神权迷信枷锁，也有效地团结了大多数信教群众。

On the other hand, the atheist reasoning embedded in the theoretical system of socialism with Chinese characteristics should be taught well. This course should be based on the content of Chapters 5 to 8 of the textbook, focusing on the different historical tasks faced in different historical periods, respectively elaborating on the main content and historical status of atheist thought in Deng Xiaoping Theory, the important thought of the Three Represents, and the Scientific Outlook on Development. For example, it discusses the background, content, and significance of measures such as restoring the policy of freedom of religious belief, carrying out a series of atheist propaganda and education activities, resisting religious infiltration, and preventing campus proselytization.

另一方面，要讲好中国特色社会主义理论体系内嵌的无神论道理。该课程要以教材第五章到第八章内容为基础，着重依据不同历史时期所面临的不同历史任务，分别阐述邓小平理论、“三个代表”重要思想、科学发展观中无神论思想的主要内容和历史地位，如讲述恢复宗教信仰自由政策、开展系列无神论宣传教育活动、抵御宗教渗透和防范校园传教等举措的背景、内容及意义等。

(III) The “Introduction to Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era” Course Primarily Teaches the Reasoning of Theoretical Exploration and Innovation in Contemporary Chinese Marxist Atheism, Guiding College Students to Systematically Master Xi Jinping’s Important Expositions on Upholding and Propagating Marxist Atheism

(三)“习近平新时代中国特色社会主义思想概论”课主讲当代中国马克思主义无神论的理论探索和创新之理，引导大学生系统掌握习近平总书记关于坚持和宣传马克思主义无神论的重要论述

Since the 18th National Congress of the CPC, the Party Central Committee with Comrade Xi Jinping at its core has adhered to the guiding position of Marxism, attached great importance to the research and propaganda education of Marxist atheism, clearly and unequivocally refuted the denial and distortion of Marxist atheism, greatly changed the situation where Marxist atheism was weakened and marginalized in some fields, and opened up a new realm in the development of adapting Marxism to the Chinese context and the needs of the times in Marxist atheism.

党的十八大以来，以习近平同志为核心的党中央坚持马克思主义的指导地位，高度重视马克思主义无神论研究和宣传教育，立场鲜明地回击对马克思主义无神论的否定和曲解，极大地改变了马克思主义无神论在部分领域被弱化、边缘化的面貌，开辟了马克思主义无神论中国化时代化发展的新境界。

The course “Introduction to Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era” must, on the basis of an overall grasp of the key points and difficulties in the textbook, also integrate the textbook content with General Secretary Xi Jinping’s series of important speeches on upholding and propagating Marxist atheism, the Party’s religious work theory in the New Era, and important documents on atheist propaganda and education. It should explain well the theoretical explorations and innovations of contemporary Chinese Marxist atheism. For example, from an overall perspective, upholding Marxist atheism is a major principle, and Marxist atheism must always be maintained as the mainstream ideology occupying a dominant position in the people’s thinking. For key groups, it requires that “Communist Party members must be firm Marxist atheists” and that “the scientific worldview education of young people must be strengthened.” The difference in worldview between atheists and theists does not hinder political identification; it is impermissible to “cast religious figures and believers into the outer darkness.” [5]5 Xi Jinping, “Speech at the Symposium for Teachers of Ideological and Political Theory Courses in Schools.” In terms of religious relations, the relationship between the Party and government and religious circles is harmonious, society adopts a tolerant attitude toward religion, various religions actively engage in exchanges, and believers and non-believing citizens coexist amicably, thus forming a positive and healthy religious relationship.

“习近平新时代中国特色社会主义思想概论”课要在整体把握教材重点难点的基础上，还要把教材内容与习近平总书记关于坚持和宣传马克思主义无神论的系列重要讲话精神、新时代党的宗教工作理论和无神论宣传教育工作的重要文献结合起来，讲好当代中国马克思主义无神论的理论探索和创新之理，比如，从全局而言，坚持马克思主义无神论是大原则，始终保持马克思主义无神论作为主流意识形态在人民群众思想中占主导地位；对关键群体而言，要求“共产党员要做坚定的马克思主义无神论者”,“要加强对青少年的科学世界观宣传教育”;无神论者和有神论者的世界观差异并不妨碍政治认同，不能“把宗教界人士和信教群众打入另册”;在宗教关系上，党和政府与宗教界的关系和谐、社会对宗教持包容态度、各宗教积极开展交流、信教和不信教公民和睦相处等，形成了积极健康的宗教关系。

(4) The course “Outline of Modern Chinese History” primarily explains the inevitable logic of history and the people’s choice of Marxist atheism, guiding university students to learn to use a scientific historical outlook and methodology to analyze and evaluate historical issues.

