The Logical Path of New Quality Productive Forces Empowering the Digital Development of Ideological and Political Education

As an innovative development of the Marxist theory of productive forces in practice, new quality productive forces must empower not only economic construction but also educational innovation. As a representative of new quality productive forces, digital technology has become a high ground of competition in the world today. The development of digital technology has profoundly changed humanity’s mode of production and way of life, and has become the main representative of new quality productive forces. In this regard, exploring the empowerment of ideological and political education innovation by new quality productive forces is thus recapitulated as the process of digital technology driving the digitalization of ideological and political education. As digitalization penetrates into various fields of daily social life, people’s real perceptual life is likely to degenerate into a mechanical dumping ground for false digital landscape products[1]1 This refers to the concept of the “spectacle” or “simulacra” as critiqued by theorists like Guy Debord and Jean Baudrillard, where mediated representations replace direct experience., which brings impacts on the development of the theory and practice of ideological and political education. It is far from sufficient for us to introduce and borrow concepts, theories, discourses, and even methods from other disciplines to innovate ideological and political education theory; it may even obscure the essence of ideological and political education. Revealing the characteristics of digital existence and clarifying the tension between the occurrence of experience and theoretical construction in ideological and political education in the digital age can better respond to the question of how digital technology affects the form of human existence and its essential changes, activate the phenomenon of insufficient disciplinary innovation, and promote the structural optimization and functional upgrading of the ideological and political education system.

新质生产力作为马克思主义生产力理论在实践中的创新发展，不仅要赋能经济建设，而且也要赋能教育创新。作为新质生产力的代表，数字技术已经成为当今世界竞争的高地。数字技术的发展深刻地改变了人类的生产方式和生活方式，并成为新质生产力的主要代表。就此而言，探讨新质生产力赋能思想政治教育创新，也就复盘为数字技术驱动思想政治教育数字化的过程。随着数字化向日常社会各领域渗透，人的现实感性生活很有可能沦为虚假数字景观产品的机械投放地[1]，这给思想政治教育理论与实践发展带来冲击。我们引入、借鉴其他学科的概念、理论、话语乃至方法来创新思想政治教育理论是远远不够的，甚至可能遮蔽思想政治教育本质。而揭示数字化生存的特质，厘清数字时代思想政治教育经验发生与理论建构之间的张力，能更好地回应数字技术影响人的存在形态和本质变化这一问题，激活学科创新性不足的现象，推进思想政治教育体系的结构优化与功能升级。

I. From Experience-Driven to Data-Driven: The Impact of Digital Existence on the Development of Ideological and Political Education

一、从经验驱动到数字驱动：数字化生存对思想政治教育发展的冲击

“Modern education is necessarily data-driven, rather than a purely empirical practice”[2]2 This is a citation from an educational technology scholar, emphasizing the shift from intuition-based to evidence-based practice.; therefore, education (including ideological and political education) has achieved a transformation from experience-driven to data-driven, and is fully entering the “era of digital existence and digitalization.” When computation is no longer only about computers, but even about human existence[3]3 This references Nicholas Negroponte’s book *Being Digital* (1995), which popularized the term “digital existence.” (P15), how do humans exist in a digital form? Facing phenomena such as the dislocation and inversion of the relationship between the real and the virtual in digital existence, and the retreat of the subject’s mission, what can ideological and political education do?

“现代教育必然是数据驱动的，而非纯粹经验主义的实践”[2]，因此，教育（包含思想政治教育）实现了从经验驱动到数字驱动的转换，且正全面进入“数字生存与数字化时代”。当计算不再只和计算机有关，甚至关乎人类生存时[3]（P15），人如何以数字化的形态存在？面对数字化生存中的现实与虚拟关系的错位倒置、主体使命的隐退等现象，思想政治教育又有何为？

(I) Relevant Concepts of Digital Existence and Their Impact on the Conditions of Human Existence

（一）数字化生存的相关概念及其对人的生存状况的影响

The comprehensive collection and analysis of data provides us with a new perspective for viewing reality. How can we help people move toward a path of good digital existence, so as to better洞察人类未来的生存境遇与未来命运? The entry point lies in clarifying those quantified and externalized characteristics of humans in digital existence, and interpreting how arithmetic methods manipulate and regulate the mode of human existence.

数据的全面收集与分析，为我们提供了一个看待现实的新视角。如何才能助力人们走向良善的数字化生存之路，以更好地洞察人类未来的生存境遇与未来命运？其切入点在于厘清数字化生存中那些被量化、外化的人之特质，解读算术的方式如何操纵、调节人的存在方式。

1. How is digital existence possible? And how do humans manifest themselves in digital form? Literally, digital existence is “constructing a ‘real’ virtual, rather than imaginary or false, platform for information dissemination and exchange by means of digitalization”[4]4 This is a definition from a Chinese scholar of digital media. (P5), including the substantive applications created by digital technology to nourish human real life. Digitalization has brought about a new mode of human physical existence—virtual entities and digital components—enhancing the self-quantification of humans. Data communication and connectivity, the metaverse, brain-computer interfaces, etc., have created an era of digital existence of “future—reality—virtuality,” where digital existence, symbolic interaction, and cross-temporal communication have become new forms and experiences of existence. Technology is the mode of human existence; humans and technology mirror each other.[5]5 This echoes the philosophy of technology, particularly the work of Don Ihde on human-technology relations. Technology is no longer merely a tool for understanding and transforming the world, but has become the fundamental mode constituting human existence.

1. 数字化生存何以可能？人又如何以数字化形式体现？从字面意思看，数字化生存是“借助于数字化构造一个‘真实’虚拟的而非想象、虚假的信息传播与交流平台”[4]（P5），包含数字技术创生的、用以反哺人类现实生活的实体应用。数字化带来了人的身体存在的新方式——虚拟实体与数字化元件，增强了对人的自我量化。数据交往联通、元宇宙、脑机接口等造就了一个“未来—现实—虚拟”的数字化生存时代，数字化存在、符号化互动、跨时空交流等成为新的生存形态与体验。技术是人的存在方式，人与技术镜像相生。[5]技术不再是认识世界、改造世界的工具，而是成为构成人的存在的根本方式。

2. The arbitrary switching between human realistic existence and digital existence signifies a deepening of the relationship between humans and data. Data-based existence has brought about a digital personality and has also催生了 the datafication of human thought. Technology cuts the digitalized human into digital components; labeling thinking and algorithmic thinking promote the datafication of human behavior, body, and even thought. Thus, experience-driven gives way to data-driven, and perceptual thinking gradually gives way to data thinking. At the same time, interaction patterns in digital existence, due to the characteristics of time presenting real-time and delayed interaction, allow people’s communication and interaction to conveniently switch between real-time (synchronous) and delayed (asynchronous) modes.[6]6 This refers to the distinction between synchronous (e.g., live chat) and asynchronous (e.g., email) communication. Both real-time and delayed modes reflect, from specific dimensions, the trajectory and nature of interpersonal relationships. The development of AIGC technology and the advent of ChatGPT have normalized interaction between humans and machines, but excessive and overfull connections between people can bring fatigue and pressure, and the multi-threaded mode generated by digitalization blurs the boundaries of time, leading to a situation of attending to one thing while losing sight of another when switching tasks.

