The Historical Development and Basic Experience of the Construction of the Discipline of Ideological and Political Education

This year marks the 40th anniversary of the establishment of the specialty of ideological and political education. Over the past 40 years, the discipline of ideological and political education has gradually been conceived, established, and developed in the practice of constructing the specialty of ideological and political education, traversing an extraordinary journey and achieving glorious accomplishments. As a key discipline positioned as the “lifeline” and “central link,” the discipline of ideological and political education faces new tasks and challenges under the circumstances of the accelerated evolution of the “two overall situations” [1]1 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., and bears the historical mission of cultivating new generations of the era who can reassure the Party, love and contribute to the country, and shoulder the heavy responsibility of national rejuvenation. Systematically reviewing the development history of the discipline of ideological and political education and summarizing the achievements and experience of its construction hold important theoretical and practical value for promoting the connotative development of the discipline of ideological and political education in the New Era.

今年是思想政治教育专业设立40周年。40年来，思想政治教育学科在思想政治教育专业建设实践中逐渐孕育、确立和发展，走过极不平凡的风雨历程，取得了光荣灿烂的成就。思想政治教育学科，作为一门定位于“生命线”和“中心环节”的关键学科，在“两个大局”加速演进的形势下面临着新任务新挑战，承担着培养让党放心、爱国奉献、担当民族复兴重任的时代新人的历史使命。系统梳理思想政治教育学科的发展历史，总结思想政治教育学科建设的成就与经验，对于推动新时代思想政治教育学科建设的内涵式发展具有重要理论和实践价值。

I. The Conception, Establishment, and Development of the Discipline of Ideological and Political Education

一、思想政治教育学科的孕育、确立与发展

“Specialty” and “discipline” are two concepts that are both distinct and closely related. The former is a substantive foundation set up for talent cultivation and teaching classification; the latter is an academic collection divided according to knowledge systems, focusing on the study of phenomena and laws in a specific field, possessing its own independent knowledge system, research objects, and research methods. Over the 40 years since the establishment of the specialty of ideological and political education, it has undergone a development process from having a specialty without a discipline, to a mismatch between specialty and discipline, and finally to consistency between specialty and discipline. Along with the development of the specialty of ideological and political education, the discipline of ideological and political education emerged in response to arduous exploration and has continuously flourished and developed through upholding fundamental principles and breaking new ground.

专业和学科是两个有所区别又联系紧密的概念。前者是为人才培养和教学分类设置的实体依托；后者是依据知识体系划分、对一定领域现象和规律进行集中研究的学术集合，有其自身独立的知识体系、研究对象和研究方法。思想政治教育专业设立40年来，经历了一个有专业无学科、专业与学科不匹配、专业与学科相一致的发展过程。伴随着思想政治教育专业的发展，思想政治教育学科在艰辛探索中应运而生、在守正创新中不断繁荣发展。

First, the germination and cultivation of the discipline of ideological and political education (1984–1995). Reviewing the development history of the discipline of ideological and political education reveals that although the birth of the discipline lagged behind the establishment of the specialty, there is an inseparable connection between the two. This connection is clearly reflected in the following chronological milestones. On August 11, 1980, the *Guangming Daily* published an article titled “Ideological and Political Work is a Science,” initiating a major discussion on whether ideological and political work possesses scientificity. On July 1, 1983, the Central Committee of the CPC approved and transmitted the “Outline for the Ideological and Political Work of Employees in State-Owned Enterprises (Trial Implementation),” emphasizing that ideological and political work is work with strong scientific, political, and policy-related characteristics, and that existing comprehensive national universities, liberal arts colleges, and colleges affiliated with various ministries, commissions, and general bureaus should, provided they have the necessary conditions, establish political work specialties or set up training courses for political work cadres [1]1 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. (p. 381), heralding the dawn of the birth of the specialty of ideological and political education. On April 13, 1984, the Ministry of Education promulgated the “Opinions on Establishing the Specialty of Ideological and Political Education in Twelve Institutions,” deciding to establish undergraduate specialties in ideological and political education at 12 universities, including Tsinghua University, marking the formal establishment of the specialty of ideological and political education. In June 1984, the Ministry of Education successively promulgated the “Opinions on Offering Second Bachelor’s Degree Classes in the Specialty of Ideological and Political Education at Six Higher Education Institutions” and the “Opinions on Offering Undergraduate Classes in Ideological and Political Education at Higher Education Institutions,” further expanding the specialty of ideological and political education to second bachelor’s degree cultivation on the basis of setting up the specialty and conducting pilot undergraduate training. On May 29, 1987, the Central Committee of the CPC issued the “Decision on Improving and Strengthening Ideological and Political Work in Higher Education Institutions,” stating that “relevant institutions should earnestly run the specialty of ideological and political education well, run the second bachelor’s degree classes well, and create conditions for cultivating master’s and doctoral students in this field” [2]2 The “three倡导s” (three advocates) refers to the three sets of value propositions—prosperity, democracy, civility, harmony; freedom, equality, justice, rule of law; patriotism, dedication, integrity, friendship—that were later condensed into the 12 core socialist values. (p. 700). In accordance with the spirit of the Central Committee, the State Education Commission issued the “Notice on the Implementation Opinions for Cultivating Master’s Degree Students in the Specialty of Ideological and Political Education” in September of the same year, deciding that the specialty of ideological and political education would begin cultivating master’s degree students from 1988. On August 31, 1994, the Central Committee of the CPC issued the “Opinions on Further Strengthening and Improving Moral Education in Schools,” stating that the disciplinary construction of ideological and political education should be strengthened, and that “ideological and political education should be strengthened as a key discipline within the humanities and social sciences” [2]2 The “three倡导s” (three advocates) refers to the three sets of value propositions—prosperity, democracy, civility, harmony; freedom, equality, justice, rule of law; patriotism, dedication, integrity, friendship—that were later condensed into the 12 core socialist values. (p. 835). Thus, it can be seen that from the establishment of the specialty of ideological and political education to the period before the approval of the “Marxist Theory and Ideological and Political Education” doctoral degree authorization point in 1996, the specialty of ideological and political education cultivated undergraduate and graduate students, offered second bachelor’s degree classes, and leading disciplinary figures took the lead in recruiting doctoral students, initially forming a favorable situation of coordinated development between specialty construction and talent cultivation. During this period, the discipline of ideological and political education had not yet been established, and ideological and political education was in a state of “having a specialty without a discipline.” However, it can be clearly seen that the discipline of ideological and political education began to be conceived, cultivated, and germinate within the practice of constructing the specialty of ideological and political education.

第一，思想政治教育学科的萌芽与培育（1984—1995年）。回顾思想政治教育学科的发展历史可以发现，思想政治教育学科的诞生虽然滞后于思想政治教育专业的设立，但两者之间存在着密不可分的关联性。这种关联性，在如下的几个时间节点得以清晰体现。1980年8月11日，《光明日报》刊发题为《思想政治工作是一门科学》的文章，开始了一场思想政治工作是否具有科学性的大讨论。1983年7月1日，中共中央批转了《国营企业职工思想政治工作纲要（试行）》，强调思想政治工作是科学性、政治性、政策性很强的工作，现有的全国综合性大学、文科院校，各部、委、总局所属的大专院校，只要具备一定条件，都应该开设政治工作专业或设立政治工作干部研修班，[1](P381)迎来了思想政治教育专业诞生的曙光。1984年4月13日，教育部颁布《关于在十二所院校设置思想政治教育专业的意见》，决定在清华大学等12所高校设置思想政治教育本科专业，标志着思想政治教育专业的正式设立。1984年6月，教育部相继颁布《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》《关于在高等学校举办思想政治教育本科班的意见》，在设置思想政治教育专业、进行本科生试点培养的基础上进一步将思想政治教育专业拓展到第二学士学位培养。1987年5月29日，中共中央发布《关于改进和加强高等学校思想政治工作的决定》，指出“有关院校要认真办好思想政治教育专业，办好第二学士学位班，并创造条件培养这方面的硕士和博士研究生”。[2](P700)按照中央精神，国家教育委员会于同年9月印发《关于思想政治教育专业培养硕士研究生实施意见》的通知，决定思想政治教育专业从1988年起培养硕士研究生。1994年8月31日，中共中央印发《关于进一步加强和改进学校德育工作的若干意见》，指出要加强思想政治教育的学科建设，“把思想政治教育作为人文社会科学的重点学科加强建设”。[2](P835)由此可见，从思想政治教育专业设立到1996年“马克思主义理论与思想政治教育”博士学位学科授权点获批前的这一时期，思想政治教育培养本科生和研究生，开办专业第二学士学位班，并由学科领军人物率先开始招收博士研究生，初步形成了专业建设和人才培养协同发展的良好局面。在这一时期，思想政治教育学科尚未设立，思想政治教育处于“有专业无学科”的发展状态，但已经能够清楚地看到，思想政治教育学科开始在思想政治教育专业建设实践中酝酿、培育并初现萌芽。

Second, the start-up and exploration of the discipline of ideological and political education (1996–2004). After a decade of construction, the specialty of ideological and political education had a good foundation and achieved considerable development, and the necessity and urgency of establishing the discipline of ideological and political education became a consensus in the academic community. In 1995, the Academic Degrees Committee of the State Council, based on entrusting an expert group to investigate and comprehensively evaluate the teaching, research, and master’s student cultivation of the specialty of ideological and political education, adopted the expert group’s suggestion to merge ideological and political education with Marxist theory education, leveraging comprehensive advantages to jointly build doctoral programs. In 1996, following applications from institutions and review by the Academic Degrees Committee of the State Council, the first batch of national “Marxist Theory and Ideological and Political Education” doctoral degree authorization points was established. The Academic Degrees Committee of the State Council and the State Education Commission promulgated the newly revised “Catalogue of Disciplines and Specialties for Granting Doctoral and Master’s Degrees and Cultivating Graduate Students” in 1997, establishing “Marxist Theory and Ideological and Political Education” as a second-level discipline under the first-level discipline of political science. The establishment of the second-level discipline of “Marxist Theory and Ideological and Political Education” provided disciplinary support for the construction of the specialty of ideological and political education, but the discipline supporting the specialty did not fully match the specialty it supported. In August 2004, the Central Committee of the CPC and the State Council promulgated the “Opinions on Further Strengthening and Improving Ideological and Political Education for College Students,” proposing to “strengthen the disciplinary construction of ideological and political education and cultivate specialized talents for ideological and political education work” [3]3 The 1986 "Resolution on the Guiding Principles for the Construction of Socialist Cultural-Ethical Progress" was a key document of the 12th CPC Central Committee at its Sixth Plenary Session, outlining the framework for socialist spiritual civilization. (p. 1118), pointing the direction and providing guidance for separating ideological and political education from the second-level discipline of “Marxist Theory and Ideological and Political Education” and formally establishing it as an independent second-level discipline.