(四)“中国近现代史纲要”课主讲历史和人民选择马克思主义无神论的必然之理，引导大学生学会运用科学的历史观和方法论分析与评价历史问题

The course “Outline of Modern Chinese History” (abbreviated as “Outline”) differs from general history specialty courses. It is both a history course that imparts relevant historical knowledge and, more importantly, uses historical knowledge as a vehicle to achieve the goal of ideological-political education. Therefore, when the “Outline” course strengthens Marxist atheism education, it must not only enable students to grasp the historical facts of Marxist atheism in modern Chinese history but also guide them to learn to use a scientific historical outlook and methodology to analyze and evaluate historical issues.

“中国近现代史纲要”(简称“纲要”)课不同于一般意义上的历史学专业课，既是传授相关历史知识的历史课，更注重以历史知识为载体来达成思想政治教育的目的。因此，“纲要”课加强马克思主义无神论教育，就不仅要让学生掌握中国近现代史关于马克思主义无神论的史实，还要引导他们学会运用科学的历史观和方法论分析与评价历史问题。

On the one hand, it should explain the inevitable logic of history and the people’s choice of Marxist atheism. In modern times, the nation endured humiliation, the people suffered hardship, and civilization was covered in dust. Where the Chinese nation and Chinese civilization should go was a question of utmost importance. Facing this critical question, the Communist Party of China did not choose to establish a state based on religion, did not use the afterlife to console people’s real-world suffering, and did not place its ideals and hopes in heaven or entrust them to deities. Instead, it united the broad masses of the people closely around the Party, relying on “ourselves” to “create the happiness of mankind” (lyrics from *The Internationale*). It can be said that the brilliant achievements of revolution, construction, and reform precisely prove the correctness and inevitability of history and the people’s choice of Marxist atheism.

一方面，讲好历史和人民选择马克思主义无神论的必然之理。近代以后，国家蒙辱、人民蒙难、文明蒙尘。中华民族和中华文明应该向何处去，这是至关重要的问题。面对这一关键之问，中国共产党没有选择宗教立国，没有用来世慰藉人们现实痛苦，没有把理想希望寄托于天国交付给神灵，而是凝聚广大人民群众紧密团结在党的周围，“靠我们自己”去“创造人类的幸福”(《国际歌》歌词)。可以说，革命、建设和改革的辉煌成就恰好证明了历史和人民选择马克思主义无神论的正确性与必然性。

On the other hand, faced with the complex phenomena of theism, such as religion and superstition, in modern Chinese history, teachers of the “Outline” course must, through multi-dimensional comparison and analysis, guide university students to learn to use a scientific historical outlook and methodology to analyze and evaluate theistic issues. For example, in conjunction with the textbook’s first chapter, “The Suffering and Resistance of the Chinese Nation after Entering Modern Times,” they can clarify how some Western missionaries, as the vanguard of imperialist aggression against China, carried out acts of aggression under the cloak of religion, such as manufacturing public opinion, acting as spies, gathering intelligence, forcing donations, forcibly occupying land, and extensively setting up churches. They should meticulously refute erroneous views that deliberately beautify, obscure, or downplay the negative impacts of religion, helping students form a scientific understanding.

另一方面，面对中国近现代史中纷繁复杂的宗教、迷信等有神现象，“纲要”课教师必须要在多维比较和剖析中，引导大学生学会运用科学的历史观和方法论分析和评价有神论问题。如可结合教材第一章“进入近代后中华民族的磨难与抗争”等内容，讲清部分西方传教士作为帝国主义侵略中国的急先锋，披着宗教外衣大行侵略之实，诸如制造舆论、充当间谍、刺探情报、强迫捐献、强占垦地、遍设教堂等不法活动，细致驳斥故意美化、虚化、淡化宗教负面影响等错误观点，帮助学生形成科学认知。

(5) The course “Ideology, Morality, and Rule of Law” primarily explains the logic of Marxist atheism regarding the outlook on life, values, morality, and the rule of law, guiding university students to continuously improve their ideological-moral and legal literacy.

