An Analysis of the Evolution, Construction, and Development of the Function of Ideological and Political Education over the Past 40 Years

The function of ideological and political education is the foundational and systematic support for the establishment and creation of the specialty and discipline of ideological and political education. Over the 40 years since the establishment of the specialty of ideological and political education, scholarly research on the function of ideological and political education, adapting to the needs of theoretical and practical development, has progressed from restoring the Party's fine tradition of the "lifeline" to answer the question of "whether it is needed" to forming a theoretical system with its own unique value to answer the question of "whether it is good," achieving fruitful research results. Lenin pointed out, "To examine every question, one must look at how a certain phenomenon arose in history, what main stages it has passed through in its development, and, based on this development, examine what this thing has become now." [1]1 The Third Plenary Session of the 11th Central Committee of the CPC, held in December 1978, marked a major turning point in post-Mao China, initiating the policy of reform and opening up and shifting the Party's focus away from class struggle to economic development.(P63) Following this methodology, in reviewing the development of the function of ideological and political education over the past 40 years, it is necessary to understand "how the function of ideological and political education evolved in the past," clarify "how the current functional system of ideological and political education is constructed," and thoroughly grasp "how the function of ideological and political education will develop in the future." This undoubtedly holds very important theoretical and practical value for further building the specialty and discipline of ideological and political education and for better fulfilling the proper function of ideological and political education as an important means of governing the Party and the state.

思想政治教育功能是思想政治教育专业和学科得以设置创立的基础性系统性支撑。思想政治教育专业设置40年来，学界关于思想政治教育功能研究，适应理论与实践的发展需要，从恢复党的“生命线”优良传统回答“要不要”的问题到形成具有自身独特价值的理论体系回答“好不好”的问题，取得了丰硕的研究成果。列宁指出，“考察每个问题都要看某种现象在历史上怎样产生、在发展中经过了哪些主要阶段，并根据它的这种发展去考察这一事物现在是怎样的。”[1](P63)遵循这一方法论，回溯40年来思想政治教育功能发展，需要弄明白“过去思想政治教育功能如何演进”，理清楚“当下思想政治教育功能体系如何建构”，搞透彻“未来思想政治教育功能如何发展”等基本问题，这对于进一步建好思想政治教育专业和学科，更好发挥思想政治教育作为治党治国重要方式的应有功能，无疑具有十分重要的理论与实践价值。

I. The Historical Evolution of the Function of Ideological and Political Education over the Past 40 Years

一、40年来思想政治教育功能的历史演进

The function of ideological and political education is the foundational and systematic support for the establishment and creation of the specialty and discipline of ideological and political education. Since the formal establishment of the specialty of ideological and political education in April 1984, the function of ideological and political education has roughly gone through three stages of evolution: preliminary gestation, proposal and creation, and classification and summarization.

思想政治教育功能是思想政治教育专业和学科设置创立的基础性系统性支撑。自1984年4月正式设置思想政治教育专业以来，思想政治教育功能大致经历了前期酝酿、提出创设、分类归纳三个演进阶段。

1. The Early Stage of Specialty Establishment: Preliminary Gestation of the Function of Ideological and Political Education

1. 专业设置早期阶段：思想政治教育功能的前期酝酿

In December 1978, the Third Plenary Session of the 11th Central Committee of the Party broke through the severe shackles of the long-standing "Left" errors and began comprehensive rectification and setting things right, which laid a solid foundation for the establishment of the specialty of ideological and political education, enabling it to be established and achieve initial development. Specifically, the resumption of the college and university entrance examination system and the reintroduction of Marxist theory courses created an urgent need for professionals engaged in teaching ideological theory courses and conducting ideological and political work. During this period, a nationwide great discussion on the criterion of truth took place, fostering a new atmosphere of emancipating the mind and boldly exploring. At the same time, discussions across various sectors of society centered on the scientization of ideological and political education, reaching a general consensus that "ideological and political work is a science." [2]2 "Left" errors refers to the ultra-leftist political line and policies associated with the Cultural Revolution period (1966-1976), which the Party later repudiated.(P16) In August 1983, the State Education Commission organized a demonstration meeting for establishing the specialty of ideological and political education, which established the names "Ideological and Political Education Science" and "Ideological and Political Education Specialty," consolidating a high degree of ideological consensus for the establishment of the specialty and the creation of the discipline. In April 1984, the Ministry of Education issued the "Opinions on Establishing the Specialty of Ideological and Political Education in Twelve Institutions," stipulating "the use of standardized methods to train specialized talents for ideological and political work at various levels, including associate degree students, bachelor's degree students, and second bachelor's degree students, and, where conditions permit, also train graduate students," [3]3 The "lifeline" is a traditional Chinese Communist Party metaphor for the indispensable and guiding role of ideological and political work in all other work, originating from the revolutionary period.(P23) marking the formal establishment of the specialty of ideological and political education. In June of the same year, the Ministry of Education issued the "Opinions on Establishing Second Bachelor's Degree Classes in the Specialty of Ideological and Political Education in Six Higher Education Institutions," proposing "to train ideological and political work personnel for higher education institutions," [3]3 The "lifeline" is a traditional Chinese Communist Party metaphor for the indispensable and guiding role of ideological and political work in all other work, originating from the revolutionary period.(P25) and in the "Opinions on Holding Undergraduate Classes in the Specialty of Ideological and Political Education in Higher Education Institutions," it stipulated "to train and improve the existing group of full-time ideological and political work cadres in higher education institutions who already have higher-level specialized associate degrees." [3]3 The "lifeline" is a traditional Chinese Communist Party metaphor for the indispensable and guiding role of ideological and political work in all other work, originating from the revolutionary period.(P26) In December, the State Education Commission again issued the "Opinions on Trial Second Bachelor's Degree Classes for In-service Personnel in the Specialty of Ideological and Political Education," requiring the improvement of the ideological and political quality and professional level of full-time ideological and political education personnel in higher education institutions. [3]3 The "lifeline" is a traditional Chinese Communist Party metaphor for the indispensable and guiding role of ideological and political work in all other work, originating from the revolutionary period.(P60) In September 1987, the State Education Commission issued another document, deciding to begin training master's degree graduate students in the specialty of ideological and political education starting in 1988.

1978年12月，党的十一届三中全会冲破长期“左”的错误的严重束缚，开始全面拨乱反正，这为思想政治教育专业设置奠定了坚实基础，思想政治教育专业得以设置并获得初步发展。具体而言，恢复高等学校招生考试制度、重新开设马克思主义理论课程，对从事思想理论课程教学和思想政治工作的专业人员提出了迫切需求。这一时期，全国范围内开展了关于真理标准问题的大讨论，形成了解放思想、大胆探索的新气象。同时，社会各界围绕思想政治教育科学化展开了讨论，达成了“思想政治工作是一门科学”[2](P16)的普遍共识。1983年8月，国家教育委员会组织召开设置思想政治教育专业论证会，确立了“思想政治教育学”“思想政治教育专业”名称，为思想政治教育专业设置、学科创立凝聚起高度思想共识。1984年4月教育部下发《关于在十二所院校设置思想政治教育专业的意见》，规定“采取正规化的方法培养大专生、本科生和第二学士生等各种规格的思想政治工作专门人才，有条件的还可培养研究生”，[3](P23)标志思想政治教育专业的正式设置。同年6月，教育部印发《关于在六所高等院校开办思想政治教育专业第二学士学位班的意见》，提出“为高等学校培养思想政治工作人员”，[3](P25)在《关于在高等学校举办思想政治教育本科班的意见》中规定，“培养、提高高等学校现有的一批已具有高层专科毕业学历的专职思想政治工作干部”，P26)12月，国家教育委员会又下发《关于试办思想政治教育专业在职第二学士学位班的意见》，要求提高高等学校思想政治教育专职人员的思想政治素质和业务水平。[3](P60)1987年9月，国家教育委员会再发文，决定从1988年开始培养思想政治教育专业硕士研究生。

Clearly, from the establishment of the specialty of ideological and political education to the opening of second bachelor's degree classes, the holding of undergraduate classes, and then to the trial of in-service second bachelor's degree classes and the beginning of training master's degree graduate students in ideological and political education, the status and role of ideological and political education were fully reflected, and research on its function also entered the preliminary gestation stage in this process in the form of the "theory of status and role."