第二，思想政治教育学科的起步与探索（1996—2004年）。思想政治教育专业经过十年建设，已经有了很好的基础，取得了长足的发展，设立思想政治教育学科的必要性和迫切性成为学界共识。1995年，国务院学位办在委托专家组对思想政治教育专业的教学、科研和硕士研究生的培养情况进行调研、综合评估的基础上，吸纳专家组建议，将思想政治教育与马克思主义理论教育合并，发挥综合优势，共同建设博士点。1996年，经过学校申报和国务院学位办审核，全国首批马克思主义理论与思想政治教育博士学位授权学科点建立。国务院学位委员会和国家教育委员会1997年颁布新修订的《授予博士、硕士学位和培养研究生的学科、专业目录》，在政治学一级学科下设“马克思主义理论与思想政治教育”二级学科。“马克思主义理论与思想政治教育”二级学科的设立，使思想政治教育专业建设有了学科支撑，但作为专业支撑的学科与其支撑的专业并不完全匹配。2004年8月，中共中央和国务院颁布《关于进一步加强和改进大学生思想政治教育的意见》，提出要“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](P1118)为将思想政治教育从“马克思主义理论与思想政治教育”二级学科中剥离出来，正式确立为独立的二级学科指明了方向、提供了遵循。

Third, the establishment and development of the discipline of ideological and political education (2005 to the present). To meet the needs of the practical development of socialist modernization, it was urgently necessary to establish Marxist theory as a first-level discipline, enabling it to undertake the tasks of cultivating Marxist theoretical talent, scientific research, social services, and cultural-ethical inheritance and innovation, and to provide academic support for the teaching of ideological and political theory courses in higher education (hereinafter referred to as “ideological and political courses”). In 2005, the Academic Degrees Committee of the State Council and the Ministry of Education issued the “Notice on Adjusting and Adding Marxist Theory as a First-Level Discipline and Its Subordinate Second-Level Disciplines,” deciding to add “Marxist Theory” as a first-level discipline in the “Catalogue of Disciplines and Specialties for Granting Doctoral and Master’s Degrees and Cultivating Graduate Students,” and to establish “Ideological and Political Education” as a second-level discipline under the first-level discipline of Marxist Theory. It explicitly stated that ideological and political education “is a discipline that uses Marxist theory and methods to specifically study the formation, development, and laws of ideological and political education of people’s ideological and moral character, and to cultivate people’s correct worldview, outlook on life, and values.” [3]3 The 1986 "Resolution on the Guiding Principles for the Construction of Socialist Cultural-Ethical Progress" was a key document of the 12th CPC Central Committee at its Sixth Plenary Session, outlining the framework for socialist spiritual civilization.(P1193) This marked the formal establishment of ideological and political education as an independent second-level discipline and signified that the professional construction of ideological and political education began to have a corresponding disciplinary support. On January 25, 2006, approved by the 22nd meeting of the Academic Degrees Committee of the State Council, the Academic Degrees Committee of the State Council issued the “Notice on Approving the List of the 10th Batch of Disciplines and Specialties Authorized to Grant Doctoral and Master’s Degrees.” Nationwide, 37 second-level disciplines of ideological and political education passed the review to become doctoral degree programs in ideological and political education, and 144 second-level disciplines of ideological and political education passed the review to become master’s degree programs. [4]4 The 1996 "Resolution on Several Important Issues Concerning the Strengthening of the Construction of Socialist Cultural-Ethical Progress" was adopted at the Sixth Plenary Session of the 14th CPC Central Committee, further refining moral construction under market-economy conditions. In September 2008, the Propaganda Department of the CPC Central Committee and the Ministry of Education issued the “Opinions on Further Strengthening the Construction of the Teaching Staff for Ideological and Political Theory Courses in Higher Education Institutions,” emphasizing the need to “vigorously strengthen the construction of the Marxist theory discipline” and “improve the second-level discipline system” to “provide disciplinary support for the construction of the teaching staff for ideological and political theory courses in higher education institutions.” [3]3 The 1986 "Resolution on the Guiding Principles for the Construction of Socialist Cultural-Ethical Progress" was a key document of the 12th CPC Central Committee at its Sixth Plenary Session, outlining the framework for socialist spiritual civilization.(P1279)

第三，思想政治教育学科的确立与发展（2005年至今）。为适应社会主义现代化建设实践发展的需求，亟须设立马克思主义理论一级学科，使其担负马克思主义理论人才培养、科学研究、社会服务和文化传承创新的任务，并为高校思想政治理论课（以下简称“思政课”）教育教学提供学理支撑。2005年，国务院学位办和教育部印发了《关于调整增设马克思主义理论一级学科及所属二级学科的通知》，决定在《授予博士、硕士学位和培养研究生的学科、专业目录》中增设“马克思主义理论”一级学科，在马克思主义理论一级学科下设“思想政治教育”二级学科，并明确指出，思想政治教育“是运用马克思主义理论与方法，专门研究人们思想品德形成、发展和思想政治教育规律，培养人们正确世界观、人生观、价值观的学科”，[3](P1193)这标志着思想政治教育作为独立二级学科的正式确立，标志着思想政治教育专业建设开始有了与其相一致的学科支撑。2006年1月25日，经国务院学位委员会第二十二次会议批准，国务院学位委员会下发《关于下达第十批博士和硕士学位授权学科、专业名单的通知》，全国37个思想政治教育二级学科通过审核成为思想政治教育博士点学科，144个思想政治教育二级学科通过审核成为思想政治教育硕士点学科。[4]2008年9月，中共中央宣传部、教育部发布《关于进一步加强高等学校思想政治理论课教师队伍建设的意见》，强调要“大力加强马克思主义理论学科建设”“完善二级学科体系”，为“高等学校思想政治理论课教师队伍建设提供学科支撑”。[3](P1279)

Since the 18th National Congress of the CPC, the Party Central Committee with Comrade Xi Jinping at its core has attached great importance to the construction of ideological and political courses in schools, consistently placing the construction of school ideological and political courses in an important position in educational work. Xi Jinping presided over a symposium for teachers of ideological and political theory courses in schools and delivered an important speech, putting forward a series of important expositions that embody the characteristics of the times, reveal the laws, and are rich in creativity, pointing out the great significance, overall requirements, main tasks, and practical paths for the construction of ideological and political courses. This also clarified the direction and provided guidance for the innovative development of the discipline construction of ideological and political education. Over the past decade or more, the discipline construction of ideological and political education has seized the opportunities of the times and forged new brilliance in the practice of continuously upholding fundamental principles and breaking new ground in supporting the construction of school ideological and political courses. The latest statistics show that nationwide, there are 109 doctoral degree authorization points for the first-level discipline of Marxist Theory and 279 master’s degree authorization points, with the number of degree points ranking among the top across various disciplines. Within the group of second-level disciplines under the first-level discipline of Marxist Theory, the discipline of ideological and political education has the longest history and the largest scale; it is the only second-level discipline that can integrate discipline construction with specialty construction and ideological and political course construction.

党的十八大以来，以习近平同志为核心的党中央高度重视学校思政课建设，始终将学校思政课建设放在教育工作的重要地位。习近平主持召开学校思想政治理论课教师座谈会并发表重要讲话，提出了一系列体现时代性、彰显规律性、富于创造性的重要论述，指明了思政课建设的重大意义、总体要求、主要任务与实践路径，也为思想政治教育学科建设的创新发展明确了方向和遵循。10多年来，思想政治教育学科建设抓住了时代机遇，在支撑学校思政课建设不断守正创新的实践中铸就了新辉煌。最新统计显示，全国马克思主义理论一级学科博士学位授权点达109个，一级学科硕士学位授权点达279个，学位点数量位居各学科前列。在马克思主义理论一级学科下属的二级学科群中，思想政治教育学科历史悠久、规模最大，是唯一能把学科建设同专业建设和思政课建设融为一体的一个二级学科。

II. Main Achievements in the 40-Year Construction of the Discipline of Ideological and Political Education

二、思想政治教育学科40年建设的主要成就

The discipline of ideological and political education has achieved extraordinary accomplishments in the process of its gestation, establishment, and development, accumulating rich roots and foundations for its future development. Scholarship, scholars, and students are the basic elements involved in the development of a discipline. For the development of the discipline of ideological and political education, the accumulation of scholarship provides its “roots”; the presence of outstanding scholars provides its “soul”; and the cultivation of excellent students provides its future. Over the past 40 years, the achievements in the discipline construction of ideological and political education are concentrated in the areas of academic research, faculty development, and talent cultivation.

思想政治教育学科在孕育、确立和发展的过程中取得了非凡的成就，为学科面向未来发展积累了丰厚的根脉和基础。学术、学者、学生，是一个学科发展所涉及的基本要素。思想政治教育学科的发展，有了学术的积淀，才有“根”；有了杰出的学者，才有“魂”；有了优秀的学生，才有未来。40年来，思想政治教育学科建设的成就，集中体现在学术研究、教师队伍、人才培养等方面。

First, the main content of ideological and political education has upheld fundamental principles and broken new ground. The formation of relatively stable academic research content, meaning the clarification of the discipline’s research object, research tasks, and research direction, is an important sign of a discipline’s maturity. Research on ideals and beliefs, values, morality, and the rule of law is the main battleground of academic research in the discipline of ideological and political education. Over the past 40 years, with the development and changes of the times, the specific connotations and practical requirements of ideals and beliefs, value concepts, moral concepts, and legal concepts have also continuously upheld fundamental principles and broken new ground.