(五)“思想道德与法治”课主讲马克思主义无神论的人生观、价值观、道德观、法治观之理，引导大学生不断提升思想道德素质和法治素养

Recently, topics such as “young people choose to burn incense between going to work and striving for advancement” and “a tap on the wooden fish, all worries disappear” have frequently topped online hot lists, sparking heated debate. Regardless of whether the phenomenon behind this is theistic ideas eroding young people or young people actively seeking a brief respite to pray and make wishes, the course “Ideology, Morality, and Rule of Law” (abbreviated as “Democracy and Rule of Law”) explaining the logic of Marxist atheism regarding the outlook on life, values, morality, and the rule of law is an inevitable choice.

近期，“青年在上班和上进之间选择了上香”“木鱼一敲，烦恼全消”等话题频占网络热榜，引发热议。无论此现象背后是有神思想在侵蚀青年，还是青年主动短暂休憩而祈福许愿，“思想道德与法治”(简称“德法”)课讲好马克思主义无神论人生观、价值观、道德观、法治观之理均是必然选择。

In educating about the Marxist atheist outlook on life, in conjunction with the content of Chapter 1, Section 1, “The Outlook on Life is a General View of Life,” one can refute the attitude of “seeing through the vanity of the world and adopting a passive, escapist attitude toward life,” guiding students to establish a correct outlook on life. They should actively achieve a brilliant life through hard work, rather than “seeking comfort in the idealist world… wasting time and life in mediocrity.” In value education, in conjunction with the content of Chapter 4, Section 1, “The Common Value Pursuit of All People,” students can be guided to understand that “abstract, transhistorical, and immutable values do not exist.” In moral education, in conjunction with the content of Chapter 5, Section 1, “The Core and Principles of Socialist Morality,” one can refute the absurdity of the “theory of divine command and revelation,” which attributes the origin of morality to the commands of heaven or the will of gods. On the basis of mastering the emergence, development, and change of morality, students should actively practice the core socialist values. In rule-of-law education, the focus should be on Chapter 6, taking “freedom of religious belief” as the entry point. By setting questions such as “Does Marxist atheist propaganda and education conflict with freedom of religious belief?”, students can be guided to enhance their legal awareness and legal quality to resist religious infiltration.

在马克思主义无神论的人生观教育时，可结合第一章第一节“人生观是对人生的总看法”内容，批驳“‘看破红尘’,采取消极避世的人生态度”,引导学生树立正确的人生观，应积极通过辛勤劳动去成就出彩人生，而不是去到“唯心主义的世界中寻求安慰……在碌碌无为中浪费光阴和生命”。在价值观教育时，可结合第四章第一节“全体人民共同的价值追求”内容，引导学生了解“抽象的、超历史的、一成不变的价值观是不存在的”。在道德观教育时，结合第五章第一节“社会主义道德的核心与原则”内容，批驳“‘天意神启论’把道德起源归结于上天的命令或者神的旨意”的荒谬性，在掌握道德的产生、发展和变化的基础上，积极践行社会主义核心价值观。在法治观教育时，重点以第六章有关“宗教信仰自由”为切入点，通过设置如“马克思主义无神论宣传教育与宗教信仰自由矛盾吗”等问题，引导学生增强抵御宗教渗透的法律意识和法律素质。

(6) The course “Situation and Policy” primarily explains the logic of Marxist atheism regarding the situation and policy, guiding university students to learn to analyze hot issues and policy issues from an atheist perspective.

(六)“形势与政策”课主讲马克思主义无神论的形势与政策之理，引导大学生学会以无神视角分析热点与政策问题

The course “Situation and Policy” (abbreviated as “Situation and Policy”), as the only ideological-political course with only teaching points and no accompanying unified textbook, undertakes the important task of teaching students basic knowledge about the situation and policy, guiding students to clearly understand the situation, grasp the general trend, and identify with policies. It is an important way to guide university students to analyze hot issues and policy issues from an atheist perspective.

“形势与政策”(简称“形策”)课作为唯一一门只有教学要点，没有配套统编教材的思政课，承担着教授学生关于形势与政策的基本知识，引导学生认清形势、把握大势、认同政策的重要任务，是引导大学生以无神论视角分析热点与政策问题的重要途径。

On the one hand, it should explain the logic of the Marxist atheist situation in conjunction with social hot issues. The “Situation and Policy” course must accurately grasp the characteristics of university students’ keen interest in social hot topics and events, engage in proactive dialogue and in-depth contact with them, and conduct thorough reasoning through the explanation of hot issues. For example, in conjunction with widely debated events such as the blindly pursued sky-high “first stick of incense” and the scramble for the “right to the first incense” at religious sites, it should clarify that the reason for this phenomenon lies in the exaggerated marketing of religion’s cultural function, which provides opportunities for superstitious ideological activities such as burning incense and worshipping Buddha, fortune-telling, and geomancy. On the other hand, it should explain the logic of Marxist atheist policy in conjunction with the Party’s religious work theory and policy guidelines in the New Era. The “Situation and Policy” course should systematically explain to university students the Party’s religious work theory and policy guidelines in the New Era, improving their Marxist atheist literacy and ability to correctly understand religious phenomena and reasonably face religious issues.