显见，思想政治教育专业从设置到开办第二学士学位班、举办本科班再到试办在职第二学士学位班、开始培养思想政治教育硕士研究生，思想政治教育的地位作用得以充分体现，其功能研究也在此进程中以“地位作用说”进入前期酝酿阶段。

Emphasizing the status and role of ideological and political education stems from our Party's consistent high regard for ideological and political education throughout different historical periods of revolution, construction, and reform, endowing ideological and political education with the label and positioning of the "lifeline." Based on this, the label and positioning of the "lifeline," summarizing the historical status and important role of ideological and political education from the levels of empirical refinement and factual argumentation, became the key to the birth of its function. Guided by the important expositions of the classic Marxist writers and oriented towards the important role of ideological and political education for the cause of the Party and the state, scholarly researchers summarized and concluded, revealing that ideological and political education is an important guarantee for adhering to the socialist nature and direction, a central link in building socialist cultural-ethical progress, an ideological foundation for promoting the smooth progress of reform, [4]4 *Cihai*: a major comprehensive Chinese dictionary and encyclopedia.(P2) "a lifeline for economic work and all other work," [5]5 The Propaganda Department of the CPC Central Committee: the central body of the Chinese Communist Party responsible for guiding ideology, propaganda, and cultural work.(P91) and a reliable guarantee for preventing and overcoming the erosion of various non-proletarian ideological trends; [6]6 The Academic Degrees Committee of the State Council: the national body under the State Council of the PRC that oversees the establishment and evaluation of academic degree programs.(P95) they formed a unified understanding that ideological and political education cultivates socialist new people, [6]6 The Academic Degrees Committee of the State Council: the national body under the State Council of the PRC that oversees the establishment and evaluation of academic degree programs.(P91) strengthens the political direction, [4]4 *Cihai*: a major comprehensive Chinese dictionary and encyclopedia.(P95) and realizes the Party's leadership over economic work and all other work, [7]7 *post festum*: Latin for “after the feast,” a phrase used by Marx to mean that scientific analysis begins with the completed results of a developmental process.(P119) aiming to "enable ideological and political education to better serve the promotion of comprehensive reform and the implementation of reform and opening up... truly embodying the important status and role of ideological and political education in serving the socialist modernization drive." [5]5 The Propaganda Department of the CPC Central Committee: the central body of the Chinese Communist Party responsible for guiding ideology, propaganda, and cultural work.(P115) At the same time, as the Party's cause grew from small to large and from weak to strong, ideological and political education continuously matured and improved, increasingly becoming an indispensable and important component of the Party's and the state's cause, and undertaking functions such as guarantee, service, inculcation, transformation, regulation, and motivation. In general, this stage took the "theory of status and role" as its theme and main line, making theoretical preparations and ideological groundwork for revealing the function of ideological and political education.

强调思想政治教育的地位作用，源于我们党在革命、建设、改革的不同历史时期始终高度重视思想政治教育，赋予思想政治教育以“生命线”的标识与定位。基于此，“生命线”标识与定位，从经验提炼、事实论证层面总结思想政治教育的历史地位和重要作用成为其功能诞生的关键。学界研究者以马克思主义经典作家的重要论述为指导，以思想政治教育对于党和国家事业的重要作用为取向进行概括总结，揭示了思想政治教育是坚持社会主义性质和方向的重要保证，是建设社会主义精神文明的中心环节，是促进改革顺利进行的思想基础，[4](P2)“是经济工作和其他一切工作的生命线”，[5](P91)是防止和克服各种非无产阶级思潮侵蚀的可靠保证[6](P95)的重要地位；形成了思想政治教育培养社会主义新人、[6](P91)坚定政治方向、[4](P95)实现党对经济工作和其他一切工作领导[7](P119)的统一认识，旨在“使思想政治教育更好地为促进全面改革和实行改革开放服务……真正体现思想政治教育在社会主义现代化建设服务中的重要地位和作用”。[5](P115)与此同时，思想政治教育随着党的事业由小到大、由弱到强而不断走向成熟完善，愈加成为党和国家事业不可或缺的重要组成，且承担着诸如保证、服务、灌输、转变、调节、激励等职能。总的来说，这一阶段是以“地位作用说”为主题主线，为揭示思想政治教育功能做好了理论准备与思想铺垫。

2. The Stage of Continuous Specialty Development: Proposal and Creation of the Function of Ideological and Political Education

2. 专业持续发展阶段：思想政治教育功能的提出创设

Characterized by the gradual establishment of master's degree-authorized disciplines and doctoral degree-authorized disciplines, the specialty of ideological and political education achieved continuous development, showing a trend of simultaneous progress in specialization and disciplinization. In October 1990, the Academic Degrees Committee of the State Council decided to add two master's degree-authorized disciplines, "Marxist Theory Education" and "Ideological and Political Education," under the first-level discipline of Political Science in the category of Law. In May 1996, the Academic Degrees Committee of the State Council approved the joint establishment of the doctoral degree-authorized discipline "Marxist Theory and Ideological and Political Education" by Wuhan University and Central China Normal University; in the same year, the research direction "Marxist Principles" under the doctoral program "Principles of Scientific Socialism" at Renmin University of China was directly converted into the doctoral degree-authorized point for "Marxist Theory and Ideological and Political Education"; Tsinghua University, Beijing University of Science and Technology, and Capital Normal University jointly applied for and were approved for the doctoral degree-authorized point for "Marxist Theory and Ideological and Political Education." In June 1997, the Academic Degrees Committee of the State Council and the State Education Commission jointly issued the "Catalogue of Disciplines and Specialties for Granting Doctoral and Master's Degrees and Cultivating Graduate Students," formally integrating the two second-level disciplines "Marxist Theory Education" and "Ideological and Political Education" into "Marxist Theory and Ideological and Political Education." By August 2004, the Central Committee of the CPC and the State Council promulgated the first document since the founding of New China on strengthening and improving ideological and political education for college students, emphasizing that "the construction of the discipline of ideological and political education should be strengthened, and specialized talents for ideological and political education work should be cultivated." [3]3 The "lifeline" is a traditional Chinese Communist Party metaphor for the indispensable and guiding role of ideological and political work in all other work, originating from the revolutionary period.(P269) The disciplinary construction of ideological and political education was continuously promoted, creating very favorable conditions for studying the function of ideological and political education.