第一，思想政治教育主要内容守正创新。形成相对稳定的学术研究内容，意味着学科研究对象、研究任务、研究方向的明晰化，是一个学科成熟的重要标志。理想信念、价值观、道德观、法治观的研究，是思想政治教育学科研究的主阵地。40年来，随着时代的发展变化，理想信念、价值理念、道德观念、法治观念的具体内涵和实践要求也在不断守正创新。

First, upholding fundamental principles and breaking new ground in ideals and beliefs education. The core of ideological and political education is ideals and beliefs education, and its specific content continuously advances with the times as the connotation of ideals and beliefs develops. Deng Xiaoping emphasized, “Our ideal and belief is to achieve communism,” [5]5 The "Eleven Upholds" (十一个坚持) are the core tenets of Xi Jinping Thought on the Rule of Law, first articulated in 2020, covering Party leadership, people-centeredness, and comprehensive law-based governance.(P137) and the fundamental task of ideals and beliefs education is to enable the educated to establish communist ideals and beliefs. Jiang Zemin emphasized the need to “strengthen socialist and communist ideals and beliefs” [6]6 The "first batch of national key schools of Marxism" refers to the ten schools of Marxism designated by the Central Propaganda Department and the Ministry of Education in 2015 as priority institutions for the development of Marxist theory teaching and research.(P500) and put forward the important concept of “the common ideal of socialism with Chinese characteristics.” [6]6 The "first batch of national key schools of Marxism" refers to the ten schools of Marxism designated by the Central Propaganda Department and the Ministry of Education in 2015 as priority institutions for the development of Marxist theory teaching and research.(P48) Hu Jintao, in his report to the 17th National Congress of the CPC, first proposed the important concept of “the lofty ideal of communism and the common ideal of socialism with Chinese characteristics,” [7]7 The "grand ideological and political education" (大思政) work pattern refers to a comprehensive, multi-stakeholder approach to ideological and political education involving Party committees, government, schools, families, and society, promoted in the New Era.(P653) closely combining the communist ideal and belief with the common ideal of socialism with Chinese characteristics into an inseparable unity. Xi Jinping put forward the important proposition of “realizing the Chinese Dream of the great rejuvenation of the Chinese nation,” unifying the great dream with the lofty ideal and the common ideal, so that the connotation of ideals and beliefs includes both the lofty pursuit of the communist lofty ideal and the truth of Marxist belief, and the common ideal of socialism with Chinese characteristics and the “realistic goal of achieving national prosperity, national rejuvenation, and people’s happiness.” [8]8 The Symposium on Philosophy and Social Sciences was held by the CPC Central Committee in Beijing on May 17, 2016, at which Xi Jinping delivered a speech outlining the direction(P97) With the continuous sublimation of our Party’s understanding of ideals and beliefs, the connotation of ideals and beliefs education, as the core of ideological and political education, has continuously advanced with the times, and our Party’s project of fostering virtue and nurturing people through soul-shaping manifests the characteristics of the times.

一是理想信念教育的守正创新。思想政治教育的核心是理想信念教育，其具体内容随理想信念内涵的发展而不断与时俱进。邓小平强调，“我们的信念理想就是要搞共产主义”，[5](P137)理想信念教育的根本任务就是要使受教育者树立共产主义理想信念。江泽民强调，要“坚定社会主义、共产主义的理想信念”，[6](P500)并提出“中国特色社会主义的共同理想”[6](P48)这一重要概念。胡锦涛在党的十七大报告中第一次提出“共产主义远大理想和中国特色社会主义共同理想”[7](P653)这一重要概念，把共产主义理想信念同中国特色社会主义共同理想紧密结合在一起，融为一个不可分割的统一体。习近平提出“实现中华民族伟大复兴的中国梦”这一重要命题，把伟大梦想与远大理想、共同理想统一起来，使理想信念的内涵既有共产主义的远大理想和马克思主义真理信仰的崇高追求，又有中国特色社会主义共同理想和“实现国家富强、民族振兴、人民幸福的现实目标”。[8](P97)随着我们党对理想信念认识的不断升华，作为思想政治教育核心的理想信念教育的内涵不断与时俱进，我们党立德树人的铸魂工程彰显着时代性特征。

Second, upholding fundamental principles and breaking new ground in values education. Since reform and opening up, the great social transformation has caused clashes and struggles in the field of social thought, and the gradual establishment of the market economy system also led to the once rampant spread of decadent capitalist ideas such as complete privatization. Against this background, the report to the 14th National Congress of the CPC emphasized the need to “resist the erosion of decadent capitalist and feudalist ideas and establish correct ideals, beliefs, and values.” [6]6 The "first batch of national key schools of Marxism" refers to the ten schools of Marxism designated by the Central Propaganda Department and the Ministry of Education in 2015 as priority institutions for the development of Marxist theory teaching and research.(P238) The “Several Opinions on Further Strengthening and Improving School Moral Education Work” promulgated in 1994 pointed out the need to “carry out values education with collectivism as the core for students” [2]2 The “three倡导s” (three advocates) refers to the three sets of value propositions—prosperity, democracy, civility, harmony; freedom, equality, justice, rule of law; patriotism, dedication, integrity, friendship—that were later condensed into the 12 core socialist values.(P832) and cultivate their spiritual quality of dedication to the country and the people. The “Decision of the CPC Central Committee on Major Issues Concerning the Construction of a Socialist Harmonious Society” adopted at the Sixth Plenary Session of the 16th CPC Central Committee put forward the major proposition of “building a socialist core value system,” emphasizing the need to integrate the socialist core value system into the entire process of national education and the construction of cultural-ethical progress and throughout all aspects of modernization. The report to the 18th National Congress of the CPC put forward the “three倡导s” [2]2 The “three倡导s” (three advocates) refers to the three sets of value propositions—prosperity, democracy, civility, harmony; freedom, equality, justice, rule of law; patriotism, dedication, integrity, friendship—that were later condensed into the 12 core socialist values. and the core socialist values. The “Opinions on Cultivating and Practicing the Core Socialist Values” issued by the General Office of the CPC Central Committee clearly stated that the core socialist values are the core of the socialist core value system, and it is necessary to “regard cultivating and promoting the core socialist values as a foundational project for consolidating the soul, gathering strength, strengthening the foundation, and solidifying the roots.” [3]3 The 1986 "Resolution on the Guiding Principles for the Construction of Socialist Cultural-Ethical Progress" was a key document of the 12th CPC Central Committee at its Sixth Plenary Session, outlining the framework for socialist spiritual civilization.(P1380-1381) With the continuous sublimation of the Party’s understanding of socialist values, values education, as an important content of ideological and political education, has undergone a development process from values education with collectivism as its core to education on the socialist core value system with the core socialist values as its core. With its remarkable effectiveness, it has forged a mighty spiritual force for comprehensively building a modern socialist country and advancing the great rejuvenation of the Chinese nation through Chinese-path modernization.

二是价值观教育的守正创新。改革开放以来，社会大变革造成社会思潮领域的交锋和争夺，市场经济体制的逐步建立也使全盘私有化等腐朽的资本主义思想一度甚嚣尘上。在这样的背景下，党的十四大报告强调要“抵御资本主义和封建主义腐朽思想的侵蚀，树立正确的理想、信念和价值观”。[6](P238)1994年颁布的《关于进一步加强和改进学校德育工作的若干意见》指出，要“对学生进行以集体主义为核心的价值观教育”，[2](P832)培养他们为国家和人民奉献的精神品质。党的十六届六中全会通过的《中共中央关于构建社会主义和谐社会若干重大问题的决定》提出“建设社会主义核心价值体系”的重大命题，强调要坚持把社会主义核心价值体系融入国民教育和精神文明建设全过程、贯穿现代化建设各方面。党的十八大报告提出“三个倡导”和社会主义核心价值观，中共中央办公厅印发的《关于培育和践行社会主义核心价值观的意见》明确指出社会主义核心价值观是社会主义核心价值体系的内核，要“把培育和弘扬社会主义核心价值观作为凝魂聚气、强基固本的基础工程”。[3](P1380-1381)随着党对社会主义价值认识的不断升华，作为思想政治教育重要内容的价值观教育，经历了一个由以集体主义为核心的价值观教育到以社会主义核心价值观为核心的社会主义核心价值体系教育的发展过程，以其显著成效为全面建设社会主义现代化国家、以中国式现代化全面推进中华民族伟大复兴铸就了磅礴精神力量。