一方面，要结合社会热点问题讲好马克思主义无神论形势之理。“形策”课要准确把握大学生热衷于关注社会热点和话题事件等特点，与大学生展开主动对话、深入接触，以热点问题的阐释进行透彻说理，如结合宗教场所中被盲目追捧的天价“头炷香”、争抢“头香权”等广为热议的事件，阐明此现象的缘由在于宗教的文化功能被夸大化营销，给烧香拜佛、打卦算命、风水看相等迷信思想活动以可乘之机。另一方面，要结合新时代党的宗教工作理论和方针政策讲好马克思主义无神论政策之理。“形策”课要向大学生系统阐述新时代党的宗教工作理论和方针政策，提高大学生正确认识宗教现象、合理面对宗教问题等所应具备的马克思主义无神论素养和能力。

3. How to Skillfully Reason: The Practical Approach of University Ideological-Political Courses to Strengthening Marxist Atheism Education through “Reasoning”

三、如何善讲：高校思政课以“讲道理”加强马克思主义无神论教育的实践进路

“How to skillfully reason” about Marxist atheist principles is a methodological issue that university ideological-political courses urgently need to address. To this end, “attention must be paid to methods and approaches, to explain the principles deeply, thoroughly, and vividly. Teachers must teach with care, and students must comprehend with care,” ultimately achieving the propaganda and education goals and effects of “communicating with the heart, enlightening wisdom and nourishing the soul, and inspiring fighting spirit.”

“如何善讲”马克思主义无神论道理是高校思政课亟待解决的一个方法论问题。为此，“要注重方式方法，把道理讲深、讲透、讲活，老师要用心教，学生要用心悟”,最终达到“沟通心灵、启智润心、激扬斗志”的宣传教育目标和效果。

(1) “Attention Must Be Paid to Methods and Approaches”

(一)“要注重方式方法”

Teaching methods and approaches are the bridge and link for achieving the unity of “teaching” and “learning” in ideological-political courses. The appropriate coordination and synergistic operation of methods and approaches are necessary conditions for ideological-political courses to fully stimulate the effectiveness of each constituent element. Given the complexity of the environment in which atheism is situated, the concealment of theistic growth, the arduousness of propaganda and education tasks, and the plasticity of the educated subjects, university ideological-political course teachers must “pay attention to methods and approaches” to effectively explain Marxist atheist principles. Only in this way can university ideological-political courses achieve twice the result with half the effort in atheist education and teaching.

教学方式方法是实现思政课“教”与“学”相统一的桥梁和纽带，方式方法的贴切配合与协同运作是思政课充分激发各个构成要素效能的必要条件。鉴于无神论所处环境的复杂性、有神论生长的隐匿性以及宣传教育任务的艰巨性、受教育对象的可塑性，高校思政课教师要讲好马克思主义无神论道理必须“要注重方式方法”,唯有如此，高校思政课才会取得事半功倍的无神论教育教学效果。

First, focus on innovating the theoretical teaching methods and approaches of college ideological and political courses to enhance the depth of Marxist atheism education. College ideological and political courses transmit both value orientations and theoretical knowledge to educational objects, particularly the Marxist theory as core content and the atheist viewpoints running through it. If college ideological and political courses rely solely on the traditional lecture method as a single teaching model, it can easily lead to college students experiencing fatigue during the passive reception of dense atheist knowledge, which instead induces curiosity and goodwill toward the spirit world and religious beliefs. Therefore, it is necessary to follow the laws of college students’ cognitive identification and the formation of Marxist atheist beliefs, deeply research teaching methods that college students enjoy and find easy to accept, and widely use teaching methods such as thematic, case-based, inquiry-based, interactive, and heuristic approaches, to help college ideological and political courses explain Marxist atheist principles in an interesting and creative manner.