以逐步建立硕士学位授权学科和博士学位授权学科为表征，思想政治教育专业得到持续发展，呈现出专业化、学科化齐头并进的态势。1990年10月，国务院学位委员会决定在法学门类政治学一级学科下增设“马克思主义理论教育”“思想政治教育”两个硕士学位授权学科专业。1996年5月，国务院学位委员会批准武汉大学与华中师范大学联合设立“马克思主义理论与思想政治教育”博士学位授权学科；同年，中国人民大学“科学社会主义原理”博士点的“马克思主义原理”研究方向直接转为“马克思主义理论与思想政治教育”博士学位授权点；清华大学、北京科技大学和首都师范大学联合申报并获批“马克思主义理论与思想政治教育”博士学位授权点。1997年6月，国务院学位委员会和国家教育委员会联合颁布《授予博士、硕士学位和培养研究生的学科、专业目录》，正式将“马克思主义理论教育”“思想政治教育”两个二级学科整合为“马克思主义理论与思想政治教育”。到了2004年8月，中共中央、国务院颁布了新中国成立以来第一个关于加强和改进大学生思想政治教育的文件，强调“要加强思想政治教育学科建设，培养思想政治教育工作专门人才”。[3](P269)思想政治教育学科化建设得以不断推进，为研究思想政治教育功能创造了十分有利的条件。

Any concept has a relatively clear domain of discourse. Then, what are the functions of ideological and political education? On the question of “what are” the functions of ideological and political education, most researchers primarily adopt a method of theoretical inquiry, citing explanations of the word “function” from the *Modern Chinese Dictionary*, *Cihai*, *Encyclopedia of China*, and similar works. Using the basic semantics of “function,” which includes efficacy, role, result, value, etc., as a basis, they elucidate the connotation of the functions of ideological and political education, defining them as: the utility that ideological and political education exerts and accumulates in the course of its operation, the magnitude of which is manifested as the size of its effectiveness or results; [8]8 The 20th National Congress of the CPC: The 20th National Congress of the Communist Party of China, held in October 2022, which set the direction for the Party and state in the New Era.(P17) the inherent use and efficacy of ideological and political education activities; [9]9 The 18th National Congress of the CPC: The 18th National Congress of the Communist Party of China, held in November 2012, which marked the beginning of the New Era under Xi Jinping’s leadership.(P25) the positive and unique role or influence that ideological and political education activities have on their educational objects and even on society as a whole; [10]10 “Four haves newcomers”: A slogan referring to people with ideals, morality, culture, and discipline, originally promoted by Deng Xiaoping in the 1980s.(P57) and so forth. On the question of “what functions” ideological and political education has, most researchers primarily adopt a problem-oriented approach. Starting from the realistic characteristic that ideological and political education itself responds to major practical issues in society, they focus on what functions ideological and political education can play in promoting social development. Keeping pace with the times, they propose basic functions such as the service function, guarantee function, coordination function, and educational function of ideological and political education, as well as specific functions such as the cohesion function, management function, prediction function, and communication function of ideological and political education.

任何概念都有相对明确的论域。那么，思想政治教育功能“是什么”“有什么”？在思想政治教育功能“是什么”的问题上，大多数研究者主要采用学理探究的方式，援引《现代汉语词典》《辞海》《中国百科大词典》等关于“功能”一词的解释，以“功能”所包含的效能、作用、结果、价值等基本语义作为依据阐释思想政治教育功能内涵，将思想政治教育功能界定为：思想政治教育在运行过程中所发挥、积累的效用，其效用的大小表现为成效或效果的大小，[8](P17)思想政治教育活动内在的功用和效能，[9](P25)思想政治教育对其教育对象乃至整个社会所发生的积极独特的作用或影响，[10](P57)等等。在思想政治教育功能“有什么”的问题上，大多数研究者主要按照问题导向，从思想政治教育本身具有的对社会重大现实问题作出回应的现实特点出发，关注思想政治教育在推动社会发展中能够发挥怎样的功能，与时俱进地提出思想政治教育服务功能、保证功能、协调功能、育人功能等基本功能，以及思想政治教育凝聚功能、管理功能、预测功能、沟通功能等具体功能。

3. The Stage of Overall Disciplinary Improvement: Classification and Induction of the Functions of Ideological and Political Education

3. 学科整体健全阶段：思想政治教育功能的分类归纳

Specialties rely on disciplines, and the development of disciplines in turn relies on specialties. Through the adjustment and addition of the first-level discipline of Marxist theory and its subordinate second-level disciplines, the disciplinary status of ideological and political education has been substantially elevated, and the disciplinary system has become increasingly complete. In February 2005, the Propaganda Department of the CPC Central Committee and the Ministry of Education explicitly stated that it was necessary to “strive to build a Marxist disciplinary system with clear research objects and scientifically positioned functions”; [3]3 The "lifeline" is a traditional Chinese Communist Party metaphor for the indispensable and guiding role of ideological and political work in all other work, originating from the revolutionary period.(P294) in December of the same year, the Academic Degrees Committee of the State Council and the Ministry of Education issued a document deciding to “add the first-level discipline of Marxist theory and its subordinate second-level disciplines,” [3]3 The "lifeline" is a traditional Chinese Communist Party metaphor for the indispensable and guiding role of ideological and political work in all other work, originating from the revolutionary period.(P328) establishing under the first-level discipline of Marxist theory the five second-level disciplines: Basic Principles of Marxism, History of Marxist Development, Study of the Sinicization of Marxism, Study of Marxism Abroad, and Ideological and Political Education. In April 2008, the Academic Degrees Committee of the State Council and the Ministry of Education issued a document deciding to add the second-level discipline “Study of Basic Issues in Modern and Contemporary Chinese History” under the first-level discipline of Marxist theory. [3]3 The "lifeline" is a traditional Chinese Communist Party metaphor for the indispensable and guiding role of ideological and political work in all other work, originating from the revolutionary period.(P368) In February 2017, the CPC Central Committee and the State Council issued a document stating, “Support qualified universities in setting up the second-level discipline of Party building under the first-level discipline of Marxist theory.” [11]11 “Four new generations”: A slogan referring to a generation with a firm belief in the Party’s leadership, a strong sense of social responsibility, a high level of scientific and cultural knowledge, and a healthy physique, promoted in the 2000s. Following this requirement, in April 2018, the Academic Degrees Committee of the State Council forwarded the “Construction Plan for the Second-Level Discipline of ‘Party Building’” and the “Training Plan for Doctoral and Master’s Degree Students in the Second-Level Discipline of ‘Party Building’,” explicitly adding the second-level discipline of “Party building” under the first-level discipline of Marxist theory. At this point, the discipline and specialty of ideological and political education were connected at the undergraduate, master’s, and doctoral levels, marking the further establishment of ideological and political education as an independent second-level discipline. Ideological and political education played an important role to a greater extent and within a broader scope, and its functions developed rapidly. Researchers in the academic community also, with a more conscious disciplinary awareness, “expanded new ideas for the study of the functions of ideological and political education,” [12]12 The “two overall situations” refers to the overall situation of the great rejuvenation of the Chinese nation and the overall situation of changes unseen in a century in the world.(P198) promoting the study of the functions of ideological and political education into the stage of classification and induction.

专业以学科为依托，学科的发展又以专业为基础。通过调整增设马克思主义理论一级学科及所属二级学科，思想政治教育学科地位有了实质性提升，学科体系日臻健全。2005年2月，中共中央宣传部、教育部明确提出，要“努力建设一个研究对象明确、功能定位科学的马克思主义学科体系”；[3](P294)同年12月，国务院学位委员会、教育部发文决定“增设马克思主义理论一级学科及所属二级学科”，[3](P328)在马克思主义理论一级学科下设立马克思主义基本原理、马克思主义发展史、马克思主义中国化研究、国外马克思主义研究、思想政治教育五个二级学科。2008年4月，国务院学位委员会、教育部发文，决定在马克思主义理论一级学科下增设“中国近现代史基本问题研究”二级学科。[3](P368)2017年2月，中共中央、国务院发文提出，“支持有条件的高校在马克思主义理论一级学科下设置党的建设二级学科”。[11]遵循此要求，2018年4月，国务院学位委员会转发《“党的建设”二级学科建设方案》及《“党的建设”二级学科博士、硕士学位研究生培养方案》，明确在马克思主义理论一级学科下增设“党的建设”二级学科。至此，思想政治教育学科和专业在本科、硕士、博士三个层面得到贯通，标志着思想政治教育作为独立的二级学科地位进一步确立，思想政治教育在更大程度上更大范围内发挥重要作用，其功能得以快速发展。学界研究者也以更加自觉的学科意识“拓展思想政治教育功能研究的新思路”，[12](P198)推动思想政治教育功能研究进入分类归纳阶段。

Classification and induction refer to summarizing and inducing general concepts, rules, or conclusions from numerous individual things. When Marx analyzed the nature of commodity fetishism in *Capital*, he believed: “Reflection on the forms of human life, and hence their scientific analysis, generally proceeds in a path opposite to their actual development. It begins, *post festum*, with the results of the process of development.” [13](P93) The functions of ideological and political education have their own logic of generation, operation, and development. The various laws and characteristics inherent within them can only be recognized after their functions have been fully developed. Classifying and inducing the functions of ideological and political education, to a certain extent, means following the law of thinking backwards, capturing the essential and necessary connections hidden within various existing specific functions. From the existing research results on the classification of the functions of ideological and political education, there are roughly these types: First, based on the object of the function of ideological and political education, functions are divided into individual functions and social functions; [10]10 “Four haves newcomers”: A slogan referring to people with ideals, morality, culture, and discipline, originally promoted by Deng Xiaoping in the 1980s.(P58) second, based on the result of the function of ideological and political education, functions are divided into positive functions, zero functions, and negative functions; [14] third, based on the attribute of the function of ideological and political education, functions are divided into ideological functions and non-ideological functions; [15] fourth, based on the structure of the function of ideological and political education, functions are divided into internal functions and external functions. [16](P89) The study of the functions of ideological and political education generally shows a trend towards systematization and hierarchization.