Third, the upholding and innovation of moral-education. In the practice of building socialist morality with Chinese characteristics, the construction of the moral outlook of Chinese citizens has undergone a process of development. The 1986 "Resolution of the Central Committee of the Communist Party of China on the Guiding Principles for the Construction of Socialist Cultural-Ethical Progress" [3]3 The 1986 "Resolution on the Guiding Principles for the Construction of Socialist Cultural-Ethical Progress" was a key document of the 12th CPC Central Committee at its Sixth Plenary Session, outlining the framework for socialist spiritual civilization. pointed out: "The basic requirements of socialist moral construction are to love the motherland, love the people, love labor, love science, and love socialism," [9]9 “Classics teachers” (经师) and “human teachers” (人师) are traditional Chinese terms. A “classics teacher” imparts knowledge and skills, while a “human teacher” models moral character and guides personal development. The ideal is to combine both roles.(P11) emphasizing the need to encourage people to develop the socialist collectivist spirit of combining national interests, collective interests, and individual interests, and to foster the spirit of taking the overall situation into consideration, being honest and trustworthy, helping each other and showing fraternal love, and aiding the poor and the distressed. The 1996 "Resolution of the Central Committee of the Communist Party of China on Several Important Issues Concerning the Strengthening of the Construction of Socialist Cultural-Ethical Progress" [4]4 The 1996 "Resolution on Several Important Issues Concerning the Strengthening of the Construction of Socialist Cultural-Ethical Progress" was adopted at the Sixth Plenary Session of the 14th CPC Central Committee, further refining moral construction under market-economy conditions. pointed out: "Socialist moral construction should take serving the people as its core, collectivism as its principle, and loving the motherland, loving the people, loving labor, loving science, and loving socialism as its basic requirements. It should carry out education in social morality, professional ethics, and family virtues, and form interpersonal relations of unity and mutual assistance, equality and fraternity, and common progress throughout society." [10](P13) The "Outline for the Implementation of Civic Moral Construction" issued by the Central Committee of the Communist Party of China in 2001 pointed out: "Socialist moral construction should adhere to serving the people as its core, collectivism as its principle, and loving the motherland, loving the people, loving labor, loving science, and loving socialism as its basic requirements, with social morality, professional ethics, and family virtues as the focal points," [11](P6) and concretized and standardized these main contents of the "core," "principle," and "focal points" of socialist moral construction into behavioral norms that all citizens should universally identify with and consciously abide by. This marked the formation of a content system for Chinese civic moral construction that organically integrates multiple levels of requirements. The "Outline for the Implementation of Civic Moral Construction in the New Era" issued by the Central Committee of the Communist Party of China in 2019 emphasized that civic moral construction in the New Era should "take serving the people as its core, collectivism as its principle, and loving the motherland, loving the people, loving labor, loving science, and loving socialism as its basic requirements," and "should take the construction of social morality, professional ethics, family virtues, and personal character as the focal points," and should take "building a solid foundation for ideals and convictions," "cultivating and practicing the core socialist values," "inheriting traditional Chinese virtues," and "promoting the national spirit and the spirit of the times" as the key tasks of civic moral construction in the New Era. With the continuous enrichment and elevation of the content of socialist civic moral construction, civic moral education, in the practice of moral guidance and moral cultivation, closely integrates the education of ideals and convictions, the cultivation of values, the inheritance of traditional Chinese virtues, and the promotion of the contemporary Chinese spirit, continuously improving the moral quality of citizens, and guiding people to yearn for and pursue a beautiful life that speaks of morality, respects morality, and abides by morality.

三是道德观教育的守正创新。在中国特色社会主义道德建设实践中，我国公民的道德观建设经历了一个发展过程。1986年《中共中央关于社会主义精神文明建设指导方针的决议》指出：“社会主义道德建设的基本要求，是爱祖国、爱人民、爱劳动、爱科学、爱社会主义”，[9](P11)强调要鼓励人们发扬国家利益、集体利益、个人利益相结合的社会主义集体主义精神，发扬顾全大局、诚实守信、互助友爱和扶贫济困的精神。1996年《中共中央关于加强社会主义精神文明建设若干重要问题的决议》指出：“社会主义道德建设要以为人民服务为核心，以集体主义为原则，以爱祖国、爱人民、爱劳动、爱科学、爱社会主义为基本要求，开展社会公德、职业道德、家庭美德教育，在全社会形成团结互助、平等友爱、共同前进的人际关系。”[10](P13)2001年中共中央印发的《公民道德建设实施纲要》指出，“社会主义道德建设要坚持以为人民服务为核心，以集体主义为原则，以爱祖国、爱人民、爱劳动、爱科学、爱社会主义为基本要求，以社会公德、职业道德、家庭美德为着力点”，[11](P6)并将社会主义道德建设的“核心”“原则”“着力点”这些主要内容具体化、规范化为全体公民应当普遍认同和自觉遵守的行为准则，这标志着由多层次要求有机统一为一体的我国公民道德建设内容体系的形成。2019年中共中央印发的《新时代公民道德建设实施纲要》强调指出，新时代公民道德建设要“以为人民服务为核心，以集体主义为原则，以爱祖国、爱人民、爱劳动、爱科学、爱社会主义为基本要求”“要把社会公德、职业道德、家庭美德、个人品德建设作为着力点”，要把“筑牢理想信念之基”“培育和践行社会主义核心价值观”“传承中华传统美德”“弘扬民族精神和时代精神”作为新时代公民道德建设的重点任务。随着社会主义公民道德建设内容的不断丰富和升华，公民道德观教育在道德引导教育和道德养成实践中，把理想信念教育、价值观培育、中华传统美德的传承和当代中国精神的弘扬紧密结合在一起，不断提升公民道德素质，引导人们向往和追求讲道德、尊道德、守道德的美好生活。

Fourth, the upholding and innovation of rule-of-law education. After reform and opening up, our Party particularly emphasized legal-system education, stressing the need to "establish the concept of the legal system among all the people." [5]5 The "Eleven Upholds" (十一个坚持) are the core tenets of Xi Jinping Thought on the Rule of Law, first articulated in 2020, covering Party leadership, people-centeredness, and comprehensive law-based governance.(P163) The report of the 15th National Congress of the CPC proposed "building a socialist country governed according to law," and "law-based governance" was established as the basic strategy for the Party and the state to govern the country. Since the 18th National Congress of the CPC, the Party Central Committee with Comrade Xi Jinping at its core has attached great importance to the construction of the rule of law, creatively proposing a series of strategic measures for comprehensively governing the country according to law. Xi Jinping Thought on the Rule of Law, with its main content of the "Eleven Upholds," [5]5 The "Eleven Upholds" (十一个坚持) are the core tenets of Xi Jinping Thought on the Rule of Law, first articulated in 2020, covering Party leadership, people-centeredness, and comprehensive law-based governance. has been widely integrated into school ideological and political courses and textbooks such as "Ideological Morality and the Rule of Law" and "Introduction to Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era." "Strengthening education on national consciousness, rule-of-law consciousness, and social responsibility consciousness" [3]3 The 1986 "Resolution on the Guiding Principles for the Construction of Socialist Cultural-Ethical Progress" was a key document of the 12th CPC Central Committee at its Sixth Plenary Session, outlining the framework for socialist spiritual civilization.(P1421) has become an important content of ideological and political education. With the change from the concept of "legal system" to "rule of law," the rule-of-law education, as an organic component of ideological and political education, has also shifted from emphasizing "legal-system education" to focusing on cultivating "rule-of-law literacy" and "rule-of-law concepts," guiding people to enhance their rule-of-law awareness, improve their rule-of-law literacy, and become loyal advocates, conscious observers, and steadfast defenders of the socialist rule of law.

四是法治观教育的守正创新。改革开放后，我们党特别强调法制教育，强调要“在全体人民中树立法制观念”。[5](P163)党的十五大报告提出“建设社会主义法治国家”，“依法治国”被确定为党和国家治国理政的基本方略。党的十八大以来，以习近平同志为核心的党中央高度重视法治建设，创造性地提出关于全面依法治国的系列战略举措。以“十一个坚持”为主要内容的习近平法治思想广泛融入学校思政课课堂和《思想道德与法治》《习近平新时代中国特色社会主义思想概论》等教材，“加强国家意识、法治意识、社会责任意识教育”[3](P1421)成为思想政治教育的重要内容。随着由“法制”到“法治”观念的变化，作为思想政治教育有机构成的法治观教育也由强调“法制教育”向注重培育“法治素养”和“法治观念”转变发展，引导人们增强法治意识，提高法治素养，做社会主义法治的忠实崇尚者、自觉遵守者和坚定捍卫者。

Second, the teaching staff of the discipline of ideological and political education has continued to grow and develop. Looking back at the 40-year development process of the discipline of ideological and political education, the growth and development of the teaching staff of the discipline of ideological and political education is a significant indicator of the achievements in the construction of the discipline.

第二，思想政治教育学科师资队伍持续发展壮大。回顾思想政治教育学科40年发展历程，思想政治教育学科教师队伍的发展壮大，是思想政治教育学科建设成就的显著标志。

First, the number of teachers in the discipline of ideological and political education has grown rapidly. In 2021, among the full-time teachers in the Marxist theory discipline points participating in the survey, the second-level discipline point of "Ideological and Political Education" had 5,650 full-time teachers, ranking first among the full-time teachers of the second-level discipline points of the Marxist theory discipline with a proportion of 28%. According to the survey and statistical results, the full-time teachers of the "Ideological and Political Education" second-level discipline point not only had the highest proportion of full-time teachers among all second-level discipline points of the Marxist theory discipline over the years in a horizontal comparison, but also showed a clear upward trend in vertical development, being the fastest-growing in the number of full-time teachers among all second-level discipline points. [12](P36-38) This has formed a teaching staff echelon for the discipline of ideological and political education with multiple dimensions, excellent quality, a considerable scale, and a combination of old, middle-aged, and young teachers.

一是思想政治教育学科教师在数量上发展迅速。2021年，在参加调研的马克思主义理论学科点的专职教师中，“思想政治教育”二级学科点专职教师有5650人，在马克思主义理论学科各二级学科点专职教师占比中以28%的比例居于首位。根据调研统计结果，“思想政治教育”二级学科点的专职教师，不仅横向对比上是历年马克思主义理论学科各个二级学科点专职教师中人数占比最高的，而且在纵向发展上亦呈明显上升趋势，是各个二级学科点中专职教师数量增加速度最快的，[12](P36-38)形成了方向多维、素质过硬、规模可观的老、中、青相结合的思想政治教育学科师资梯队。

Second, the quality of teachers in the discipline of ideological and political education has continuously improved. Over the past 40 years, the educational background of teachers in the discipline of ideological and political education has significantly improved. The number of full-time teachers with doctoral degrees has grown steadily. They have achieved numerous results in teaching and research, and their social influence and recognition have significantly increased. Among the 73 ideological and political course teachers who received the first and second awards of the Outstanding Ideological and Political Course Teacher Reward Fund for Higher Education Institutions, 30 were teachers of the ideological and political education major, accounting for 41%. Since the category of the discipline of ideological and political education was explicitly set in the Outstanding Scientific Research Achievements Awards of the Ministry of Education (Humanities and Social Sciences) (since the sixth session), the discipline of ideological and political education has won a total of 6 first-prize achievements, 32 second-prize achievements, 38 third-prize achievements, and 7 youth award achievements, achieving a steady annual increase in the number of awards. This has become a strong proof of the professional quality and research level of scholars in the discipline of ideological and political education.