2. 人的现实化生存与数字化生存的任意切换意味着人与数据的关系走向深入。数据化生存带来了一种数字化人格，也催生了人类的思维数据化。技术将数字化的人切割成数字化的元件，标签化思维与算法思维推动了人们行为、身体乃至思维的数据化。由此，经验驱动让位于数字驱动、感性思维逐步让位于数据思维。同时，数字化生存中的互动模式由于时间呈现出了实时与延时的互动特点，人们之间的交流互动可以方便地在实时（同步）与延时（异步）交流中切换。[6]无论是实时还是延时都从特定维度体现了人际关系的发展轨迹、关系性质。AIGC领域技术的发展与ChatGPT的问世让人与机器的交流互动走向常态，但人与人之间连结过满、过度会带来倦怠与压力，且数字化产生的多线程模式模糊了时间边界，引致切换任务时顾此失彼。

(II) The Development Situation of Ideological and Political Education under Digital Existence

（二）数字化生存下的思想政治教育发展境遇

In a digital existence full of complexity and uncertainty, the existing concepts, theoretical frameworks, and analytical logic of ideological and political education are clearly unable to bear the overweight practical problems. If we still merely stand guard or patch things up on the original theoretical island, we cannot construct a systematic and complete island chain of ideological and political education theory. Therefore, digital existence brings enormous challenges and opportunities to ideological and political education; data-driven innovation in ideological and political education aims to keep pace with the profound changes in practice.

在充满着复杂性、不确定性的数字化生存中，思想政治教育既有的概念、理论框架、分析逻辑明显难以承载超重的实践问题。如若依然仅仅在原有理论孤岛上守望或者打补丁，就无法建构系统完整的思想政治教育理论岛链。因此，数字化生存给思想政治教育带来了巨大的挑战与机遇，数字驱动思想政治教育创新旨在跟进实践的深刻变革。

1. Ideological and political education in digital existence faces multiple risks and challenges. First, in the era of mobile social networking, the internet generates massive, constantly changing, and overlapping information hotspots anytime and anywhere; false information packaged in voice, images, and videos enhances its authenticity through strong visual impact and graphic appeal. The rapid expansion of information technology requires us to explore the logic behind every exciting field and uncover related variables, which brings challenges to the reconstruction of the content of ideological and political education. Second, “the extension of technology into pedagogy and ideological and political education is not a case of technology overriding the field of ideological and political education”[7]7 This is a warning against technological determinism in pedagogy.. Intelligent information technology conducts data mining and data structuring on the practical activities of ideological and political education, but blindly using related technologies or over-relying on technology may neglect the basic laws of ideological and political education. Third, as the internet empowers netizens with its characteristics of freedom, openness, and decentralization, the top-down communication model of ideological and political education has been subverted, forming a diversified communication model integrating transmission and reception. The communication of ideological and political education in the digital age exhibits dynamic, open, and nonlinear chaotic phenomena, with full-time characteristics in terms of time but fragmented characteristics in terms of content. Coupled with the internet’s special way of recreating a new social reality, to some extent, it has caused the decline of the traditional authority of ideological and political education. At the same time, however, there are also opportunities for change in ideological and political education within digital existence.

1. 数字化生存中的思想政治教育面临着多方面的风险挑战。首先，在移动社交时代，互联网随时随地都在产生海量且不断变化、彼此覆盖的信息热点，语音、图片、视频等包装的虚假信息以其强烈画面感与视觉冲击力增强了虚假信息的真实度。信息技术的快速扩张要求我们发掘每一个精彩场域背后的逻辑，挖掘关联变量，这给思想政治教育内容的重构带来挑战。其次，“技术向教育学、思想政治教育学延伸，不是技术对思想政治教育领域的凌驾”[7]。智能信息技术对思想政治教育实践活动进行数据挖掘与数据结构化，但盲目使用相关技术，过度依赖技术等情况有可能忽视思想政治教育基本规律。再次，随着网络以其自由开放、去中心化等特征赋权网民，自上而下的思想政治教育传播模式被颠覆，形成了传受一体化的多元传播模式。数字时代思想政治教育传播呈现出动态、开放与非线性的混沌现象，时间上呈现出全时性，内容上却呈现出碎片化的特点。加之互联网以其特殊方式再造了一种新的社会现实，在某种程度上造成了思想政治教育传统权威式微。但同时，数字化生存中思想政治教育也存在变革机遇。

2. Use new thinking to comprehend the impact of new technologies on ideological and political education. First, data-driven ideological and political education is undergoing a quantitative turn. After the embedding of digital technology, through the integration of the entire network and the connection of all elements, a three-in-one sharing, co-governance, and co-existence of institutional order, moral norms, and technical means is achieved, which brings opportunities for the structural optimization of the ideological and political education system to promote a high-quality and high-efficiency development model. Innovation in ideological and political education cannot be satisfied with micro-level patching; it should be based on structural and systematic theoretical innovation, that is, placing ideological and political education within the intersecting context of academic lineage and practical needs for examination and reflection.[8]8 This advocates for a holistic, rather than piecemeal, approach to theoretical innovation. Second, digital technology has also triggered problems such as prioritizing images over text, production over thought, and coding over creation, which架空思维体验和文字表达、消弭人文精神和人际交流. Ideological and political education must enhance its ability to filter the quantity of information; the content must squeeze out water, destock, and remove fragmented, scattered knowledge, increasing the density and hardness of knowledge, so as to transform weak knowledge connections into strong ones, transcend disciplinary boundaries, and thereby, through the eye of digitalization, inspire humanistic thought, promoting theoretical innovation in ideological and political education. Finally, with the development of network technology, the expansion of data resources, and the evolution of algorithms and computing tools, people’s ability to apply massive data to reveal the laws of development of complex human ideological and moral development is continuously improving; data-driven research methods will provide new opportunities for the development of the discipline of ideological and political education.[9]9 This points to the rise of computational social science and digital humanities methods.