分类归纳指从众多个别的事物中概括归纳出一般性的概念、规则或结论。马克思在《资本论》中分析商品拜物教的性质时认为：“对人类生活形式的思索，从而对这些形式的科学分析……是从发展过程的完成的结果开始的。”[13](P93)思想政治教育功能有其自身的生成、运行、发展逻辑，内蕴其中的各种规律和特点只有在其功能得到充分发展之后才能被认识。对思想政治教育功能进行分类归纳，在一定程度上就是按照从后思索法则，从各种已有的具体功能中捕捉隐藏其中的本质的必然的联系。从现有关于思想政治教育功能分类的研究成果来看，大致有这几种分类：一是以思想政治教育功能对象为依据，将思想政治教育功能分为个体功能与社会功能；[10](P58)二是以思想政治教育功能结果为依据，将思想政治教育功能分为正功能、零功能、负功能；[14]三是以思想政治教育功能属性为依据，将思想政治教育功能分为意识形态功能和非意识形态功能；[15]四是以思想政治教育功能结构为依据，将思想政治教育功能分为内部功能和外部功能。[16](P89)思想政治教育功能研究总体上呈现出体系化、层次化趋势。

II. The Overall Construction of the Functional System of Ideological and Political Education

二、思想政治教育功能体系的整体建构

Based on the evolution of the functions of ideological and political education over 40 years of specialty and disciplinary development, the overall construction of a functional system of ideological and political education—systematically integrating and structuring various scattered functions of ideological and political education according to certain rules—plays a very important role in deeply revealing the generative logic and classification standards of the functions of ideological and political education and in enhancing these functions.

基于40年来专业学科发展中思想政治教育功能的演进，整体建构思想政治教育功能体系，将各种零星分散的思想政治教育功能按照一定规则进行系统化的整合与构造，对于深度揭示思想政治教育功能的生成逻辑、分类标准，增强思想政治教育功能，具有十分重要的作用。

1. Methodological Reflection on Constructing the Functional System of Ideological and Political Education

1. 建构思想政治教育功能体系的方法论审思

To summarize the evolution of the functions of ideological and political education over 40 years and to construct the functional system of ideological and political education as a whole, the methodology of systems science should be applied. Regarding function itself, it is an important category within systems science. Systems science is the science that studies the relationship between the structure and function of systems, as well as the laws of their evolution and regulation. It aims to achieve the goal of coordinating the relationships among elements, adjusting the system structure, and optimizing system functions by revealing the commonalities and individualities of various systems. It reveals the logical relationship chain of elements—structure—function—environment within a system and is an important methodology for constructing the functional system of ideological and political education.

总结40年来思想政治教育功能的演进，整体建构思想政治教育功能体系，应运用系统科学的方法论。就功能本身而言，是系统科学中的一个重要范畴。系统科学是研究系统的结构与功能关系、演化和调控规律的科学，旨在通过揭示各种系统的共性与个性达到协调要素关系，调整系统结构、优化系统功能的目的。它揭示了系统的要素—结构—功能以及环境之间的逻辑关系链，是建构思想政治教育功能体系的重要方法论。

Constructing the functional system of ideological and political education using the methodology of systems science. When Engels discussed historical materialism, he pointed out: “The ultimately determining element in history is the production and reproduction of real life.” [17](P604) He emphasized viewing the determining role of the production and reproduction of real life in the sense of “ultimately.” Following this principle, constructing the edifice of the functional system of ideological and political education cannot stop at merely classifying various forms of the functions of ideological and political education. The various specific functions presented by the development of ideological and political education over 40 years have mostly been summarized through factual argumentation, problem back-deduction, or intuitive empirical generalization, making the generation of these functions somewhat vague. Therefore, it is necessary to construct the functional system of ideological and political education as a whole in the sense of “ultimately,” that is, from the dimension of how functions arise. The logic of “elements—structure—function” in systems science solves the “black box” problem of the generation of the functions of ideological and political education. By scientifically deducing according to the logic of “structure determines function” in systems science, establishing a truly meaningful structural standard for judging and measuring the functions of ideological and political education, and discarding the false and retaining the true, simplifying the complex in the generalized functions of ideological and political education, a scientific basis will certainly be provided for constructing the functional system of ideological and political education.

运用系统科学的方法论建构思想政治教育功能体系。恩格斯在论及历史唯物主义时指出：“历史过程中的决定性因素归根到底是现实生活的生产和再生产”，[17](P604)强调从“归根结底”的意义上看待现实生活的生产和再生产的决定性作用。以此为依循，建构思想政治教育功能体系大厦，不能只停留在对各种思想政治教育功能形态的分类上。40年来思想政治教育发展所呈现出的各种具体功能，多是通过事实论证、问题倒推或直观经验概括得来，其功能生成难免有些模糊。因而，要在“归根结底”的意义上即功能如何而来的维度上整体建构思想政治教育功能体系。系统科学关于“要素—结构—功能”的逻辑破解了思想政治教育功能生成这个“黑箱”难题。按照系统科学中“结构决定功能”的逻辑进行科学推导，建立起一种真正意义上的判断与衡量思想政治教育功能的结构性标准，将泛化的思想政治教育功能去伪存真、化繁为简，必将为建构思想政治教育功能体系提供科学的依据。

First, the ideological and political education system must be grasped at the micro level. Systems science holds that "the components of a system can generally be further divided into smaller components, and the components of components may still be components of the system." [18](P22) What is called a component is the smallest unit element that constitutes a system. Grasping the ideological and political education system at the micro level requires not only understanding each independent element within the ideological and political education system, but also further analyzing the interrelationships and modes of combination among these elements. Second, the ideological and political education system must be grasped at the meso level. Every system has a boundary; it is the demarcation line that separates the system from things in universal connection. The sum total of all things or systems outside the system's boundary is called the environment of that system. The existence of a boundary marks the system's connection with the outside, affirms the scope within which the system's functions are exerted, and distinguishes the relationship between the system and its environment. Grasping the ideological and political education system at the meso level means clarifying the boundaries of this system and the exchange of matter, energy, and information between it and its environment, thereby creating a favorable environment for the ideological and political education system. Third, the ideological and political education system must be grasped at the macro level. Hierarchy is one of the basic concepts of systems theory, and an important part of systems analysis is delineating hierarchical structures. Grasping the ideological and political education system at the macro level means viewing the ideological and political education system holistically within a larger system, and comprehensively and integrally analyzing the relationships between this system and other systems. In summary, constructing the functional system of ideological and political education as a whole requires a comprehensive grasp of the ideological and political education system from three levels: micro, meso, and macro.