二是思想政治教育学科教师在质量上持续提升。40年来，思想政治教育学科教师学历显著提高，具有博士学位的专职教师数量稳步增长，在教学和研究方面取得了众多成果，社会影响力和认可度显著提升。在获得首届和第二届高等学校优秀思政课教师奖励基金的73名思政课教师中，有30名思想政治教育专业教师，占比达41%。自教育部高等学校科学研究优秀成果奖（人文社会科学）明确设置思想政治教育学科类别以来（第六届以来），思想政治教育学科共获得一等奖成果6项、二等奖成果32项、三等奖成果38项、青年奖成果7项，实现了奖项数量逐年稳步增长，这成为思想政治教育学科学者专业素养和研究水平的有力证明。

Third, the cultivation of talents in the discipline of ideological and political education has achieved fruitful results. Over the 40-year development process, the discipline of ideological and political education has closely focused on the mission of forging souls and educating people, continuously improving the integrated talent cultivation system for bachelor's, master's, and doctoral degrees, cultivating a large number of ideological and political education talents suitable for the development of various industries, and greatly enhancing the vitality and social influence of the discipline of ideological and political education.

第三，思想政治教育学科人才培养取得丰硕成果。在40年的发展历程中，思想政治教育学科紧紧围绕铸魂育人的使命，不断完善本硕博一体化的人才培养体系，培养了一大批适合各行各业发展的思想政治教育人才，使思想政治教育学科生命力和社会影响力得到极大提升。

First, the achievements in cultivating undergraduate students in ideological and political education. 1. The training objectives for undergraduates in ideological and political education have continuously kept pace with the times. From the initial establishment of the undergraduate program in ideological and political education, when the objective was to train students to become "specialized personnel for ideological and political work who are both red and expert,"[13](P23) the training objectives have gradually expanded to include cultivating reserve personnel for teachers, scientific researchers, Party and government cadres, and ideological and political workers in enterprises and public institutions. This objectively determines that undergraduates trained in the discipline of ideological and political education are increasingly becoming composite talents on the basis of specialization, laying a solid foundation for them to adapt to the development requirements of different industries after further study. 2. The training plans and curriculum for undergraduates in ideological and political education have continuously developed and improved. In line with the training objectives keeping pace with the times, the training plans and curriculum for undergraduates have also been continuously enriched and refined. Taking the first batch of national key schools of Marxism [6]6 The "first batch of national key schools of Marxism" refers to the ten schools of Marxism designated by the Central Propaganda Department and the Ministry of Education in 2015 as priority institutions for the development of Marxist theory teaching and research. (hereinafter referred to as "national key schools of Marxism") as an example, the current curriculum in the undergraduate training plans of each school includes not only core professional courses such as Principles of Ideological and Political Education, Methods of Ideological and Political Education, Reading Classic Texts on Ideological and Political Education, and History of CPC Ideological and Political Education, but also courses related to the first-level discipline of Marxist theory and its subordinate second-level disciplines, such as Basic Principles of Marxism, Marxist Political Economy, Scientific Socialism, and Marxism Abroad. It also includes general education courses in related disciplines such as ethics, sociology, political science, psychology, and economics. 3. The scale of undergraduate training in ideological and political education is considerable, and the quality of training has continuously improved. Taking the School of Marxism at Jilin University as an example, since the school resumed enrolling undergraduates in ideological and political education in 2018, among the 67 undergraduates who have graduated so far (classes of 2022 and 2023), 48 have continued to pursue master's or doctoral degrees, a further-study rate of 71.64%. At the same time, a considerable number of undergraduate graduates in ideological and political education directly go to work at the grassroots level and in enterprises and public institutions. This indicates that undergraduates trained in the ideological and political education major are well-rounded and highly capable, with a relatively strong willingness to pursue further study, providing a solid foundation for talent cultivation at higher levels in the discipline of ideological and political education.

一是思想政治教育本科生人才培养成果。其一，思想政治教育本科生培养目标不断与时俱进。思想政治教育本科生的培养目标，从思想政治教育本科专业设置之初的使学生成为“又红又专的思想政治工作的专门人才”，[13](P23)逐渐拓展到培养教师、科研工作者、党政机关干部、企事业单位思想政治工作者的后备人才，这从客观上决定了思想政治教育学科培养的本科生在专业化的基础上日趋复合化，为思想政治教育本科生继续深造后适应不同行业的发展要求打好根本基础。其二，思想政治教育本科生培养方案和课程设置不断发展完善。与培养目标与时俱进相适应，思想政治教育本科生的培养方案和课程设置也不断充实细化。以首批全国重点马克思主义学院（以下简称“全国重点马院”）为例，目前各学院本科生培养方案中的课程设置，既包括思想政治教育学原理、思想政治教育方法论、思想政治教育经典文献阅读、中国共产党思想政治教育史等专业核心课程，又包括马克思主义基本原理、马克思主义政治经济学、科学社会主义、国外马克思主义等马克思主义理论一级学科及下属其他二级学科相关课程，还包括了伦理学、社会学、政治学、心理学、经济学等相关学科通识课程。其三，思想政治教育本科生培养规模可观、培养质量持续提升。以吉林大学马克思主义学院为例，自学院2018年重新招收思想政治教育专业本科生起，目前毕业的67名本科生中（2022届、2023届）有48人继续攻读硕士或博士学位，升学率达71.64%。同时，思想政治教育专业也有相当数量的本科毕业生直接前往基层及企事业单位工作，说明了思想政治教育专业培养的本科生发展全面、能力过硬，继续深造的意愿较为强烈，为思想政治教育学科更高层次人才培养提供坚实基础。

Second, the achievements in cultivating master's students in ideological and political education. 1. Since the enrollment of master's students in ideological and political education began in 1988, the training objectives for master's students have continuously been enriched, from the initial goal of "cultivating ideological and political workers and teaching and research personnel for the ideological and political education major for higher education institutions and Party and government organs"[13](P85) to gradually expanding to a broader scope including scientific research and teaching, ideological propaganda work, and mass organization work. This emphasizes both professionalization and deepening of professional ability and the diversification and versatility of service fields. 2. The training plans and curriculum for master's students in ideological and political education have continuously developed and improved. Based on an analysis of the master's training plans for the ideological and political education major in some national key schools of Marxism, the training plans for master's students in the discipline of ideological and political education emphasize both the cultivation of professional competence for master's students in the ideological and political education major (direction) and the strengthening of their practical abilities through forms such as compulsory practice sessions. They also extensively offer professional basic courses and professional compulsory courses related to the discipline. The combination of breadth and specialization in the master's training plan enables master's graduates in ideological and political education to better enter various sectors of society to carry out ideological and political work. 3. The quality of master's training in the discipline of ideological and political education has continuously improved, and employment directions have become more extensive.

二是思想政治教育硕士生人才培养成果。其一，自1988年开始招收思想政治教育硕士研究生起，思想政治教育硕士生培养目标不断丰富，由最初的“为高等学校及党政机关培养思想政治工作者和思想政治教育专业的教学、科研人员”，[13](P85)逐渐向科研教学、思想宣传工作、群团工作等更宽口径拓展，既强调业务能力上的专业化和精深化，又强调服务领域的多元化和通用性。其二，思想政治教育专业硕士生培养方案和课程设置不断发展完善。据部分全国重点马院思想政治教育专业硕士研究生培养方案分析，思想政治教育学科硕士研究生培养方案，既重视对思想政治教育专业（方向）研究生的专业素养的培养，又以必修实践环节等形式加强对其实践能力的锻炼，并广泛开设与学科相关的专业基础课、专业必修课。广博与专精相结合的研究生培养方案设置，使思想政治教育学科硕士毕业生能更好进入社会各行各业开展思想政治相关工作。其三，思想政治教育学科硕士生培养质量不断提升、就业方向更加广泛。

Third, the achievements in cultivating doctoral students in ideological and political education. The enrollment and training of doctoral students in the ideological and political education major signify the effective articulation of talent cultivation in the discipline of ideological and political education across the three tiers of bachelor's, master's, and doctoral programs. The level of talent cultivation is continuously optimized, and the disciplinary and specific characteristics are further highlighted in the training of highly educated personnel. 1. The training objectives for doctoral students in ideological and political education have become more refined and specialized. A symposium on the training of doctoral students in the major of Marxist Theory and Ideological and Political Education held at Tsinghua University in 1997 emphasized that doctoral students trained in this discipline need to possess a firm political direction, a systematic and profound theoretical foundation in Marxism, strong scientific research and critical analysis abilities, and necessary knowledge of natural sciences and broad knowledge of philosophy and social sciences. At that time, when ideological and political education was a direction under the second-level discipline alongside Marxist theory, the specialization of doctoral training was not yet fully manifested. It was not until 2005, when the first-level discipline of Marxist theory was established and ideological and political education existed as an independent second-level discipline, that more specific disciplinary training objectives emerged, such as "comprehensively mastering the theories, methods, and characteristics of the objects of ideological and political education, grasping the laws of the formation and development of people's ideological and moral character," "conducting high-level research in ideological and political education," "mastering the frontier research trends and latest achievements of this discipline," and "being competent in teaching, scientific research, Party and government work, mass organization work, and student education and management work related to this discipline."[13](P334) This also set higher standards for doctoral students in ideological and political education in terms of theoretical mastery, academic research ability, and practical transformation ability. 2. The training plans and models for doctoral students in ideological and political education have become more specialized and precise. Compared with the training models for undergraduate and master's students, the training plans for doctoral students in ideological and political education are more flexible, with an increase in specialized seminar courses for detailed directions and a reduction in overall required class hours, facilitating doctoral students to concentrate on more specialized research. 3. The quality of doctoral training in the ideological and political education major has become increasingly evident, supplying the Party and the state with various types of scientific research talents, teaching talents, and Party and government cadre talents. Taking the School of Marxism at Tsinghua University as an example, among the 149 doctoral graduates in Marxist theory in the past five years (classes of 2019–2023), 37 were doctoral students in the direction of ideological and political education. Most of them entered higher education institutions or central and local government work, with employment units covering national key schools of Marxism, central government ministries and commissions, enterprises and public institutions, etc., playing roles in key industries and critical fields. The cultivation of talents in the discipline of ideological and political education has supplied the Party and the state with a considerable number of composite and managerial talents.