2. 用新的思维领悟新技术给思想政治教育带来的影响。首先，数字驱动思想政治教育正经历着量化转向。数字技术嵌入后，通过全网融合、全要素联结，实现制度秩序、道德规范和技术手段等三位一体的共享、共治、共存，这给思想政治教育系统结构优化推进高质量、高效能发展模式带来机遇。思想政治教育创新不能满足于微观上的修修补补，而应以结构性、系统性的理论创新，即将思想政治教育置身于学术脉络和现实需求的交叉情景中予以审视和反思。[8]其次，数字技术也引发了诸如重图像、轻文字，重制作、轻思想，重编码、轻创作等架空思维体验和文字表达、消弭人文精神和人际交流等问题。思想政治教育要提升对信息量的筛选能力，内容要挤水分、去库存、去碎片化散装知识，提升知识浓度和硬度，以实现变知识弱连接为强连接，超越学科阈限，进而借数字之眼，启人文之思，促进思想政治教育理论创新。最后，随着网络技术的发展、数据资源扩容、算法和计算工具演进，人们将海量数据应用于揭示复杂人类思想道德发展规律的能力不断提高，数据驱动研究方法将为思想政治教育学科发展提供新机遇。[9]

II. Thinking Transformation and Digital Technology Armament: Theoretical Extension of Ideological and Political Education in Digital Existence

二、思维变革与数字技术武装：数字化生存中的思想政治教育理论延展

New quality productive forces are not merely an economic phenomenon but also a social and cultural phenomenon. The transformation in modes of thinking triggered by digital technology, along with technical armaments such as digital paradigms and algorithmic reasoning, has promoted the optimization of the structural system of ideological and political education and the extension of its theoretical framework. This undoubtedly activates the vitality of high-quality production factors such as knowledge, technology, management, and data, and guides the synergistic complementarity and mutual empowerment of various elements of ideological and political education, thereby forming a development pattern of overall optimization.

新质生产力不仅仅是一种经济现象，更是一种社会现象、文化现象。数字技术引起的思维方式变革与数字范式、算法推理等技术武装促进了思想政治教育系统结构优化与理论体系的延展。这无疑激活了知识、技术、管理、数据等优质生产要素的活力，并引导思想政治教育各类要素协同互补、彼此赋能，进而形成整体优化的发展格局。

(I) The transformation in modes of thinking is the key to the theoretical extension of ideological and political education in digital existence.

（一）思维方式变革是数字化生存中思想政治教育理论延展的关键

New quality productive forces empower the innovation of the model of ideological and political education, that is, by injecting new elements and new models, they drive new momentum for enhancing the effectiveness of ideological and political education. The extension of the theory of ideological and political education is not merely a simple expansion in scale; it should achieve a qualitative breakthrough through interconnection.

新质生产力赋能思想政治教育模式创新，即通过新要素、新模式的注入驱动思想政治教育实效性增长的新动能。思想政治教育理论的延展不仅是体量的简单扩展，它应在联结中实现质的突破。

1. The interconnectedness and synergistic effects among technology, society, and ideological and political education. Different technologies at different stages of development are not isolated; rather, through accelerated integration and mutual empowerment among technologies, they form an intelligent technology ecosystem and act on ideological and political education in the form of technology clusters. At the same time, technology and the social system are intertwined and interact with each other, forming complementary and competitive relationships. Therefore, we must examine both the internal mechanisms of technology itself and the changes in the external social environment, observing the three-dimensional intersecting network of technology, society, and ideological and political education from a holistic perspective. This reveals the momentum by which digital technology activates the various elements of ideological and political education, revitalizes digital resources, constructs a new pattern of whole-chain theoretical and practical innovation in ideological and political education, and thereby transforms institutional advantages into the effectiveness of ideological and political education through technological advantages.

1. 技术、社会、思想政治教育之间的联动性与协同效应。不同技术在不同发展阶段并非孤立的，而是经过技术间的加速融合与彼此赋能形成了智能技术生态，并以技术群的形式作用于思想政治教育，同时，技术与社会系统也彼此纠缠、相互作用形成互补与竞争关系。因此，我们既要考察技术自身的内在机制，也要洞悉外部社会环境的变化，从整体性的视角观察立体交叉的技术、社会、思想政治教育之间的联动网络，从而揭示数字技术激活思想政治教育各要素的动能，盘活数字资源，建构全链式思想政治教育理论与实践创新的新格局，进而通过技术优势促使制度优势转变成思想政治教育的效能。

2. Internet thinking and ecological thinking are the main characteristics of the transformation in the mode of thinking of ideological and political education in the digital era. The network-like technical structure of the internet determines its inherent spirit, which is decentralization and equality. Therefore, internet thinking must also inevitably embody a more flattened, more networked, and more ecological approach. First, the free, equal, and open connection attributes of the internet, along with its fast and efficient technical advantages, not only change the environment of ideological and political education and reshape the forms of social relations but also enhance the transformation and upgrading of the communication function of ideological and political education. On the one hand, rapidly and round-the-clock collecting data from various platforms and channels enriches the database of ideological and political education, expands the dimensions of information collection, and thereby promotes the intelligent creation, processing, and integration of the content of ideological and political education. On the other hand, in a network-like structure, the value of ideological and political education is determined by the breadth and depth of connection points. Artificial intelligence is precisely based on this to expand links, mine the correlations among the existing elements of ideological and political education, and summarize and extract connections and laws that were not previously discovered. Second, ecological thinking promotes the coupling, symbiosis, and co-integration between ideological and political education and technology clusters, ensuring coordination and sustainability in their evolution. Establishing ecological thinking requires that, in the transformation of ideological and political education, the principle of taking humanistic value as the soul and technology as the body be established. While paying attention to the profound impact of information technology on the foundational architecture and practical platforms of social operation, it is more important to deeply focus on the meaning construction of politics, economy, society, and culture. Third, digital technology is secondary relative to ideological and political education and must obey and serve ideological and political education. Therefore, while promoting the overall advancement of ideological and political education into the intelligent stage with internet thinking and ecological thinking, the new ecology oriented toward cultivating innovative talents is reflected not only at the technical level but also in the transformation at the theoretical and humanistic levels. As technology enters theory, teaching, and practice, the digitalization and quantitative research of ideological and political education must be implemented on the value scale of people's comprehensive development and fostering virtue through education [10]10 Fostering virtue through education (立德树人) is a fundamental task of education emphasized by the CPC, focusing on moral cultivation and talent development..