一是注重创新高校思政课的理论教学方式方法，提升马克思主义无神论教育的深度。高校思政课既向教育对象传递价值取向也传递理论知识，特别是传递作为核心内容的马克思主义理论以及贯穿其中的无神观点。高校思政课若仅用传统讲授法作为单一授课模式，很容易引发大学生在被动接受密集无神论知识的过程中产生疲劳感，反而诱发对神灵世界和宗教信仰的好奇心与好感。因而，要遵循大学生认知认同规律与马克思主义无神论信念形成规律，深研大学生喜闻乐见、易于接受的教学方法，广泛使用专题式、案例式、探究式、互动式、启发式等教学方法，助力高校思政课把马克思主义无神论道理讲得有趣味、有创意。

Second, focus on improving the practical teaching methods and approaches of ideological and political courses to enhance the effectiveness of Marxist atheism education. Marx pointed out: “All social life is essentially practical. All mysteries which lead theory to mysticism find their rational solution in human practice and in the comprehension of this practice.” [1]1 Karl Marx, “Theses on Feuerbach,” in *Marx and Engels Collected Works*, vol. 3 (Beijing: People’s Publishing House, 1960), p. 5. Therefore, to effectively explain Marxist atheist principles in college ideological and political courses, “it must be combined with reality,” [2]2 Xi Jinping, “Speech at the Symposium for Teachers of Ideological and Political Theory Courses in Schools,” *People’s Daily*, March 19, 2019. strengthening practical teaching alongside theoretical teaching, leading college students out of the campus, into society, and into life, excavating atheist elements and symbols with national characteristics, regional features, and school-specific traits in reality, guiding college students to identify with Marxist atheism through tangible reality and to recognize the inevitability of the gradual disappearance of the roots of theism.

二是注重改进思政课的实践教学方式方法，提升马克思主义无神论教育的效度。马克思指出：“全部社会生活在本质上是实践的。凡是把理论引向神秘主义的神秘东西，都能在人的实践中以及对这种实践的理解中得到合理的解决。”因此，高校思政课为讲好马克思主义无神论道理，“一定要和现实结合起来”,在理论教学的同时加强实践教学，带领大学生走出校门、走入社会、走向生活，挖掘现实中具有民族特色、地域特征、学校特点的无神论元素和符号，引领大学生以可感可触的现实认同马克思主义无神论，认同有神论根源逐渐消亡的必然性。

Third, focus on expanding the online teaching methods and approaches of ideological and political courses to enhance the breadth of Marxist atheism education. Whether it is actively “forwarding koi fish” or “receiving good luck” to transfer anxiety or pray for blessings, or being relentlessly targeted by online churches, missionaries, and believers, college students are highly susceptible to contracting theist consciousness in the virtual network. Therefore, teachers of ideological and political courses should value the transformative role of modern information technology in the process of explaining Marxist atheist principles. For example, they can create digital personalized profiles of college students’ dynamic expressions such as thoughts, values, and morality, identify doubts and confusion to “suit the remedy to the case,” and promptly block the spread of religion, superstition, and other phenomena among college students. Another example is relying on technologies such as VR, AR, and MR to reproduce the somewhat dry theoretical knowledge of atheism in an interactive, tangible, and immersive three-dimensional manner combining audio, visual, and tactile elements, helping college students strengthen their identification with and practice of Marxist atheism.

三是注重拓展思政课的网络教学方式方法，提升马克思主义无神论教育的广度。无论是转移焦虑、祈愿美好等主动“转锦鲤”“接好运”,还是被网络教会、传教士、教徒不遗余力当作争夺对象，大学生都极易在虚拟网络中沾染有神论意识。故思政课教师要在讲好马克思主义无神论道理的过程中重视现代信息技术的变革作用，比如对大学生的思想、价值、道德等动态表现进行数字化个性画像，找准疑点困惑“对症下药”,及时阻断宗教、迷信等现象在大学生中蔓延；再如依托VR、AR、MR等技术，将略显枯燥的无神论理论知识以交互式、可感式、沉浸式的视听触立体化的方式再现，帮助大学生增强对马克思主义无神论的认同和践行。

(II) “Explain the principles deeply, thoroughly, and vividly”

(二)“把道理讲深、讲透、讲活”

Mr. Ren Jiyu once pointed out: “The only means the proletariat can adopt in its struggle against theology is ideological means, that is, to carry out atheist propaganda and education.” [3]3 Ren Jiyu, “Several Issues in the Study of Atheism,” *Journal of Peking University (Philosophy and Social Sciences)*, no. 4 (1982). However, in the process of ideological and political education, “when it comes to explaining principles, some people’s explanations are loved and readily accepted by the masses, while others’ explanations are disliked, not readily accepted, or even met with strong aversion.” [4]4 Xi Jinping, “Speech at the Symposium for Teachers of Ideological and Political Theory Courses in Schools.” The reason for this is that, besides selecting appropriate methods and fitting educational art, explaining Marxist atheist principles well also requires “explaining the principles deeply, thoroughly, and vividly.”