三是思想政治教育博士生人才培养成果。思想政治教育专业博士生的招收和培养意味着思想政治教育学科人才培养在本硕博三个梯队间实现有效衔接，人才培养层次不断优化，学科专业性和特殊性在高学历人才的培养中得到进一步彰显。其一，思想政治教育博士生培养目标更加精细化、专业化。1997年在清华大学召开的马克思主义理论与思想政治教育专业博士生培养工作座谈会强调，该学科培养的博士生需具备坚定的政治方向、系统深厚的马克思主义理论基础、较强的科学研究能力和分析批判能力、必要的自然科学知识和宽泛的哲学社会科学知识，这时思想政治教育作为和马克思主义理论并列的二级学科之下的方向，博士生培养的专业性还未得到充分彰显；到2005年设立马克思主义理论一级学科，其作为独立的二级学科存在时，才有了“全面掌握思想政治教育的理论、方法与教育对象的特点，把握人们思想品德形成、发展的规律”“开展思想政治教育的高水平研究”“掌握本学科的前沿研究动态与最新成果”“胜任与本学科相关的教学、科研和党政、群团、学生教育管理工作”[13](P334)等更加具体的学科培养目标，这对攻读思想政治教育的博士学位学生在理论掌握程度、学术研究能力、实践转化能力等方面也提出了更高标准的要求。其二，思想政治教育博士生培养方案和培养模式不断专业化、精准化。相较于本科生和硕士生的培养模式，思想政治教育博士生的培养方案更加灵活，细化方向的专题研讨类课程增加，整体必修课时减少，便于博士阶段的学生集中精力进行更加专业化的研究。其三，思想政治教育专业博士生培养质量愈发彰显，为党和国家事业输送多种科研人才、教学人才、党政干部人才。以清华大学马克思主义学院为例，近五年（2019届—2023届）毕业的149名马克思主义理论专业博士生中包含37名思想政治教育方向的博士生，其中多数进入高等院校、中央及地方政府工作，就业单位覆盖全国重点马院、国家部委、企事业单位等，在各重点行业和关键领域发挥作用。思想政治教育学科人才培养为党和国家事业输送了规模相当的复合型、管理型人才。

Fourth, the discipline of ideological and political education has achieved significant results in supporting the construction of ideological and political theory courses. The establishment and development of the discipline of ideological and political education have provided strong disciplinary support for the construction of related ideological and political theory courses, promoting continuous innovation and development in course content, teaching quality, and teaching methods.

第四，思想政治教育学科支撑思政课建设成效显著。思想政治教育学科的确立和发展，为相关的思政课建设提供了有力的学科支撑，推动思政课在课程内容、教学质量、教学方式等方面不断创新发展。

First, the development of the discipline of ideological and political education provides strong support for the construction of ideological and political theory courses, promoting creative achievements in the teaching content and textbook system of ideological and political theory courses, and helping to "explain the principles deeply." The major breakthroughs achieved in scientific research within the construction of the discipline of ideological and political education provide disciplinary support and theoretical basis for the construction of ideological and political theory courses. This is centrally manifested in: promoting the theoretical and systematic interpretation of the Party's innovative theories on ideological and political education, so that the construction of ideological and political theory courses advances in step with the Party's theoretical innovation and arming; summarizing the remarkable achievements of socialism with Chinese characteristics, providing persuasive content support for ideological and political theory courses; and explaining the excellent traditional Chinese culture, revolutionary culture, and advanced socialist culture, consolidating the foundation of strength for the connotative development of ideological and political theory course construction.

首先，思想政治教育学科发展为思政课建设提供有力支撑，推动思政课教学内容和教材体系取得创造性成就，助力把道理“讲深”。思想政治教育学科建设在科学研究方面实现的重大突破，为思政课建设提供学科支撑和学理依据。其集中体现为：推动党的思想政治教育创新理论的学理化、体系化阐释，使思政课建设与党的创新理论武装同步推进；概括中国特色社会主义取得的举世瞩目成就，为思政课提供有说服力的内容支撑；阐释中华优秀传统文化、革命文化和社会主义先进文化，夯实思政课建设内涵式发展的力量根基。

Secondly, the disciplinary development of ideological and political education provides professional talent support for the construction of ideological and political theory courses, promotes innovative breakthroughs in the teaching quality and effectiveness of these courses, and helps to “thoroughly explain” the principles. As a highly applied discipline and the only one that cultivates talent coherently at the bachelor’s, master’s, and doctoral levels, ideological and political education possesses knowledge-based, value-based, and methodological characteristics. It not only undertakes the task of studying the laws of the formation and development of people’s thoughts and the laws of education but also the task of propagating Marxist theory and the research results of its subordinate secondary disciplines. It not only provides a professional disciplinary knowledge background for the teaching staff of courses such as “Ideological Morality and Rule of Law” and “Situation and Policy” but also offers methodological guidance and support for the teaching staff engaged in other courses such as “Basic Principles of Marxism.” The construction achievements of the ideological and political education discipline can resolve key and difficult points in the education and teaching of ideological and political theory courses, can help the vast number of teachers of these courses to explain principles thoroughly and profoundly, incisively and penetratingly, and

其次，思想政治教育学科发展为思政课建设提供专业人才支撑，推动思政课教学质量和教学效果取得创新性突破，助力把道理“讲透”。思想政治教育学科作为一门应用性很强的学科及唯一在本硕博学段连贯培养人才的学科，兼具知识性、价值性和方法性，不仅承担着研究人们思想形成发展规律和教育规律的任务，还承担着宣传马克思主义理论及其下属二级学科研究成果的任务；不仅为“思想道德与法治”及“形势与政策”课程教师队伍提供专业的学科知识背景，还为从事“马克思主义基本原理”等其他课程的教师队伍提供方法论层面的指导和支持。思想政治教育学科的建设成果，能够破解思政课教育教学重点难点，能够助力广大思政课教师把道理讲得透彻深刻、鞭辟入里，提升思政课针对性和吸引力。

Finally, the development of the discipline of ideological and political education provides methodological support for the construction of ideological and political theory courses, promotes innovative breakthroughs in the teaching system and teaching methods of ideological and political theory courses, and helps to "bring principles to life" in teaching. Teaching methods are an important component of the construction of ideological and political theory courses. Since ideological and political education was established as a discipline, its research content can be broadly divided into basic research and applied research. Among these, research on methodology is both an important part of basic research and provides theoretical and systematic guidance for applied research. These research outcomes collectively contribute to the improvement and optimization of teaching methods for ideological and political theory courses, offering strong disciplinary support for the enrichment and expansion of these teaching methods. Scholars in the discipline of ideological and political education have produced many important outcomes around methodological research, systematically sorting out and explaining the structure and system of ideological and political education methodology, as well as the principles and specific implementation methods of ideological and political education. They have conducted specific research and detailed discussions on methods such as the guidance education method, comparative education method, case education method, and incentive education method, providing theoretical basis and disciplinary support for the adoption of diverse teaching methods in ideological and political theory courses. In addition, cutting-edge research in the discipline of ideological and political education has made it possible for the teaching methods and means of ideological and political theory courses to keep pace with the times. For example, the introduction of new technologies makes classroom teaching in ideological and political theory courses more vivid and engaging, using composite teaching methods and fresh teaching means to jointly support the "bringing to life" of principles in ideological and political theory courses.

最后，思想政治教育学科发展为思政课建设提供方法支撑，推动思政课教学体系和教学方式取得创新性突破，助力把道理“讲活”。教学方法是思政课建设的重要内容，思想政治教育自被确立为学科以来，其研究内容大体可以分为基础研究和应用研究，其中关于方法论的研究既是基础研究的重要内容，又为应用研究提供学理化、系统化的指导，这些研究成果共同作用于思政课教学方法的改进和优化，为思政课教学方法的丰富拓展提供有力的学科支持。思想政治教育学科学者围绕方法论研究形成了诸多重要成果，对思想政治教育方法论的结构及体系、思想政治教育的原则及具体实施方法作了系统的梳理和阐释，对疏导教育法、比较教育法、案例教育法、激励教育法等思想政治教育方法作了具体的研究和详细的论述，为思政课采用多样化的教学方法提供学理依据和学科支撑。此外，思想政治教育学科的前沿研究赋予了思政课教学方法和教学手段与时俱进的可能，例如，新技术的引入使思政课课堂教学更加生动和富有感染力，以复合化的教学方法和新鲜的教学手段共同支撑思政课把道理“讲活”。

III. Basic Experience of 40 Years of Construction of the Discipline of Ideological and Political Education

三、思想政治教育学科40年建设的基本经验

Over the past 40 years, the discipline of ideological and political education has undergone a process from the birth of a new discipline to its gradual maturation. While achieving important accomplishments in academic research, teacher队伍建设, and talent cultivation, it has also accumulated valuable experience for the discipline's future-oriented, orthodox, and innovative development.

40年来，思想政治教育学科经历了一个新生学科由诞生逐渐走向成熟的过程，在学术研究、教师队伍、人才培养等方面取得重要成就的同时，也为学科面向未来守正创新发展积累了宝贵的经验。

First, adhere to the Party's leadership over the construction of the discipline of ideological and political education, and improve the top-level design of the construction of the discipline of ideological and political education. First of all, adhere to the Party's leadership over the construction of the discipline of ideological and political education to ensure the correct political direction of the discipline's development. The key to running China's affairs well lies in the Party. The history of the development of the discipline of ideological and political education proves that it was precisely the Party's leadership and attention that initiated the discussion on moving ideological and political education from "scientization" to "disciplinization." Only by adhering to the Party's leadership over discipline construction can we ensure that the discipline advances in the correct political direction, fully implement the Party's educational policy, enable ideological and political education to serve socialist modernization and serve the people, and fulfill the mission of cultivating builders and successors of socialism. Only with the Party's leadership and the high priority given by Party organizations at all levels can effective measures be taken in terms of work patterns, policy guarantees, and team building, to strive to establish a "grand ideological and political education" work pattern characterized by unified leadership of the Party committee, joint management by the Party and government, shared responsibility by relevant departments, and coordinated cooperation across the whole society.