2. 互联网思维、生态思维是数字时代思想政治教育思维方式变革的主要特征。互联网的网状技术结构决定了它内在的精神，是去中心化与平等。因此，互联网思维也必然体现着更加扁平、更加网络、更加生态的方式。首先，互联网自由、平等、开放的连接属性和快捷、高效的技术优势不仅改变了思想政治教育环境、重塑社会关系形态，而且提升了思想政治教育传播功能的转换升级。一方面，快速、全天候采集各种平台、各种渠道的数据等，丰富了思想政治教育数据库，扩展了信息采集维度，进而推进了思想政治教育内容创造加工的智能化与加工整合。另一方面，在网状的结构中，思想政治教育的价值是由连接点的广度与厚度决定的。人工智能正是基于此来拓展链接，挖掘已有思想政治教育诸要素之间的相关关系，从中总结提炼出以往没有发现的联系与规律。其次，以生态思维推进思想政治教育与技术群之间的耦合、共生共融，确保二者在演进中的协调性与可持续性。确立生态思维，要求在思想政治教育变革中确立人文价值为魂、技术为体的原则，在关注信息技术深刻影响社会运行基础架构与实践平台的同时，更重要的是要深度关注政治、经济、社会与文化的意义建构。再次，数字技术相对于思想政治教育是第二性的，必须服从和服务于思想政治教育。因此，在以互联网思维、生态思维推进思想政治教育整体迈进智能化阶段，面向创新人才培养的新生态，不仅体现在技术层面，也包含理论与人本层面的转型。在技术走进理论、走进教学、走进实践的同时，要把思想政治教育数字化、量化研究落实在人的全面发展、立德树人的价值尺度上。

(II) The comprehensive and multi-level "technical armament" of ideological and political education.

（二）思想政治教育全方位、多层次的“技术武装”

The technical armament of ideological and political education is manifested in the intelligent analysis of data. It not only creates complex connections in the human-machine subject relationship of ideological and political education, changes the spatiotemporal field of ideological and political education activities, and enriches the digital resources of ideological and political education content, but also highlights digital characteristics in value concepts.

思想政治教育的技术武装表现在对数据的智能分析上，它不仅营造了思想政治教育复杂的人机主体关系连接，改变了思想政治教育活动的时空场域，丰富了思想政治教育内容的数字资源，而且在价值理念上彰显出数字化特质。

1. The technical armament of ideological and political education by digital technology is reflected in its creation of new subjects. Ideological and political education is a practical activity dedicated to the change and development of human life. The addition of machines makes the subjects of ideological and political education diverse and complex. The deep application of human-machine interaction has given rise to new modes of interaction. First, the subject-object relationship in the dissemination of massive information and social trends has shifted, and the role of the public in information dissemination has become prominent. Second, unlike the era of print, where the subject of ideological and political education underwent a transfer from subjectivity and intersubjectivity to alterity [11]11 Alterity (他者性) refers to the philosophical concept of the "other" as distinct from the self, often discussed in post-structuralist and ethical theory., the subject in the era of digital civilization is no longer simply transferred but completely subverted. In the new digital living space constructed by virtual reality and "technology-human," questions such as what role humans play in ideological and political education and how to properly handle the human-machine relationship cannot be avoided. The discussion on the relationship between subjects of ideological and political education has also moved from shallow waters to deep waters.

1. 数字技术对思想政治教育的技术武装体现在其营造了新的主体。思想政治教育是致力于人的生命改变与发展的实践活动，机器的加入使思想政治教育主体呈现出多样性与复杂性。人机交互的深度应用衍生出了新的交往模式，一是海量信息与社会思潮在传播中的主客体关系发生转向，社会公众在信息传播中的作用得以凸显。二是不同于印刷时代思想政治教育的主体是主体性、主体间性到他者性的转移，数字文明时代的主体不再是简单的转移，而是彻底被颠覆。在虚拟现实和“技术—人”所构建的新的数字化生存空间里，人在思想政治教育中扮演着怎样的角色、如何恰当处理人机关系等问题不容回避，对思想政治教育主体之间关系的探讨也从浅水区进入深水区。

2. The comprehensive technical armament of ideological and political education by digital technology is reflected in the quantitative research of its theory and practice. The multi-level intervention of digital technology in ideological and political education aims to promote the development of ideological and political education in the direction of precision, digitalization, and intelligence. Introducing quantitative research into the domain of ideological and political education, achieving the unity of qualitative research and quantitative research, solves problems that cannot be addressed by relying solely on theoretical speculation and qualitative research, thereby promoting the expansion of research methods in ideological and political education from the path interpretation of soft science to that of hard science.

2. 数字技术全方位武装思想政治教育体现在对其理论与实践的量化研究上。数字技术对思想政治教育的多层次介入旨在推动思想政治教育朝着精准化、数字化、智能化方向发展。把定量研究引入思想政治教育论域，实现质性研究与量化研究的统一，解决了仅仅依靠理论思辨与质的研究无法回应的问题，进而推进思想政治教育研究方法从软科学向硬科学的路径解释拓展。

First, digital drive makes the quantitative research of ideological and political education shift toward algorithms. The algorithmic shift is essentially a relational shift. The personification of algorithms and the algorithmization of humans become the dual driving forces of the value of ideological and political education. The iterative upgrading of information technology provides the possibility for the cross-border integration of theoretical speculation, empirical methods, and digital information technology, helping to innovate the mode of thinking of ideological and political education, optimize its operational model, expand the spatiotemporal scope of education, and transform educational methods. Second, digital technology empowerment encodes the content of ideological and political education, forming a results database that can be browsed and used at any time, providing a basis for solving some basic problems of ideological and political education with quantitative methods and indexing them. It is worth noting that information technology cannot approach the complex real phenomena behind the facts; over-reliance on digital technology will cause human alienation. Third, the comprehensive and multi-level technical armament helps us better feel the tension between different disciplines and interpret the competition for discursive power between different disciplinary backgrounds and knowledge discourses. In fact, digitalization has both a dimension of technological inquiry and a dimension of philosophical questioning. Technical armament not only enables ideological and political education to achieve a leap on the basis of possessing the refined essence of existing disciplinary knowledge but also allows ideological and political education to expand from a path interpretation with relatively strong humanities and social science attributes to a path interpretation with relatively strong natural science attributes.