任继愈先生曾指出：“无产阶级同神学做斗争，能够采取的唯一手段只能是思想手段，即进行无神论宣传教育。”然而，在思想政治教育的过程中，“同样是讲道理，有的人讲，群众爱听，乐于接受；而有的人讲，群众就不爱听，不乐于接受，甚至很反感”。究其缘由，讲好马克思主义无神论道理除了要选用恰当的方式方法和贴切的教育艺术外，还离不开“把道理讲深、讲透、讲活”。

First, “explain the principles deeply,” that is, convince college students with profound reasoning. The essence of “explaining deeply” Marxist atheist principles is to specifically and thoroughly analyze the more refined and profound intrinsic meanings of Marxist atheism, “without adopting a superficial or cursory attitude.” [5]5 Xi Jinping, “Speech at the Symposium for Teachers of Ideological and Political Theory Courses in Schools.” Specifically, college ideological and political courses should profoundly elucidate the basic atheist principles contained in Marxist classics, deepen research on the basic viewpoints and policies concerning atheism in the Party’s innovative theories, and thoroughly summarize the research achievements of the discipline of scientific atheism, supporting the “deep explanation of principles” in ideological and political courses through the depth and breadth of academic theory.

首先，要“把道理讲深”,即用深刻的道理说服大学生。把马克思主义无神论道理“讲深”的实质，就是要专门地、深入地剖析马克思主义无神论更为精细化、深刻性的内在蕴义，“不能采取浅尝辄止、蜻蜓点水的态度”。具体而言，高校思政课要深刻阐释马克思主义经典蕴含的无神论基本原理，深化研究党的创新理论中关于无神论的基本观点和政策，深入总结科学无神论学科的研究成果，以学理的纵深与横拓支撑思政课“把道理讲深”。

Second, “explain the principles thoroughly,” that is, respond to students with thorough reasoning. Needless to say, religious theology mostly possesses a rigorous system of logical self-consistency and a systematic system of theoretical deduction; ghost and god superstitions also have evolved over thousands of years; and the new theist phenomena and mysticism emerging under new circumstances are even more hidden and complex. It is by no means an easy task to thoroughly explain some sharp and sensitive theist questions raised by students in ideological and political courses based on Marxist atheist principles. In response, ideological and political courses should not deliberately avoid these issues; instead, they should highlight a problem-oriented approach, directly confront the theoretical and practical issues that cause student confusion with thorough atheist thought, guide students to dissect theist problems, understand the causes, discover fallacies, analyze harms, and ultimately strengthen their identification with Marxist atheism.

其次，要“把道理讲透”,即用透彻的讲理回应学生。毋庸讳言，宗教神学大多具有严密逻辑自洽体系和系统理论演绎体系，鬼神迷信也有千百年来历史演变，新形势下涌现的新有神论现象和神秘主义更为隐匿和复杂。思政课上学生提出的一些尖锐敏感有神论问题，要依据马克思主义无神论道理将其讲透彻绝非一件易事。对此，思政课不应有意回避，反而应该突出问题导向，以透彻的无神论思想直面导致学生困惑的理论和实践问题，引导学生把有神论问题掰开揉碎，认识缘由、发现谬误、剖析危害，最终增强对马克思主义无神论的认同。

Finally, “explain the principles vividly,” that is, infect students with lively reasoning. To “explain vividly” Marxist atheist principles, efforts must be made in how to “explain” the principles and what “principles” to explain. First, innovate teaching language. College ideological and political courses should avoid imperative tones and coercive rhetoric, strive to transform the grand narrative discourse of Marxist atheism into the language of students’ daily life, narrow the psychological distance between the mainstream-led indoctrination of atheism and students’ active acceptance of atheism, and express meaningful principles with interesting language. Second, innovate teaching content. For example, cases such as “the ‘second son of the Jade Emperor’ fraud” and “a female villager who believed in a witch doctor’s exorcism for healing was steamed to death” [6]6 These are examples of real cases where individuals were defrauded or died due to superstitious beliefs in deities and exorcism. — cases where people lose money or even their lives by attempting to “dispel illness, avoid disasters, and ensure good fortune” through ghost and god superstitions and other means are numerous and shocking. College ideological and political courses “should be adept at using domestic and international facts, cases, and materials” [7]7 Xi Jinping, “Speech at the Symposium for Teachers of Ideological and Political Theory Courses in Schools.” to concretize abstract atheist principles, enabling students to grasp the mapping relationship between atheist principles and reality, and making them more willing and ready to accept the atheist teachings.