第一，要从微观上把握思想政治教育系统。系统科学认为，“系统的组分一般还可以划分为更小的组分，组分的组分可能还是系统的组分。”[18](P22)所谓组分即构成系统的最小单元要素。从微观上把握思想政治教育系统，既要了解思想政治教育系统内部每个独立要素，又要进一步分析各个要素之间的相互关系及其结合方式。第二，要从中观上把握思想政治教育系统。凡系统均有边界，它是将系统从普遍联系的事物中划分出来的界限，处于系统边界之外的一切事物或系统的总和称为该系统的环境。边界的存在标识着系统与外部的联系，肯定了系统功能发挥的范围，区分了系统与环境之间的关系。从中观上把握思想政治教育系统就是要厘清该系统的边界及其与环境之间的物质、能量、信息交换，创造有利于思想政治教育系统的良好环境。第三，要从宏观上把握思想政治教育系统。层次是系统学的基本概念之一，系统分析的重要内容是划分层次结构。从宏观上把握思想政治教育系统，就是要在更大的系统中整体看待思想政治教育系统，全面、整体地分析思想政治教育系统与其他系统之间的关系。概言之，整体建构思想政治教育功能体系，需要从微观、中观、宏观三个层次全面把握思想政治教育系统。

2. Basic Principles to Follow in Constructing the Functional System of Ideological and Political Education

2. 建构思想政治教育功能体系的基本原则遵循

Continuing the extension of the functions of ideological and political education over the past 40 years, constructing a functional system of ideological and political education must necessarily follow certain principles. On the one hand, the principle of "elements—structure—function" must be followed. The function of a system is jointly determined by its elements and structure. The state of existence of elements within the system determines whether the system can generate a certain function; this is the determining role of elements on function. When different elements are organized in different ways, structures with different properties and attributes arise, and the properties and attributes of the structure manifest as certain functions; this is the determining role of structure on function. Furthermore, the process of function exertion also has a counter-effect on structure, which can promote the optimization of elements and the improvement of structure, thereby achieving the goal of enhancing function. On the other hand, the principle of "system—whole—comprehensiveness" must be followed. The prominent characteristic of systems thinking is its emphasis on wholeness and comprehensiveness, requiring that we "observe things from a perspective of universal connection, comprehensive system, and developmental change," [19](P17) grasping and studying all its aspects, all its connections and "mediations." This involves not only analyzing the system's characteristics and composition from a holistic perspective, but also comprehensively revealing the hierarchical structure that constitutes the system. Ultimately, the path and standards for constructing the functional system of ideological and political education must be found from these two major principles.

承续40年来思想政治教育功能的延展，建构思想政治教育功能体系必然要遵循一定的原则。一方面，遵循“要素—结构—功能”的原则。系统功能由要素和结构共同决定。要素本身在系统中的存在状况决定了系统能否生成某一功能，这是要素对功能的决定作用；不同要素按照不同方式组织起来会产生性质、属性不同的结构，而结构的性质、属性就表现为某种功能，这是结构对功能的决定作用。此外，功能发挥过程对结构亦有反作用，能促使要素优化、结构完善，达到提升功能的目的。另一方面，遵循“系统—整体—全面”的原则。系统思想的突出特点是强调整体性、全面性，要求“用普遍联系的、全面系统的、发展变化的观点观察事物”，[19](P17)把握和研究它的一切方面、一切联系和“媒介”，既要从整体上分析系统特点与构成，又要全面揭示组成系统的层次结构。说到底，就是要从这两大原则中找到建构思想政治教育功能体系的路径和标准。

First, providing an effective path for constructing the functional system of ideological and political education. The principles of "elements—structure—function" and "system—whole—comprehensiveness" reveal the state of elements, the mode of existence of structures, and the generative logic of functions. They embody the intrinsic, essential, and necessary relationships among elements, structures, systems, environments, and functions, answering the questions of "with what to construct" and "how to construct" the functional system of ideological and political education. In other words, the ideological and political education system involves multiple elements and multiple structures, which are interconnected and interact with each other. These two principles unify the understanding of the functions of ideological and political education into a "structural functionalism," and provide an effective path for constructing a structural functional system of ideological and political education, starting from the elements of ideological and political education, clarifying the structure of ideological and political education through the arrangement and combination of elements, and on this basis, filtering and classifying the specific functions of ideological and political education.

第一，提供建构思想政治教育功能体系的有效路径。“要素—结构—功能”原则、“系统—整体—全面”原则揭示了要素的性质状态、结构的存在方式以及功能的生成逻辑，体现了要素、结构、系统、环境、功能之间内在的、本质的、必然的关系，回答了“以何建构”以及“如何建构”思想政治教育功能体系。进言之，思想政治教育系统涉及多个要素、多种结构，它们之间是相互联系、彼此作用的。这两大原则将对思想政治教育功能的认识统一到“结构功能论”上，并提供了以思想政治教育要素为出发点，通过要素的排列组合厘清思想政治教育的结构，在这一基础上对思想政治教育具体功能进行过滤与归类，开辟建构思想政治教育结构功能体系的有效路径。

Second, clarifying the structural standards for constructing the functional system of ideological and political education. The key to constructing the functional system of ideological and political education lies in solving the problem of construction standards. According to the principle of "elements—structure—function," elements and their arrangement and combination form a structure, and the properties and attributes of the structure manifest as functions. That is to say, the fundamental basis and standard for judging whether a thing has a function and what kind of function it has lies in the structure of that thing. According to the principle of "system—whole—comprehensiveness," within a system, there are structures formed by the interconnection and interaction of elements, structures formed by the interconnection and interaction between structures, and the system itself exists as a structure of a larger system. The principle of "elements—structure—function" and the principle of "system—whole—comprehensiveness" both indicate that the functions of ideological and political education originate from its structure, and also elucidate how to delineate structures within the ideological and political education system. Following these two principles, the single structure of ideological and political education is delineated according to the arrangement and combination of elements; the composite structure of ideological and political education is delineated according to the interaction between structures; and the overall structure of ideological and political education is delineated by placing the ideological and political education system within the social system. These constitute the three major structural standards for the holistic construction of the functional system of ideological and political education.

第二，明确建构思想政治教育功能体系的结构标准。建构思想政治教育功能体系，关键在于解决建构标准的问题。根据“要素—结构—功能”的原则，要素及要素间的排列组合形成结构，结构的性质和属性表现为功能。也就是说，判断一个事物是否具有功能、具有何种功能的根本性依据与标准在于该事物的结构。根据“系统—整体—全面”的原则，在系统之中，有要素及要素间相互联系与作用形成的结构，也有结构与结构间相互联系与作用形成的结构，还有系统本身作为更大系统的结构而存在。“要素—结构—功能”原则与“系统—整体—全面”原则，既表明了思想政治教育功能源于其结构，又阐明了如何在思想政治教育系统中划分结构。遵循这两大原则，按照要素间的排列组合划分出思想政治教育单一结构；根据结构间的相互作用划分出思想政治教育复合结构，将思想政治教育系统置于社会系统之中划分出思想政治教育整体结构，此即为整体建构思想政治教育功能体系的三大结构标准。

3. Forming a Structural Functional System of Ideological and Political Education

3. 形成思想政治教育的结构功能体系

The structural functional system of ideological and political education refers to the whole formed by integrating various specific functions of ideological and political education according to their structural standards, based on the logic that structure generates function. Specifically, based on the three major structural standards of the functional system of ideological and political education, a functional system is constructed with categories including the single structure function, composite structure function, and overall structure function of ideological and political education. This responds to the question of "where the functions of ideological and political education come from" and outlines the hierarchy of "what functions ideological and political education has."