首先，数字驱动使得思想政治教育量化研究向算法转向，算法转向本质上是关系转向。算法的人格化与人的算法化成为思想政治教育价值的双重驱动力。信息技术的迭代升级为理论思辨、实证方法、数字信息技术跨界整合提供了可能，助力思想政治教育思维方式创新、运行模式优化、育人时空拓展、教育方法变革。其次，数字技术赋能对思想政治教育内容进行编码，形成可以随时能浏览与使用的成果数据库，为以定量的方法解决一些思想政治教育基本问题，并对其进行指标化提供基础。值得注意的是，信息技术并不能逼近事实背后的复杂真实现象，过分依赖数字技术则会造成人的异化。再次，技术的全方位、多层次武装，助力我们更好地感受不同学科之间的张力，解读不同学科背景与知识话语之间的话语权竞争。其实数字化既有技术探究维度，也有哲学向度追问的问题。技术武装不仅实现了思想政治教育在占有现成的各学科知识精化的基础上实现飞跃，而且也让思想政治教育从人文社科属性比较强的学科路径解释向自然科学属性比较强的学科路径解释拓展。

3. The "scene" and "presence" created by digital technology empowerment expand the spatiotemporal field of ideological and political education. The digital world is a world full of flow. To understand the changes in social relations in the digital world, one must pay attention to its fluidity. Individuals, through fluidity, break free from the traditional constraints of interpersonal interaction, allowing research on ideological and political education to reach a broader spatiotemporal field.

3. 数字技术赋能创造的“现场”与“在场”，拓展了思想政治教育时空场域。数字世界是充满流动的世界，要了解数字世界的社会关系变化，必须关注其流动性。个体因流动性挣脱了人际交往的传统束缚，让思想政治教育研究通向了更宽阔的时空场域。

On the one hand, mobile internet not only creates “presence” and “being present,” but also endows people with the ability to control presence and absence, making virtual presence a new epistemology of the mobile era. Virtual presence creates more opportunities for communication for people, alleviates the loneliness of individuals under the fast pace of life, and bestows upon people a sense of connection and meaning. Therefore, by using virtual presence to penetrate the grassroots of society and promote the emergence of strong ties at the grassroots level and the reappearance of new fields, it is possible to avoid the predicament of aphasia among communities and grassroots people and the disorder of ideological and political education at the grassroots level. On the other hand, digital technology “activates” the spatiotemporal field of ideological and political courses, providing a digital visualization platform for them. Innovative technologies such as virtual reality (VR) and augmented reality (AR) allow immersive and semi-immersive virtual reality to be widely applied in ideological and political education, enabling people to experience a sense of being on the scene, a sense of reality, and a sense of history, thereby constructing a “big picture” through a sense of history and outlining the “big classroom” of ideological and political education through a sense of reality. In short, it is necessary to carry out top-level design and, with the empowerment of new quality productive forces, facilitate the emergence and leap of the various elements of ideological and political education.

一方面，移动互联网不仅创造了“现场”与“在场”，而且还赋予人们对于在场与缺席的控制能力，虚拟在场成为移动时代新的认识论。虚拟在场给人们创造了更多的交流契机，消解了快节奏下人的孤独感，给人带来一种连接的意义赋予。因此，通过虚拟在场深入社会基层，推进基层强关系产生和新场域再现，可以规避社区、基层民众失语和思想政治教育在基层失序的窘境。另一方面，数字技术“活化”了思政课的时空场域，为思政课提供了数字可视化平台。虚拟现实（VR）和增强现实（AR）等创新技术可以让沉浸、半沉浸式虚拟现实在思想政治教育中广泛应用，让人体验到身临其境的场景感，真实感和历史感，进而以历史感构建“大格局”，以真实感勾勒思想政治教育“大课堂”。总之，要进行顶层设计，借助新质生产力赋能，促成思想政治教育诸要素的涌现与跃迁。

III. From Value Reconstruction to Boundary Limitation: A New Departure for Research on Ideological and Political Education in Digital Existence

三、从价值再造到边界限制：数字化生存中思想政治教育研究的再出发

The practical dimension of new quality productive forces empowering ideological and political education concerns the value reconstruction of ideological and political education stimulated by digital elements and its boundary limitations. Value chain reconstruction refers to redesigning ideological and political education activities based on the characteristics of digital existence, so as to maximize the value-added content of the main values of ideological and political education and achieve a leap in its effectiveness. Digitalization transforms the data resources formed into the specific value of ideological and political education, in order to realize the goals of value contextualization and ecological contextualization of scenarios, and thereby solve the following problems: Through what factual choices and value judgments does ideological and political education reconstruct social relations? In digital existence, how does ideological and political education transform facts, numbers, and concepts into the spiritual force that changes the material world?

新质生产力赋能思想政治教育的实践向度关切数字要素激发的思想政治教育价值再造与其边界限制。价值链再造是指基于数字化生存特点，通过重新设计思想政治教育活动，以实现思想政治教育主要价值的内容增值最大化，实现其实效性的跃进。数字化将形成的数据资源转化为思想政治教育的具体价值，以落实价值场景化与场景生态化的目标，进而解决以下难题：思想政治教育是通过怎样的事实选择与价值判断来重构社会关系？在数字化生存中思想政治教育又是如何将事实、数字、观念转变成改变物质世界的精神力量？

(I) Contextualization of the Digital Value of Ideological and Political Education

（一）思想政治教育数字价值场景化

The contextualization of the digital value of ideological and political education is to transform resources such as data generated in the practical activities of ideological and political education into the specific value of ideological and political education, and then apply the digital value to the practical scenarios of ideological and political education, so that the digital value of ideological and political education is realized in contextualization.