最后，要“把道理讲活”,即用鲜活的道理感染学生。想把马克思主义无神论道理“讲活”,就要在怎么“讲”道理以及讲什么“道理”上下功夫。一是创新教学语言。高校思政课要避免命令式的语气和压迫式的说辞，努力促进马克思主义无神论的宏大叙事话语向学生生活话语转化，拉近主流主导灌输无神论与学生主动接受无神论的心理距离，以有意思的话语表达有意义的道理。二是创新教学内容。如“‘玉皇大帝二儿子’诈骗”“女村民轻信巫师驱鬼治病被蒸死”,以鬼神迷信等手段试图“祛病消灾保运”而失去钱财甚至生命的案例，比比皆是，触目惊心。高校思政课“要善于利用国内外的事实、案例、素材”,将无神论抽象的道理具象化，使得学生领会到无神论道理和现实之间的映射关系，对所讲无神论更愿意接受、乐于接受。

(III) “Teachers must teach with heart, and students must comprehend with heart”

(三)“老师要用心教，学生要用心悟”

General Secretary Xi Jinping pointed out: “Ideological and political course teaching cannot do without the guidance of teachers, while at the same time it must adhere to a student-centered approach, strengthen research on students’ cognitive laws and acceptance characteristics, and give play to students’ subjective role.” [8]8 Xi Jinping, “Speech at the Symposium for Teachers of Ideological and Political Theory Courses in Schools.” Teachers and students, as the dual subjects in the teaching process of college ideological and political courses, have teachers playing a leading role and students playing a subjective role. However, the dual subjects by no means imply “two separate skins” or “parallel lines”; rather, they intertwine, exert force in the same direction, and complement each other, ultimately achieving the good effect of fostering virtue and nurturing people.

习近平总书记指出：“思政课教学离不开教师的主导，同时要坚持以学生为中心，加大对学生的认知规律和接受特点的研究，发挥学生主体性作用。”教师和学生作为高校思政课教学过程中的双主体，教师发挥着主导性作用，学生发挥着主体性作用。但双主体绝不意味着“两张皮”“平行线”,而是互相交织、同向发力、相辅相成，最终达到立德树人的良好效果。

On one hand, teachers must play a leading role and “teach with heart” the principles of Marxist atheism. The key to teaching ideological and political courses well lies in the teachers. As the leading force in explaining principles well, the depth and breadth of college ideological and political course teachers’ study and mastery of Marxist atheism directly affect the ultimate effectiveness of Marxist atheism education. College ideological and political course teachers who have not systematically mastered the relevant knowledge of Marxist atheism will find it difficult to transform Marxist atheism education from a state of conception and possibility into a state of practice, let alone successfully and fully achieve educational goals. Furthermore, if college ideological and political course teachers wish to transmit the Way, they must not only understand the Way but also believe in the Way. Marx pointed out: “If you wish to influence others, you must be a person who can actually inspire and move others forward.” [9]9 Karl Marx, “Comments on the Latest Prussian Censorship Instruction,” in *Marx and Engels Collected Works*, vol. 1 (Beijing: People’s Publishing House, 1956), p. 13. Marxist atheism not only reveals that there are no supernatural forces such as ghost and god worship, superstition, and heresies beyond religion and religious forms in the world, but more importantly, it “liberates faith from the sorcery of religion,” [10]10 Karl Marx, “Contribution to the Critique of Hegel’s Philosophy of Law: Introduction,” in *Marx and Engels Collected Works*, vol. 1 (Beijing: People’s Publishing House, 1956), p. 461. leading people to seek true happiness centered on themselves. Therefore, college ideological and political course teachers must also have attitude, height, and depth. They must not only skillfully explain, transmit, and even interpret Marxist atheist principles to college students, enhancing the penetrating power and persuasiveness of reasoning, but also pay attention to leading by example, abandoning unrealistic fantasies and delusions, establishing firm ideals and beliefs, and subtly transforming the development goals required by Marxist atheism into daily practices that educational objects identify with and externalize in action.