第一，坚持党对思想政治教育学科建设的领导，完善思想政治教育学科建设顶层设计。首先，坚持党对思想政治教育学科建设的领导，确保学科发展正确的政治方向。办好中国的事情，关键在党。思想政治教育学科发展的历史证明，正是党的领导和重视，才开启了思想政治教育由“科学化”到“学科化”的讨论。只有坚持党对学科建设的领导，才能确保学科沿着正确的政治方向前进，才能全面贯彻党的教育方针，使思想政治教育为社会主义现代化建设服务、为人民服务，完成培养社会主义建设者和接班人的使命任务。只有党的领导和各级党组织的高度重视，才能在工作格局、政策保障、队伍建设等方面采取有效措施，着力建立起党委统一领导、党政齐抓共管、有关部门各负其责、全社会协同配合的“大思政”工作格局。

Second, adhere to guiding the construction of the discipline of ideological and political education with the Party's innovative theories, and promote the synchronous advancement of discipline construction and the arming of the Party's innovative theories. Emphasizing ideological and political education is our Party's fine tradition and political advantage. Since the 18th National Congress of the CPC, the Party Central Committee with Comrade Xi Jinping at its core has attached great importance to the construction of the discipline of ideological and political education and the construction of ideological and political theory courses, systematically answering questions such as how to construct a philosophical and social science system with Chinese characteristics, how to do a good job in ideological and political work in universities, how to support the development of ideological and political theory courses through the construction of the discipline of ideological and political education, and how to integrate the Party's innovative theories into ideological and political education. This provides fundamental guidance and a course of action for the construction of the discipline of ideological and political education in the New Era. Strengthening the construction of the discipline of ideological and political education requires a deep understanding and grasp of the basic requirements of the Party's innovative theories for the development of ideological and political education, focusing on combining the Party's innovative theories with the specific practice of discipline construction, truly integrating the Party's innovative theories into all aspects of discipline construction, promoting the orthodox and innovative development of the discipline of ideological and political education, and achieving the synchronous advancement of the construction of the discipline of ideological and political education and the arming of the Party's innovative theories.

其次，坚持以党的创新理论指导思想政治教育学科建设，推动学科建设与党的创新理论武装同步推进。重视思想政治教育，是我们党的优良传统和政治优势。党的十八大以来，以习近平同志为核心的党中央高度重视思想政治教育学科和思想政治理论课建设，系统回答了如何构建中国特色哲学社会科学体系、如何做好高校思想政治工作、如何以思想政治教育学科建设支撑思政课发展、如何将党的创新理论融入思想政治教育等问题，为新时代思想政治教育学科建设提供了根本遵循与行动指南。加强思想政治教育学科建设必须深入理解和把握党的创新理论对思想政治教育发展的基本要求，着力将党的创新理论与学科建设的具体实践相结合，真正将党的创新理论融入学科建设的各个环节中，推动思想政治教育学科的守正创新发展，实现思想政治教育学科建设与党的创新理论武装同步推进。

Finally, strengthen the top-level design of the development of the discipline of ideological and political education, and provide a strong guarantee mechanism for the development of the discipline. Over the 40-year course of exploration and construction of the discipline, the Party and the state have issued a large number of policy documents concerning the construction of the ideological and political education specialty, talent cultivation, degree settings, disciplinary affiliation, and teacher team building. These documents clarify the boundaries of disciplinary affiliation, define the strategic position and development direction of the discipline of ideological and political education; improve the discipline evaluation system, establish reward and punishment mechanisms to stimulate the endogenous driving force of discipline development; increase investment in financial and material resources, optimize the allocation of disciplinary resources; strengthen the construction of the teacher team, cultivate a large number of professional talents with profound theoretical literacy and practical experience, thereby providing stable support and guarantees for the development of the discipline of ideological and political education in multiple aspects such as policy support, institutional design, financial investment, and talent reserve. A large amount of practice has proven that the development and achievements of the discipline of ideological and political education are inseparable from the support and guarantee of the Party's and the state's policies.

最后，强化思想政治教育学科发展的顶层设计，为学科发展提供有力的保障机制。在40年学科探索和建设的历程中，党和国家围绕思想政治教育专业建设、人才培养、学位设置、学科归属、师资建设等方面颁布了一大批政策文件，划清学科归属界限，明确思想政治教育学科的战略地位和发展方向；完善学科评估体系，建立奖惩机制激发学科发展的内生动力；加大资金资源投入，优化学科资源配置；加强师资队伍建设，培养大量具有深厚理论素养和实践经验的专业人才，从而在政策支持、制度设计、资金投入与人才储备等多方面为思想政治教育学科的发展提供稳定的支持和保障。大量实践证明，思想政治教育学科发展及取得的成绩离不开党和国家政策的支持和保障。

Second, construct an autonomous knowledge system for the discipline of ideological and political education, and hold firm the main battlefield of the construction of the discipline of ideological and political education. The development of any discipline is inseparable from the construction of an independent and autonomous knowledge system. The construction of an autonomous knowledge system for a discipline is an important sign of a new discipline moving from birth to maturity. The 40-year process of construction and development of the discipline of ideological and political education is also the process in which the autonomous knowledge system of the discipline of ideological and political education has been gradually established through the systematic construction of disciplinary knowledge, the cultivation of traditional advantages in disciplinary development, and the deep cultivation of mainstream research directions in the discipline. This is an important experience in the construction of the discipline of ideological and political education, and also an important lever for the discipline's future-oriented high-quality development.

第二，构建思想政治教育学科自主知识体系，坚守思想政治教育学科建设主阵地。任何一门学科的发展都离不开独立自主知识体系的构建，学科自主知识体系的构建是学科由新生走向成熟的重要标志。思想政治教育学科40年建设和发展的过程，也是思想政治教育学科自主知识体系在学科知识体系化的建构、学科发展传统优势的厚植、学科主流研究方向的深耕中逐步确立起来的过程。这是思想政治教育学科建设的重要经验，也是学科面向未来高质量发展的重要抓手。

First, clarify the disciplinary positioning of ideological and political education, focus on the systematic construction of the knowledge of the discipline of ideological and political education, and advance the construction of an independent disciplinary system. Xi Jinping pointed out at the Symposium on Philosophy and Social Sciences that accelerating the construction of philosophy and social sciences with Chinese characteristics must highlight strengths, expand fields, make up for shortcomings, and improve the system, and that attention should be paid to developing advantageous key disciplines. [8]8 The Symposium on Philosophy and Social Sciences was held by the CPC Central Committee in Beijing on May 17, 2016, at which Xi Jinping delivered a speech outlining the direction As a discipline that studies the laws governing the formation and development of people’s ideological and moral character and cultivates talent for the development of the Party and the state’s cause, ideological and political education is justifiably positioned as an advantageous key discipline within the Chinese philosophy and social sciences system, and it bears the unshirkable mission of constructing the discipline’s own independent knowledge system and contributing to the construction of China’s independent knowledge system. The discipline of ideological and political education has always striven to fulfill this mission in the course of its development, exerting effort in systematicity, uniqueness, and innovativeness to build an independent disciplinary system. In terms of systematicity, the discipline of ideological and political education has gradually enriched and clarified the scope of its disciplinary system, forming a complete disciplinary system under its own second-level discipline, [9]9 “Classics teachers” (经师) and “human teachers” (人师) are traditional Chinese terms. A “classics teacher” imparts knowledge and skills, while a “human teacher” models moral character and guides personal development. The ideal is to combine both roles. including mainstay disciplines represented by the principles of ideological and political education, the methodology of ideological and political education, and comparative ideological and political education; branch disciplines divided by educational objects, such as school ideological and political education, enterprise ideological and political education, and military ideological and political education, as well as branch disciplines divided by research content, such as research on core socialist values, research on contemporary social trends, and research on online ideological and political education; and cross-disciplinary disciplines represented by the psychology of ideological and political education, the sociology of ideological and political education, and the management of ideological and political education. This gives the disciplinary knowledge concrete carriers, allowing it to be refined and systematized. In terms of uniqueness, as an emerging discipline, ideological and political education has faced doubts about its lack of independence, so in the course of its development it has placed great emphasis on building disciplinary uniqueness, continuously strengthening the discipline’s characteristics in terms of research objects, research paradigms, discourse systems, and talent cultivation. In terms of innovativeness, as a discipline that combines Party spirit and people-centeredness, ideological and political education has always adhered to keeping pace with the times, insisting that disciplinary innovation and development be synchronized with the theoretical innovation and arming of the Party, transforming the Party’s wisdom in governing the country, its innovative theories, and its epochal discourse expressions into academic principles, integrating them as fresh blood into disciplinary construction, and providing unique resources for the construction of the discipline’s independent knowledge system.