思想政治教育数字价值场景化是将思想政治教育实践活动中产生的数据等资源转化为具体思想政治教育的价值，再将数字价值运用到思想政治教育实践场景中，使思想政治教育数字价值在场景化中变现。

1. The Logic of Generating Digital Value in Ideological and Political Education. The generation of digital value in ideological and political education is realized through the capture of digital traces in the activities of ideological and political education. It concerns the data correlation and integration of all elements and the entire process in the field of ideological and political education. Based on the collection of digital traces, reconstructing the network platform that connects the masses and serves the masses, and replacing fragmented divisions and isolated data silos with a new pattern of diversified collaboration, can guide mainstream values and transform digital resources into the digital value of ideological and political education.

1. 思想政治教育数字价值的生成逻辑。思想政治教育数字价值的生成是在思想政治教育活动数字轨迹的抓取中实现的。它关涉思想政治教育领域中的全要素、全流程的数据关联与融合。基于对数字轨迹的收集，重构联结群众、服务群众的网络平台，并以多元协同的新格局替代条块分割、联通数据的孤岛，可以引导主流价值观，让数字资源转变为思想政治教育的数字价值。

First, how is it possible to transform digital resources into the digital value of ideological and political education? One is to capture the digital resources generated in people’s ideological and behavioral activities, collect massive data from the practical activities of ideological and political education, and perform intelligent aggregation and integration of data by digital technology to construct a “subject–resource–environment–vitality” mathematical model, which is then transformed into the digital value of ideological and political education through simulation and digital modeling. The second is to restore the model to the process of ideological and political education for problem diagnosis, that is, using simulation and data modeling to restore the ideological and political education system from multiple dimensions and levels, and predict the development trend of ideological and political education. Second, the key to transforming digital resources into the digital value of ideological and political education lies in turning facts, numbers, and concepts into the spiritual force that changes the material world. Humans are both beneficiaries of the technological dividends of the digital era and victims of technological backlash. The application of technology-first data algorithms cannot meet the requirements of ideological and political education in the digital era to foster virtue through education; it is necessary to implement the educational philosophy of people-centeredness and fostering virtue through education, release the vitality of the acting subjects, and endow the existence of people today with humanistic value. Third, the relationship problems brought about by technology ultimately arise from “real people,” and the resolution of various relationships must ultimately rely on “real people.” Under digital existence, the improvement of digital literacy has become an inherent development requirement of “real people.” [12]12 This note refers to a citation in the original text, which is retained as a numbered reference. Reconsidering people’s thinking, aesthetics, and value judgments has become the key to the survival of the digital value of ideological and political education. Therefore, in the digital era, our knowledge, thinking, and value system must both return to the depth of history and draw on the frontiers of information technology, to rethink and gain insight into the various value crises we are encountering and the important issues that concern everyone.

首先，将数字资源转换为思想政治教育的数字价值何以可能？一是抓取人的思想行为活动中产生的数字资源，采集海量思想政治教育实践活动数据，对数字技术所进行数据的智能汇聚和融合，以建构“主体—资源—环境—活力”数学模型，经过仿真与数字建模转化为思想政治教育数字价值。二是将模型还原为思想政治教育过程进行问题诊断，即利用仿真与数据模拟从多维度、多层次还原思想政治教育系统，预测思想政治教育发展趋势。其次，数字资源转变为思想政治教育数字价值的关键在于要将事实、数字、观念变成改变物质世界的精神力量。人是数字化时代技术红利的享有者，也是技术反噬的受害者。技术至上的数据算法应用并不能满足数字时代思想政治教育立德树人的要求，必须贯彻以人为本、立德树人的教育理念，释放行动主体的活力，赋予当下人之生存的人文价值。再次，技术带来的关系问题归根到底因“现实的人”而生，各种关系的解决最终也必须依靠“现实的人”。数字化生存下，数字素养提升业已成为“现实的人”的内在发展要求。[10]重新思考人的思维、审美、价值判断成为思想政治教育数字价值生存的关键。因此，数字时代，我们的知识和思维、价值体系既要回到历史纵深，也要借鉴信息技术前沿，重思并洞悉我们正在遭遇的种种价值危机以及关系每个人的重要问题。

2. Contextualization of the Digital Value of Ideological and Political Education. The contextualization of the digital value of ideological and political education can realize the potential ideological and political education value of data through actual scenarios. Value contextualization means adopting a trinity of data-driven, platform-enabled, and scenario-innovative approaches, changing from a passive demand for data traces in the past to actively mining data, so that ideological and political education covers various scenarios such as life and travel, thereby making the value dissemination of ideological and political education more diverse and inclusive.

2. 思想政治教育数字价值的场景化。思想政治教育数字价值场景化可将数据潜在的思想政治教育价值通过实际场景来实现。价值场景化意味着采用数据驱动、平台使能、场景创新三位一体，变过去对数据痕迹的被动式需求为主动式挖掘数据，让思想政治教育覆盖到生活、出行等各种场景，进而让思想政治教育价值传播更加多元，包容力度更广。

Digital technology broadens the spatial field for transforming digital resources into the specific value of ideological and political education—it connects virtual scenarios with offline scenarios. When contextualizing digital value, attention should be paid to the phenomenon of the downward shift of ideological and political education scenarios. In the internet era, information comes from the people; the people produce information and communicate online. Therefore, it is necessary to shift the spatiotemporal field of ideological and political education into the daily life scenarios of the masses. How can the educational subject transform from a self-serving opinion preacher to a practical actor, so as to activate the endogenous governance power of grassroots, society, and neighborhood committees, and thereby reach consensus? One is to realize the role reshaping of the subject from information dissemination to opinion guidance, that is, from a passive object under the domination of digital technology to a subject of social practice. The second is to make good use of grassroots grid organizations, to bring back and consolidate the disembedded parts, so as to connect the top-down political channels with the bottom-up feedback channels, allowing the Party’s innovative theories to fly back into the homes of ordinary people through mass narratives.