思想政治教育结构功能体系，是指根据结构生成功能的逻辑，将各种思想政治教育具体功能按照其结构标准整合而成的整体。具体而言，以思想政治教育功能体系三大结构标准为依据，建构起以思想政治教育单一结构功能、复合结构功能以及整体结构功能为类别的功能体系，由此回应思想政治教育功能“何来”的问题，并勾勒出思想政治教育功能“有何”的层次。

First, the category of single structure functions of ideological and political education. These are functions generated by the single structure formed by the internal elements of ideological and political education and their arrangement and combination. In the single structure of ideological and political education, the existence of the structure implies the generation of a function. For example, in the subject structure of ideological and political education, because the subject of ideological and political education occupies the principal aspect of the contradiction between the educator and the educated object, it has a leading role and a demonstration effect, ensuring that all links and aspects of ideological and political education develop in the correct direction. This causes the subject structure of ideological and political education to manifest a dominant attribute, thereby generating the guiding function of ideological and political education. For another example, in the content structure of ideological and political education, it includes theoretical knowledge in the areas of thought, politics, morality, and law, possessing the characteristic of enhancing theoretical cognition, thereby generating the cognitive function of ideological and political education.

第一，思想政治教育单一结构功能类别。这是由思想政治教育内部要素及要素间的排列组合构成单一结构生成的功能。在思想政治教育单一结构中，结构的存在就意味着功能的生成。例如，在思想政治教育主体结构中，由于思想政治教育主体在教育者与教育对象这一矛盾中居于矛盾的主要方面，具有引领作用和示范效应，保证着思想政治教育各个环节、各个方面朝着正确方向发展，使思想政治教育主体结构体现出主导属性，从而生成了思想政治教育导向功能。再如，在思想政治教育内容结构中，包含思想、政治、道德、法律各方面的理论知识，具有提升理论认知的特性，进而生成思想政治教育认知功能。

Second, the category of composite structure functions of ideological and political education. These are functions generated by the composite structure formed by the interconnection and interaction between internal structures of ideological and political education. In the ideological and political education system, the interconnection and interaction between different structures constitute the composite structure of ideological and political education. Certain properties and characteristics exhibited by this composite structure are then manifested as corresponding functions. For example, the subject element, object element, goal element, content element, and intermediary element of ideological and political education respectively constitute the subject structure, object structure, goal structure, content structure, and intermediary structure of ideological and political education. Only when these structures operate simultaneously can ideological and political education achieve the effect of educating people and generate its educational function. If any one of these structures is lacking, the educational function of ideological and political education will be difficult to realize. For another example, the interconnection and interaction among the subject structure, content structure, and object structure of ideological and political education generate the shaping function of ideological and political education; the interconnection and interaction among the subject structure, intermediary structure, and object structure generate the regulating function of ideological and political education; the interconnection and interaction between the subject structure and object structure generate the motivating function of ideological and political education, and so on.

第二，思想政治教育复合结构功能类别。这是由思想政治教育内部结构与结构之间相互联系与作用形成复合结构生成的功能。在思想政治教育系统中，不同结构间的相互联系与作用构成思想政治教育复合结构，这种复合结构呈现出的某些属性和特质，便体现为相应的功能。例如，思想政治教育主体要素、客体要素、目标要素、内容要素以及中介要素分别构成了思想政治教育主体结构、客体结构、目标结构、内容结构以及中介结构。只有当这些结构同时运行，思想政治教育方能达到育人效果生成育人功能。若缺乏其中任何一个结构，思想政治教育育人功能都将难以实现。再如，思想政治教育主体结构、内容结构、客体结构之间相互联系和作用生成思想政治教育塑造功能；思想政治教育主体结构、中介结构、客体结构间相互联系和作用生成思想政治教育调节功能；思想政治教育主体结构、客体结构之间相互联系和作用生成思想政治教育激励功能，等等。

Third, the category of the overall structural function of ideological and political education. This is a function generated by the ideological and political education system as a small system with a complete structure within the larger social system. From the perspective of the emergence of ideological and political education, in order to achieve the goal of ideological domination, the ruling class must necessarily regulate the production and distribution of ideas in its own era, carry out certain ideological dissemination and practical activities, promote the emergence of ideological and political education, and thereby become an important component of the larger social system. In other words, for the larger social system, ideological and political education is one of its structures; it is both determined by the socio-economic base and the political superstructure, and serves the socio-economic base and the political superstructure, interacting with the economic, political, and cultural structures of society. For society’s economy, politics, and culture to move forward, they necessarily require corresponding conditions and guarantees, and it is precisely here that the purpose and significance of the existence of the structure of ideological and political education within the larger social system lie—that is, the exertion of the function of ideological and political education.

第三，思想政治教育整体结构功能类别。这是由思想政治教育系统作为社会大系统中的一个完整结构的小系统而生成的功能。从思想政治教育的产生来看，统治阶级为了实现思想统治的目的，必然要调节自己时代的思想生产和分配，进行一定的意识形态传播和实践活动，推动思想政治教育的产生，并由此成为社会大系统中的重要组成部分。换言之，对于社会大系统而言，思想政治教育是其中一个结构，既由社会经济基础和政治上层建筑所决定，又服务于社会经济基础和政治上层建筑，与社会的经济结构、政治结构、文化结构有着相互联系和作用。社会的经济、政治、文化要向前发展，必然需要相应条件和保障，而这正是思想政治教育这一结构在社会大系统中存在的目的和意义，也即思想政治教育功能的发挥。

3. The Orientation of High-Quality Development of the Function of Ideological and Political Education in the New Era

三、新时代思想政治教育功能高质量发展取向

After 40 years of development, the function of ideological and political education has entered a new stage of development, requiring the establishment of corresponding value criteria and a direction for progress. The 20th National Congress of the CPC [8]8 The 20th National Congress of the CPC: The 20th National Congress of the Communist Party of China, held in October 2022, which set the direction for the Party and state in the New Era. pointed out: “High-quality development is the primary task in building a modern socialist country in all respects,” [19](P23) and it is necessary to “accelerate the building of a high-quality education system.” [19](P28) Based on the conditions of the New Era, the function of ideological and political education should take high-quality development as its orientation, precisely positioning the function, optimizing functional elements, raising the functional level, and expanding the functional space.

经过40年的发展，思想政治教育功能迈上新的发展阶段，需要确立起与之相适应的价值准则与前行方向。党的二十大指出：“高质量发展是全面建设社会主义现代化国家的首要任务”，[19](P23)要“加快建设高质量教育体系”。[19](P28)立足新的时代条件，思想政治教育功能要以高质量发展为取向，精准功能定位、优化功能要素、提升功能水平、拓展功能空间。

1. Precise positioning: serving the central tasks of the Party and the state

1. 精准定位：服务党和国家中心任务

First, enhance explanatory power. The central tasks of the Party and the state are necessarily embodied through a series of lines, principles, and policies, which constitute an important content of ideological and political education. Only through thorough and meticulous ideological and political education, by explaining, publicizing, and mobilizing the masses, can the Party’s lines, principles, and policies be understood, accepted, implemented, and carried out by the broad masses of the people. Today, ideological and political education must explain the rich connotations of Chinese-path modernization, analyze the development direction of Chinese-path modernization, alleviate people’s theoretical confusion about “what, why, and how” regarding Chinese-path modernization, and guide people to deepen their scientific understanding and rational identification with Chinese-path modernization. Second, strengthen cohesive force. Completing the various central tasks of the Party and the state requires strong spiritual momentum, and it requires uniting the people of all ethnic groups across the country into a mighty force for advancing the great cause of building a strong country and the rejuvenation of the Chinese nation. Ideological and political education must focus on uniting the Party spirit, the military spirit, and the people’s spirit, and also on gathering the centripetal force of social members, the unity of people of all ethnic groups, and the striving force of Chinese sons and daughters, unifying the actions of the entire Party, all industries, and all the people into the grand practice of comprehensively advancing the great rejuvenation of the Chinese nation through Chinese-path modernization. Third, construct safeguarding force. The correct political direction is a reliable guarantee for completing the central tasks of the Party and the state, and the Party’s leadership is the foundation of the correct political direction. Only by fully exerting the Party’s strong leadership role can we steer and guide Chinese-path modernization. Ideological and political education must systematically introduce and comprehensively analyze the historical logic, realistic logic, theoretical logic, and practical logic of upholding the Party’s comprehensive leadership to the masses, enabling them to clearly recognize that the CPC has always been the leading core force in China’s revolution and construction endeavors. Only by upholding the leadership of the CPC can we, with firm conviction in inevitable victory, a strong sense of responsibility, and a high degree of historical consciousness, seek happiness for the people and rejuvenation for the nation, thereby consolidating and strengthening the CPC’s governing foundation and providing a strong and powerful political guarantee for completing the central tasks of the Party and the state.