一方面，教师要发挥主导作用，“用心教”马克思主义无神论道理。讲好思政课，关键在教师。高校思政课教师作为讲好道理的主导力量，对马克思主义无神论的研习深度和掌握广度如何，直接影响马克思主义无神论教育的最终成效。没有系统掌握马克思主义无神论相关知识的高校思政课教师，很难将马克思主义无神论教育由构想状态、可能状态转化为实践状态，更不可能如期圆满实现教育目标。此外，高校思政课教师若要传道，除了明道还要信道。马克思指出：“如果你想感化别人，那你就必须是一个实际上能鼓舞和推动别人前进的人。”马克思主义无神论不仅揭示出世上没有宗教及宗教形态之外的鬼神崇拜、迷信邪说等任何超自然力量的存在，更重要的是“把信仰从宗教的妖术中解放出来”,引领人民围绕自身来谋求真实的幸福。因而，高校思政课教师也必然要有态度、有高度、有深度，不仅要娴熟地向大学生讲解、传授甚至演绎马克思主义无神论道理，增强说理的穿透力和说服力，还要注重以身示范，抛弃不切实际的幻想和虚妄，树立坚定理想信念，在实践中潜移默化地将马克思主义无神论所要求的发展目标逐层细化为教育对象认同并外化于行的日常践履。

On the other hand, students must play a subjective role, “comprehending with their hearts” the principles of Marxist atheism. As active recipients and indispensable evaluators of the teaching activities in ideological and political courses, university students’ degree of understanding and internalization of Marxist atheism marks the practical effectiveness of these teaching activities. Without the actual level of acceptance and the state of internal transformation on the part of the university students as subjects, Marxist atheism education will become a mere formality, and the educational effect will be greatly diminished. The success of university ideological and political courses in effectively teaching Marxist atheism is not achieved overnight. Beyond the various internal and external contents, forms, methods, and forces mentioned above, what is more important is that university students, as educational subjects, exert their subjective initiative to comprehend principles with their hearts. After acquiring effective knowledge accumulation and logical abstraction regarding Marxist atheism, university students, within the complex social system and the subsystem of ideological and political courses, should base themselves on their own actual ideological conditions, and with their hearts, use the worldview and methodology of dialectical materialism and historical materialism to think about, analyze, and comprehend the roots of theism and the objective laws of its emergence, development, and extinction. They should enhance their ability to identify and resist feudal superstition, ghosts, and spirits [11]11 “Ghosts and spirits” (怪力乱神) is a classical Chinese allusion from the *Analects of Confucius* (7.21), where Confucius states he does not discuss “extraordinary feats, feats of strength, disorder, and spiritual beings.” Here it is used to refer to superstitious and irrational beliefs., reaching a conscious state of profound understanding, comprehensive cognition, and rational judgment, always staying away from “illusory flowers” [12]12 “Illusory flowers” is a metaphor derived from Marx’s *Critique of Hegel’s Philosophy of Right* (1843), where religion is described as the “opium of the people” and “illusory flowers” that distract from real human suffering and liberation. and achieving the liberation and freedom of being human in the “flowers” of vivid reality.

另一方面，学生要发挥主体作用，“用心悟”马克思主义无神论道理。大学生作为思政课教学活动能动的接受者和必不可少的评价者，其对马克思主义无神论的理解程度和内化状况标识着教学活动的现实效用。离开了大学生这一主体的实际接受水平和内在转化状况，马克思主义无神论教育就会流于形式，育人实效大打折扣。高校思政课为讲好马克思主义无神论不是一蹴而就的，除了前文所述的各项内外部内容、形式、方法、力量等，更重要的是大学生作为教育主体发挥主观能动性来用心悟道理。在习得关于马克思主义无神论的有效知识积累和逻辑抽象后，大学生在复杂的社会大系统和思政课子系统中应立足自身实际思想状况，用心地通过辩证唯物主义和历史唯物主义的世界观和方法论来思考、剖析、领悟有神论根源及其产生、发展、消亡的客观规律，提高鉴别和抵御封建迷信、怪力乱神的免疫力，达到一种理解深刻、认识全面、判断理性的自觉状态，始终远离“虚幻的花朵”,在鲜活现实的“花朵”中实现人之为人的解放与自由。

(Author’s brief introduction: Ren Baolong, doctoral student at the School of Marxism, Beijing Institute of Technology)

（作者简介：任宝龙，北京理工大学马克思主义学院博士研究生）

Online editor: Tongxin

网络编辑：同心