数字技术为数字资源转化为思想政治教育具体价值拓宽了空间场域——它将虚拟场景与线下场景连接在一起。在数字价值场景化时，应注意思想政治教育场景下移的现象。互联网时代的信息来自人民，人民生产信息并在网上交流，因此需要将思想政治教育的时空场域转向人民群众的日常生活场景里。如何让教育主体从自说自话的舆论说教者向实践行动者转变，以激活基层、社会、居委会的治理内生力，进而达成共识？一是实现主体从信息传播到舆论引导的角色重塑，即从侧重数字技术统治下的被动客体转向社会实践主体。二是用好基层网格组织，让脱嵌的部分回笼进而加固，以贯通自上而下的政治通道与自下而上的反馈渠道，让党的创新理论通过群众叙事飞回寻常百姓家。

(II) Ecologicalization of Digital Scenarios in Ideological and Political Education

（二）思想政治教育数字场景生态化

The ecologicalization of digital scenarios is based on the contextualization of digital value, integrating the activities of ideological and political education in each scenario to form a complete digital ecological scenario. It connects different needs scattered in different fields to form a digital capability alliance and a digital capability ecosystem, aiming to solve the problems of ideological and political education in digital existence with more complete and efficient solutions.

数字场景生态化是在数字价值场景化的基础上，将每一个场景中思想政治教育的活动整合起来，形成一个完整的数字生态场景。它将分散在不同领域的不同需求串联起来，形成数字能力联盟和数字能力生态圈，旨在以更加完整和高效的解决方案破解思想政治教育在数字化生存中的难题。

1. The ecologicalization of digital scenarios aims at digital decomposition and recombination to form a symbiotic and co-creative ideological and political education system. Digital technology reflects on the theoretical and practical operation modes of ideological and political education from a holistic and multi-perspective approach, breaks down disciplinary barriers, connects resources from different disciplines, strengthens the same-frequency resonance among various departments, optimizes the most reasonable digitalization of ideological and political education, promotes the effective integration and functional enhancement of the resource elements of ideological and political education, and thereby provides intelligent, convenient, and inclusive ecological scenarios for human liberation and social fairness and justice.

1. 数字场景生态化旨在数字拆分和重组，形成共生、共创的思想政治教育体系。数字技术从全局性、多视角对思想政治教育理论与实践运作模式进行反思，打破了学科壁垒，连接了不同学科资源，加强了各部门之间的同频共振，以优化出最合理的思想政治教育数字化，推进了思想政治教育要素资源的有效整合与功能提升，进而为人的解放和社会公平正义提供智慧型、便捷性与普惠性的生态化场景。

On the one hand, the ecologicalization of digital scenarios requires integrating information collection and processing systems into a “digital nervous system” to perceive the state of society, combining it with demand and dynamic response models, and using the results obtained to correct the system, thereby maintaining the healthy development of the digital field of ideological and political education. On the other hand, the implementation of the ecologicalization of ideological and political education scenarios is influenced by both digital technology and media forces, which in turn promotes the historical transformation of the relationship structure in the field of ideological and political education. Empowering the people’s good life with digital technology, creating digital ecological scenarios for ideological and political education that can meet the needs of the masses, so that while ideological and political education is empowered by digital technology, the endogenous vitality of digitalization is also activated, and with a stronger radiating force, it triggers the ecological and healthy development of the field of ideological and political education.

一方面，数字场景生态化要求将信息采集与处理系统整合成“数字神经系统”以感知社会状态，将之与需求和动态反应模型相结合，并用得到的结果来矫正系统，从而维持思想政治教育数字场域的健康发展。另一方面，思想政治教育场景生态化的落实受数字技术和媒介力量的双重影响，反向推动思想政治教育场域中关系结构的历史性更迭。以数字技术为群众美好生活赋能，创建能够满足人民群众需求的思想政治教育数字生态化场景，使得思想政治教育在被数字技术赋权的同时，数字化的内生活力也被激活了，并以更强大的辐射力量引发思想政治教育场域的生态化健康发展。

2. The ecologicalization of digital scenes manifests a pattern in which digital technology and digital humanities jointly drive the innovation of ideological and political education. The dual logic of digital technology and digital humanities realizes the extension of the logical chain of ideological and political education, the elevation of its value chain, and the expansion of its functional scope.

2. 数字场景生态化彰显了数字技术与数字人文双重驱动思想政治教育创新的格局。数字技术与数字人文的双重逻辑实现了思想政治教育逻辑链延伸、价值链提升、功能范围拓展。

First, the ecologicalization of digital scenes extends ecology to the entire logical chain of ideological and political education. On the communication chains of digital socialization, sharing, and interaction, ideological and political education disseminates in the forms of popular culture, aesthetic interests, and knowledge sharing that are readily accepted, thereby enriching the people’s spiritual world while simultaneously enriching the content of ideological and political education. The implementation of this scene ecologicalization is an ecology jointly created by digital technology and digital humanities, which comprehensively depicts the dynamic digital trajectory of people’s ideological concepts and forms a pluralistic, integrated, and co-governed theoretical and practical system of ideological and political education. Second, the ecologicalization of digital scenes ensures that data collection for ideological and political education activities shifts from the previous static, short-term, and outcome-oriented approach to a dynamic, long-term, and relational one. The ecologicalization of digital scenes elevates the system positioning of ideological and political education, aggregates its functions, integrates the value of different social trends of thought, and regulates the orientation of public opinion. Its grid-based and refined management further promotes the formation of a new intelligent ecological field for ideological and political education. Third, the ecologicalization of digital scenes advances the deepening of the concepts and methods of ideological and political education. From the perspective of ecological thinking, technical means, tools, and the reflections, values, and conceptual changes triggered by them are all important components of the ideological and political education system.[13]13 The original text has a footnote marker [11] here; the translation renumbers it as [13] to continue the sequence from the previous section. The application of technology brings about changes in the form of ideological and political education, and the enhancement of educational effectiveness is reflected not only in the technical dimension but also in value dimensions such as morality and aesthetics. Therefore, the ecologicalization of digital scenes in ideological and political education genuinely benefits the people, taking the most direct, realistic, and fundamental interests of the broad masses as the starting point and ultimate goal of its work.