第一，提升阐释力。党和国家的中心任务必然通过一系列路线、方针、政策体现出来，这构成了思想政治教育的重要内容。只有通过深入细致的思想政治教育，向人民群众做好阐释、宣传和动员工作，才能使党的路线、方针、政策为广大人民群众所理解接受和贯彻执行。如今，思想政治教育要解释好中国式现代化的丰富内涵，解析好中国式现代化的发展方向，纾解人们对于中国式现代化“是何、为何、如何”的理论困惑，引导人们加深对中国式现代化的科学认知、理性认同。第二，强化凝聚力。完成党和国家各项中心任务需要强劲的精神动力，需要将全国各族人民凝聚成推进强国建设、民族复兴伟业的磅礴力量。思想政治教育既要着力于凝聚党心、军心和民心，又要着力于聚集社会成员的向心力、各族人民的团结力、中华儿女的奋斗力，把全党上下、各行各业、全体人民的行动统一到以中国式现代化全面推进中华民族伟大复兴的壮阔实践中。第三，构建保障力。正确的政治方向是完成党和国家中心任务的可靠保障，党的领导则是正确政治方向的根本，惟有充分发挥党的坚强领导作用，方能为中国式现代化领航导向。思想政治教育要向人民群众系统宣介、全面解析坚持党的全面领导的历史逻辑、现实逻辑、理论逻辑以及实践逻辑，使人民群众清楚认识到中国共产党始终是中国革命和建设事业的领导核心力量，只有坚持中国共产党的领导，才能以坚定的必胜信念、强烈的担当精神、高度的历史自觉为人民谋幸福、为民族谋复兴，从而巩固和夯实中国共产党的执政基础，为完成党和国家中心任务提供坚强有力的政治保障。

2. Optimizing elements: empowering Chinese-path modernization

2. 优化要素：赋能中国式现代化

Optimizing the functional elements of ideological and political education means improving and perfecting the elements of ideological and political education. Over the 40 years since the establishment of the ideological and political education specialty, the collection composed of the theoretical system, talent system, team system, platform system, etc., of ideological and political education has been promoted holistically and constructed systematically, presenting a good development trend of serving the various tasks of the Party and the state through element optimization. Xi Jinping pointed out in the report to the 20th National Congress of the CPC: “Our Party has successfully promoted and expanded Chinese-path modernization,” [19](P18) and comprehensively, systematically, and deeply explained the Chinese characteristics, essential requirements, and major principles of Chinese-path modernization. Advancing Chinese-path modernization is the greatest political task of the New Era.

优化思想政治教育功能要素，即对思想政治教育要素进行改良与完善。思想政治教育专业设置40年来，思想政治教育理论体系、人才体系、队伍体系、平台体系等组成集合得到整体化推进和系统化建设，呈现出以要素优化服务党和国家各项任务的良好发展态势。习近平在党的二十大报告中指出，“我们党成功推进和拓展了中国式现代化”，[19](P18)并全面系统深入地阐释了中国式现代化的中国特色、本质要求和重大原则。推进中国式现代化是新时代最大的政治任务。

First, optimize the goal element. The successful pioneering and advancement of Chinese-path modernization has not only laid a good material foundation for the development of the function of ideological and political education but also placed higher demands on the goal element of the function of ideological and political education. Ideological and political education must both highlight the adaptation of Marxism to the Chinese context and the needs of the times, strengthening the theoretical armament of Chinese-path modernization; also focus on the group of young university students, cultivating a talent team for Chinese-path modernization; and also focus on cultural-ethical progress, creating a good atmosphere for Chinese-path modernization. Second, optimize the subject element. The essence of modernization is the modernization of people. Realizing Chinese-path modernization requires relying on the modernization of people and also takes the modernization of people as a measure. The subject element of ideological and political education, as a dominant element, directly relates to the modernization of people in Chinese-path modernization. It is necessary to strengthen the Party’s leadership over ideological and political education, “build a work team combining full-time and part-time personnel, fully staff and strengthen the backbone team for ideological and political work, enrich and optimize the part-time work team, continuously expand the volunteer service work team… cultivate experts in ideological and political work,” [20] and cultivate a large number of socialist builders and successors with modern qualities and abilities. Third, optimize the content element. Chinese-path modernization is a high-level summary of China’s socialist modernization development path, reflecting the major theoretical and practical innovations and breakthroughs of our Party since the 18th National Congress of the CPC. [9]9 The 18th National Congress of the CPC: The 18th National Congress of the Communist Party of China, held in November 2012, which marked the beginning of the New Era under Xi Jinping’s leadership. The content element of ideological and political education, as a product of the times, must necessarily conform to the requirements of the times and embody the spirit of the times. This requires integrating the theory of Chinese-path modernization into the content of ideological and political education through methods such as entering academia, entering disciplines, entering curricula, entering training, and entering reading materials.

第一，优化目标要素。中国式现代化的成功开拓与推进既为思想政治教育功能发展奠定了良好物质基础，也对思想政治教育功能目标要素提出了更高要求。思想政治教育既要突出中国化时代化马克思主义，强化中国式现代化理论武装；亦要围绕青年大学生群体，培养中国式现代化人才队伍；还要着力精神文明建设，营造中国式现代化良好氛围。第二，优化主体要素。现代化的本质是人的现代化，实现中国式现代化既要依靠人的现代化，又要以人的现代化为衡量标准。思想政治教育主体要素作为具有主导性的要素，直接关系着中国式现代化中人的现代化。要加强党对思想政治教育的领导，“打造专兼结合的工作队伍，配齐配强思想政治工作骨干队伍，充实优化兼职工作队伍，不断壮大志愿服务工作队伍……培养思想政治工作的行家里手”，[20]培养大批具有现代化素质和能力的社会主义建设者和接班人。第三，优化内容要素。中国式现代化是对我国社会主义现代化发展道路的高度概括，体现着党的十八大以来我们党理论和实践上的重大创新突破。思想政治教育的内容要素作为时代的产物，必然要顺应时代要求、体现时代精神，这就要求通过进学术、进学科、进课程、进培训、进读本等方式将中国式现代化的理论融入思想政治教育的内容之中。

3. Raising the level: promoting the free and comprehensive development of people

3. 提升水平：促进人的自由全面发展

Raising the functional level of ideological and political education means promoting the function of ideological and political education to reach new heights in both quality and quantity. Over the 40 years since the establishment of the ideological and political education specialty, it has continuously achieved innovative development, achieving significant results in cultivating “four haves newcomers,” [10]10 “Four haves newcomers”: A slogan referring to people with ideals, morality, culture, and discipline, originally promoted by Deng Xiaoping in the 1980s. “four new generations,” [11]11 “Four new generations”: A slogan referring to a generation with a firm belief in the Party’s leadership, a strong sense of social responsibility, a high level of scientific and cultural knowledge, and a healthy physique, promoted in the 2000s. and new-era people with comprehensive development in morality, intelligence, physique, aesthetics, and labor. The report to the 20th National Congress of the CPC emphasized the need to achieve “more obvious substantive progress in people’s comprehensive development and common prosperity for all people.” [19](P20) People’s comprehensive development means that “people, in an all-round way… take possession of their own comprehensive essence,” [21](P189) including not only the comprehensive development of people’s needs and abilities but also the comprehensive development of people’s social interactions, as well as the comprehensive improvement of people’s qualities and the free development of individuals. Ideological and political education is one of the ways to realize people’s comprehensive development, and the state of people’s comprehensive development directly reflects the level of exertion of the function of ideological and political education.