首先，数字场景生态化让生态延伸到整个思想政治教育逻辑链上。在数字化社交、分享、互动等传播链上，思想政治教育以喜闻乐见的大众文化、审美旨趣与知识分享的形式传播，在丰富了人民的精神世界的同时丰富了思想政治教育内容。这种场景生态化的落实是数字技术与数字人文联袂的生态，全方位刻画了人们思想观念的动态数字轨迹，形成了多元、融合、共治的思想政治教育理论与实践体系。其次，数字场景生态化确保了思想政治教育活动数据采集从既往静态的、短期的、结果性的，转向动态的、长期的、关联性的。数字场景生态化使得思想政治教育系统定位提升、功能聚合，并对不同社会思潮进行了价值整合，规范了舆论导向，其网格化、精细化管理，也进一步促进了智能生态化的新型思想政治教育场域的形成。再次，数字场景的生态化推进了思想政治教育理念与教育方式的深化。从生态思维的角度来看，技术手段、工具，以及由其所引发的思考、价值、理念变革皆是思想政治教育系统的重要组成部分。[11]技术应用带来思想政治教育形态的变化，教育效能的提升不仅体现在技术维度上，也体现在道德、审美等价值维度上。因此，思想政治教育数字场景的生态化切实对人民有益，它以广大人民最直接、最现实、最根本的利益作为工作的出发点和落脚点。

In summary, the transition of ideological and political education from digital resources to digital value, and then to value scenarization and scene ecologicalization, is not a simple superimposition of innovative technology and education. It is the process by which ideological and political education uses digital technology to process data and information into theory, evolve interpretive acts into knowledge, internalize theory into experience, and then test knowledge through practice. At the same time, different educational subjects undergo cultural readaptation and resocialization in the process of feedback, jointly bridging the digital environment across multiple contexts.

总之，思想政治教育从数字资源到数字价值，再到价值场景化、场景生态化转向，不是创新技术和教育的简单叠加。它是思想政治教育利用数字技术将数据信息加工变成理论，把诠释行为演化为知识，把理论内化为经验，再通过实践检验知识，同时不同教育主体皆在反哺过程中经历着文化再适应和再社会化，共同弥合多重语境下的数字环境。

(3) Boundary Limitations on the Innovative Development of Ideological and Political Education in Digital Survival

（三）数字化生存中思想政治教育创新发展的边界限制

The digitalization of ideological and political education cannot remain merely at the level of these superficial digital information and statistically significant correlations. Data thinking and algorithmic thinking have, in a certain sense, opened up new horizons for innovating ideological and political education, but one must be wary of their constraining effect on human thinking and maintain an appropriate boundary with technology.

思想政治教育数字化不能仅仅停留在这些数字的表面信息和统计学意义的关联上的行为。数据思维、算法思维在一定意义上打开了创新思想政治教育新视野，但要警惕它对人的思维的禁锢，对技术需要保持适度的边界。

1. Be wary of the risks that algorithm- and data-driven approaches pose to the production and dissemination of ideological and political education content. In digital survival, the “absence” of the body brings about the “presence” of irrational emotions, where “moral judgment” always overlaps with “moral coercion.” Driven by capital interests, algorithmic recommendations filter what users “encounter” and “choose,” pushing information that individuals “like.” This inevitably encroaches on the positions of ideological and political education, weakens the dissemination of mainstream values and the main theme, and affects the major issues of “how individuals choose” and “how individuals understand.” Therefore, it is necessary to guard against the transgression of digital technology, recall human subjectivity, and integrate the cultivation of virtue and talent throughout the perception, collection, computation, reasoning, analysis, and application of data in ideological and political education, as well as in related governance activities.

1. 警惕算法、数据驱动给思想政治教育内容生产与传播带来风险。数字化生存中身体的“缺场”带来的是非理性情绪的“上场”，“道德审判”总是与“道德绑架”相互叠加；算法推送受资本利益的驱使，对用户“接触什么”“选择什么”等进行筛选再推送给个体“喜欢”的信息，这势必挤占思想政治教育阵地，弱化主流价值观与主旋律传播，影响个体“如何选择”与“如何理解”的重大问题。因此，要警惕数字技术越界，唤回人的主体性，把立德树人贯穿于思想政治教育数据的感知、采集、计算、推理、分析、应用，及相关的治理活动中。

2. Regulate the data aggregation and secure sharing of the ideological and political education system. Digital technology-driven approaches have greatly promoted quantitative research in ideological and political education and advanced its scientific development. Algorithms are rules; they not only establish the goals that machines attempt to achieve but also point out the paths and methods for achieving those goals. When individuals and institutions increasingly tend to use algorithms to judge public opinion situations and social risks, algorithms turn living lives into actors controlled and dominated by algorithms.[14]14 The original text has a footnote marker [12] here; the translation renumbers it as [14] to continue the sequence. This requires maintaining an appropriate tension between the humanities and technology to bridge the gap between technological forms and ideology; it requires constructing an educational space that connects all domains, all personnel, the entire process, all times, and panoramic views, ensuring the secure sharing of digital resources.

2. 规范思想政治教育系统的数据汇聚和安全共享。数字技术驱动极大地促进了思想政治教育量化研究，推进了其科学化发展。算法即规则，它不仅确立了机器所试图实现的目标，同时也指出了实现目标的路径与方法。当个体、机构，越来越倾向于用算法来判断舆情态势、社会风险时，算法将活生生的生命变成了受算法掌控和支配的行动者。[12]这就需要人文与技术之间保持适度张力，弥补技术形态与意识形态的缝隙；需要建构全域、全员、全程、全时、全景式连接教育空间，确保数字资源安全共享。

The innovative concepts, scientific attitude, and pragmatic spirit of ideological and political education actively promote the development of new quality productive forces. Although the focus of research on the digital transformation of ideological and political education does not have sufficiently strong radiating power and cannot directly reveal considerations of human nature, concerns for people’s livelihoods, or national sentiment, its scope of research has expanded into the field of life views. On the path of fully unleashing the vitality of life and allowing the flower of wisdom to bloom—or, on the path of new quality productive forces empowering the transformation of ideological and political education—we seem to faintly hear a Weberian call: “The light of the great problems of ideological and political education still shines.”

思想政治教育的创新理念、科学态度、务实精神，积极推动着新质生产力的发展。尽管思想政治教育数字化转型研究的着眼点没有足够强的辐射力，也并非能直接显露人性思量、民生关切与国家情怀，但其研究范围拓展到了生命观领域。在让生命的活力充分迸发，智慧之华绽放的道路上（或者说在新质生产力赋能思想政治教育变革这条路上），我们似乎也隐约听到韦伯式的呼唤：“重大的思想政治教育问题的光芒依然存在。”

(Author’s bio: Lu Lan, Adjunct Professor at the School of Marxism, Kunming University of Science and Technology; Professor and Doctoral Supervisor at the School of Marxism, University of Shanghai for Science and Technology)

（作者简介：卢 岚，昆明理工大学马克思主义学院兼职教授，上海理工大学马克思主义学院教授、博士生导师）

Online editor: Tongxin

网络编辑：同心