提升思想政治教育功能水平，即促进思想政治教育功能发挥在质和量上达到新高度。思想政治教育专业设置40年来不断实现创新发展，在培养“四有新人”“四个新一代”以及德智体美劳全面发展的时代新人方面取得显著成绩。党的二十大报告强调要使“人的全面发展、全体人民共同富裕取得更为明显的实质性进展”。[19](P20)人的全面发展是“人以一种全面的方式……占有自己的全面的本质”，[21](P189)既包括人的需要及能力的全面发展，也包括人的社会交往的全面发展，还包括人的素质的全面提高和个体的自由发展。思想政治教育是实现人的全面发展的方式之一，人的全面发展状态如何直接映照着思想政治教育功能的发挥水平。

First, focus on the needs of the object. In the proposition of the all-round development of the human person, the human person is a real person living in social relations in real society. To enhance the functional level of ideological and political education from the perspective of promoting the all-round development of the human person, it is necessary to regard the educational object as a real person with opinions, choices, and creativity, to take the actual needs of the educational object, especially the needs of the spiritual world, as the starting point for teaching according to aptitude, to make efforts in enhancing subject consciousness, shaping subject personality, and developing subject ability, and to care for the spiritual growth, development, and progress of the educational object. Second, enrich the content supply. The all-round development of the human person points to comprehensiveness and developmental nature, and is the comprehensive enhancement and continuous development of virtue, wisdom, physical ability, aesthetics, and so on. This requires constructing a comprehensive, three-dimensional content system that runs through fine traditional Chinese culture, revolutionary culture, and advanced socialist culture, and also covers morality, intelligence, physique, aesthetics, and labor, so as to promote the all-round development of the human person through content innovation in ideological and political education. Third, innovate the application of methods. The all-round development of the human person is a process in which the human person as a subject actively seeks the development of their individuality, abilities, and social relations. Providing the subject with the spiritual impetus to achieve all-round development is the proper meaning of ideological and political education. This requires ideological and political education to “continue to use good methods, improve old methods, and explore new methods,”[22] to get closer to the educatee through innovation in methods and means, to enhance the leading power and attractiveness of ideological and political education, and to better stimulate the conscious initiative of the educational object.

第一，注重客体需求。在人的全面发展这一命题中，人是现实社会中、活生生地处于社会关系中的人。从促进人的全面发展的角度提升思想政治教育功能水平，必须将教育对象视为有主见、有选择、有创造性的现实的人，以教育对象的实际需求特别是精神世界的需求为出发点进行因材施教，在增强主体意识、塑造主体人格、开发主体能力上下功夫，关照教育对象的精神成长、发展和进步。第二，丰富内容供给。人的全面发展指向全面性、发展性，是德性、智慧、体能、审美等全面提升和不断发展。这要求构建既贯通中华优秀传统文化、革命文化、社会主义先进文化，又涵盖德、智、体、美、劳的全方位、立体化内容体系，以思想政治教育的内容创新促进人的全面发展。第三，创新方法运用。人的全面发展是作为主体的人积极寻求其个性、能力、社会关系发展的过程，为主体提供实现全面发展的精神动力是思想政治教育的应有之义。这要求思想政治教育要“沿用好办法、改进老办法、探索新办法”，[22]通过方式方法创新更加贴近受教育者，提升思想政治教育的引领力和吸引力，更好激发教育对象的自觉能动性。

4. Expanding the space: strengthening the international comparative perspective

4. 拓展空间：强化国际比较视野

Expanding the functional space of ideological and political education means broadening and extending the functional scope of ideological and political education on the original basis. Over the past 40 years, with the establishment of specialized fields, the creation of the discipline, and the formation of the main channel, main front, and main battlefield, ideological and political education has gradually built an educational pattern with school education as the mainstay, supplemented by family education and social education, and with close coordination among schools, families, and society, enabling ideological and political education to play a role in a wider range and broader fields. Entering the New Era, China is increasingly moving closer to the center of the world stage, while simultaneously facing the interweaving of the “two overall situations” [12]12 The “two overall situations” refers to the overall situation of the great rejuvenation of the Chinese nation and the overall situation of changes unseen in a century in the world. in the contemporary era. This undoubtedly requires grasping the function of ideological and political education from the dialectical unity of China’s standpoint and an international perspective, and expanding the international space of the function of ideological and political education.

拓展思想政治教育功能空间，即在原有基础上拓宽延展思想政治教育功能的作用面。40年来，思想政治教育随着专业设置、学科创立以及主渠道、主阵地、主战场的形成建立，逐渐构建起以学校教育为主、家庭教育和社会教育为辅，学校、家庭、社会紧密配合的育人格局，使思想政治教育在更大范围与更广领域中发挥作用。进入新时代，我国日益走近世界舞台中央，同时面临着“两个大局”相互交织的时代境遇。这无疑要求从中国立场和国际视野的辩证统一中把握思想政治教育功能，拓展思想政治教育功能的国际空间。

First, set training goals within an international comparative perspective. From an inward dimension, the foothold of strengthening the international comparative perspective lies in correctly understanding the general trend of world and Chinese development, correctly understanding Chinese characteristics and international comparisons, and cultivating a person’s world vision. Ideological and political education is, in the final analysis, work done with people, aiming to educate, guide, and shape people. It is necessary to uphold the concept of “facing modernization, facing the world, facing the future,”[23](P164) introduce international elements into educational content, actively carry out global ethics education, life education, ecological environment education, understanding education, peace and development education, etc., and strive to cultivate innovative talents who are adept at using a world vision to observe and handle issues in China’s socialist modernization, as well as to observe and handle international issues from the standpoint of China and the interests of the nation. Second, clarify strategic tasks within an international comparative perspective. From an outward dimension, strengthening the international comparative perspective means clearly explaining the historical traditions, cultural accumulation, and development path of our country and nation on the international stage, breaking the dilemma of “having reason but being unable to articulate it, and being unable to spread it once articulated,” and highlighting our country’s international comparative advantages. This is an important strategic orientation of the function of ideological and political education in the New Era. It is necessary to strive to refine and display the spiritual symbols and cultural essence of Chinese civilization, create new concepts, new categories, and new expressions that integrate China and the rest of the world, and make due contributions to enhancing China’s international communication capacity.

其一，在国际比较视野中设定培养目标。从向内的维度看，强化国际比较视野的立足点在于正确认识世界和中国发展大势、正确认识中国特色和国际比较，培养人的世界眼光。思想政治教育归根结底是做人的工作，旨在教育人、引导人、塑造人。要秉持“面向现代化、面向世界、面向未来”[23](P164)的理念，在教育内容中引入国际元素，积极开展全球伦理教育、生活教育、生态环境教育、理解教育、和平发展教育等，着力培养善用世界眼光观察、处理我国社会主义现代化建设中的问题以及站在我国、民族利益的立场观察、处理国际问题的创新人才。其二，在国际比较视野中明确战略任务。从向外的维度看，强化国际比较视野就是要在国际舞台上讲清楚我们国家和民族的历史传统、文化积淀、发展道路，破解“有理说不出、说了传不开”的困境，凸显我国的国际比较优势，这是新时代思想政治教育功能的重要战略面向。要着力提炼展示中华文明的精神标识和文化精髓，打造融通中外的新概念、新范畴、新表述，为增强中国的国际传播能力作出应有贡献。

(Author profiles: Huang Rongsheng, Director, Professor, and Doctoral Supervisor of the Research Center for Marxist Theory, Southwest University; Liu Yunbin, Doctoral Student, School of Marxism, Southwest University)

（作者简介：黄蓉生，西南大学马克思主义理论研究中心主任、教授，博士生导师；刘云彬，西南大学马克思主义学院博士研究生）

Online editor: Tongxin

网络编辑：同心