一是明晰思想政治教育学科定位，聚焦思想政治教育学科知识的体系化建构，推进独立学科体系建设。习近平在哲学社会科学工作座谈会上指出，加快构建中国特色哲学社会科学必须突出优势、拓展领域、补齐短板、完善体系，要注重发展优势重点学科。作为研究人们思想品德形成发展规律、为党和国家事业发展培养人才的学科，思想政治教育当之无愧定位于中国哲学社会科学体系中的优势重点学科，更责无旁贷承担起构建本学科自主知识体系、为构建中国自主的知识体系作出本学科贡献的使命。思想政治教育学科在发展的过程中始终努力践行这一使命，在体系性、独特性、创新性上为建设独立的学科体系发力。在体系性上，思想政治教育学科逐渐充实和廓清学科体系范围，在自身二级学科下又形成了一套完整的学科体系，包括以思想政治教育学原理、思想政治教育方法论、比较思想政治教育等为代表的主干学科，以教育对象划分的学校思想政治教育、企业思想政治教育、军队思想政治教育等分支学科及以研究内容划分的社会主义核心价值观研究、当代社会思潮研究、网络思想政治教育研究等分支学科，以及以思想政治教育心理学、思想政治教育社会学、思想政治教育管理学等为代表的交叉学科，这使学科知识有了具体的载体，得以细化和系统化。在独特性上，思想政治教育学科作为一门新兴学科曾遭受到缺乏独立性的质疑，故其在发展过程中十分注重学科独特性的建设，在研究对象、研究范式、话语体系、人才培养等方面持续加强本学科特色。在创新性上，作为一门兼具党性和人民性的学科，思想政治教育学科始终坚持与时俱进，坚持学科创新发展与党的理论创新武装同步，将党治国理政的智慧、创新理论和时代化的话语表达进行学理化转化，作为新鲜血液融入学科建设，为学科自主知识体系建构提供独特的资源。

Second, consolidate the foundation of the discipline of ideological and political education, focus on the traditional advantages of the discipline’s development, and enrich the discipline’s characteristics with fine traditional Chinese culture, revolutionary culture, and advanced socialist culture. The discipline of ideological and political education is one formed and developed under the leadership of the Communist Party of China, rooted in China’s specific national conditions and social conditions, nourished by the wisdom of over 5,000 years of fine traditional Chinese culture, rich and profound revolutionary culture, and advanced socialist culture, and possessing significant local characteristics and local advantages. This makes it possible for the discipline of ideological and political education to construct an “independent” knowledge system. Over the past 40 years, in the process of disciplinary construction, the discipline has based itself on this advantage, absorbing the “independent” nutrients from fine traditional Chinese culture, excavating the contemporary implications of promoting benevolence, valuing the people, upholding integrity, advocating justice, esteeming harmony, and seeking common ground, [10] and carrying out creative transformation and innovative development of the family-nation sentiments, moral norms, and value concepts contained in Chinese civilization; absorbing the “independent” nutrients from revolutionary culture and the red spirit, refining, summarizing, and elevating the revolutionary spirit, revolutionary qualities, and revolutionary ideals formed by the Chinese people under the leadership of the Communist Party of China in the practice of revolution, construction, and reform, making them important materials for disciplinary research and educational content; absorbing the “independent” nutrients from advanced socialist culture, integrating the national spirit centered on patriotism and the spirit of the times centered on reform and innovation into disciplinary construction, taking the cultivation and practice of core socialist values as an important goal of disciplinary construction, and continuously exerting effort in building a discipline of ideological and political education with Chinese characteristics, Chinese style, and Chinese manner.

二是筑牢思想政治教育学科根基，聚焦思想政治教育学科发展的传统优势，以中华优秀传统文化、革命文化和社会主义先进文化厚植学科特色。思想政治教育学科是在中国共产党领导下形成和发展的、根植于中国具体国情社情的学科，以5000多年中华优秀传统文化的智慧、丰富厚重的革命文化和社会主义先进文化为滋养，具有显著的本土特色和本土优势，这使思想政治教育学科建构“自主”的知识体系成为可能。40年来，思想政治教育学科在建设过程中立足这一优势，吸收中华优秀传统文化中的“自主”养分，挖掘讲仁爱、重民本、守诚信、崇正义、尚和合、求大同的时代意蕴，将中华文明中蕴含的家国情怀、道德规范、价值理念等进行创造性转化和创新性发展；吸收革命文化和红色精神中的“自主”养分，将中国共产党领导人民在革命、建设、改革实践中形成的革命精神、革命品质、革命理想进行提炼、概括和升华，使之作为学科研究的重要素材和教育内容；吸收社会主义先进文化中的“自主”养分，将以爱国主义为核心的民族精神和以改革创新为核心的时代精神融入学科建设，将社会主义核心价值观的培育和践行作为学科建设的重要归旨，在建设具有中国特色、中国风格、中国气派的思想政治教育学科上持续发力。

Third, deepen academic research on ideological and political education, focus on the main front of disciplinary construction, and advance the integrated study of ideals and convictions, value concepts, moral concepts, and rule-of-law concepts. The construction of a discipline’s independent knowledge system cannot be separated from the formation of core research content that is emblematic of the discipline and distinct from other disciplines, and from sustained exploration in this area. Ideological and political education is a discipline that forges souls and educates people. What kind of “soul” to forge in order to educate people is the fundamental question of disciplinary construction. In the long-term process of exploration and development, ideological and political education has gradually clarified the fundamental elements of the “soul,” namely ideals and convictions, value concepts, moral concepts, and rule-of-law concepts, and has taken these as the main front of disciplinary construction to be steadfastly guarded and cultivated. On the one hand, over the past 40 years, the discipline has conducted in-depth academic research in each of these areas—ideals and convictions, value concepts, moral concepts, and rule-of-law concepts—achieving academic and systematic breakthroughs in important issues such as education on ideals and convictions, the cultivation and practice of core socialist values, and the construction of civic morality. According to the disciplinary characteristics of ideological and political education, it has gradually distinguished its research from the ideals and convictions studied in political science, the value concepts studied in philosophy, the moral concepts studied in ethics, and the rule-of-law concepts studied in law, establishing a unique academic system and discourse system for forging the “soul” in ideological and political education, and steadfastly guarding and deeply cultivating the main front of the discipline. On the other hand, in the process of construction, the discipline has emphasized the integrated study of ideals and convictions, value concepts, moral concepts, and rule-of-law concepts. Based on the epochal requirement of “promoting the close unity of all the people in ideals and convictions, value concepts, and moral concepts,” [14](P193) it has formed a situation of close interconnection among the fundamental elements of forging the “soul,” where “there is me in you, and you in me.” For example, it integrates belief education into the education of value concepts, and introduces the guarantee and guidance of the rule of law into the education of moral concepts, enhancing the spirit and strength of the “soul” in forging souls and educating people through the organic integration of the various elements.

三是深化思想政治教育学术研究，聚焦思想政治教育学科建设的主阵地，推进理想信念、价值理念、道德观念、法治观念的整体性研究。学科自主知识体系的建构，离不开形成具有本学科标志性的、有别于其他学科的核心研究内容，并在此领域持续探索。思想政治教育是铸魂育人的学科，铸什么样的“魂”来育人是学科建设的根本问题。在长期探索和发展过程中，思想政治教育逐渐明确了“魂”的根本要素，即理想信念、价值理念、道德观念和法治观念，并将其作为学科建设的主阵地坚守耕耘。一方面，40年来学科在理想信念、价值理念、道德观念、法治观念各个领域都进行了深入的学术研究，在理想信念教育、社会主义核心价值观培育和践行、公民道德建设等重要问题研究上都取得了学理化、体系化的突破，并根据思想政治教育的学科特性在研究过程中逐渐将其与政治学所研究的理想信念、哲学所研究的价值理念、伦理学所研究的道德观念、法学所研究的法治观念区分开来，建立起思想政治教育铸“魂”的独特学术体系和话语体系，在学科主阵地上坚守和深耕。另一方面，学科在建设过程中注重理想信念、价值理念、道德观念、法治观念的一体化研究，立足“促进全体人民在理想信念、价值理念、道德观念上紧紧团结在一起”[14](P193)的时代要求，形成了铸“魂”的根本要素之间“你中有我，我中有你”的紧密联系局面，如在价值理念的教育中融入信仰教育、道德观念的教育中引入法治的保障和引导，在各个要素的有机融合中增强铸魂育人中“魂”的气魄与力度。

Third, promote the integration of theoretical research and practical application in the discipline of ideological and political education, and enhance the breadth of practice of the discipline. The history of disciplinary construction proves that practicality is an important source of the vitality of the discipline of ideological and political education. The discipline achieves a spiral rise in its own development in the process of supporting the construction of ideological and political theory courses, supporting talent cultivation, and supporting practical operations.

第三，推动思想政治教育学科理论研究与实践运用相融合，提升思想政治教育学科实践广度。学科建设的历史证明，实践性是思想政治教育学科生命力的重要源泉，思想政治教育学科在支撑思政课建设、支撑人才培养、支撑实践运行的过程中实现自身发展的螺旋式上升。

First, the research results of the discipline of ideological and political education must strengthen support for the construction of ideological and political theory courses, and continuously realize the transformation from the academic system to the teaching system. Ideological and political theory courses are key courses for implementing the fundamental task of fostering virtue through education [11] and are the main channel and main lever for conducting ideological and political education. As a discipline whose fundamental mission is to forge souls and educate people, the discipline of ideological and political education has always taken the task of feeding back and supporting the construction of ideological and political theory courses as an important task in the course of its development. First, it strengthens the content support for ideological and political theory courses through disciplinary construction, by systematizing and academicizing the Party’s innovative theories, achieving synchronization between the construction of ideological and political theory courses and the Party’s innovative theories; by summarizing and inducting the laws discovered, wisdom absorbed, and experience gained in practice into knowledge, it ensures that the construction of ideological and political theory courses keeps pace with the development of the times, better adapting to and serving the “two overall situations.” [12] Second, it strengthens the textbook support for ideological and political theory courses through disciplinary construction, integrating the basic theories, innovative achievements, and frontier developments of disciplinary research into the construction of textbooks for ideological and political theory courses, using textbooks rich in theoretical depth and practical tension to support and promote the teaching of ideological and political theory courses. At the same time, the improvement in quality and efficiency and the innovative development of the construction of ideological and political theory courses provide fresh resources for the construction of the discipline of ideological and political education. This pattern of mutual support and mutual promotion is an important experience accumulated over many years in the construction of the discipline and the construction of ideological and political theory courses. Third, it strengthens the teaching support for ideological and political theory courses through disciplinary construction, enhancing specialized research on the teaching theory and methodology of ideological and political theory courses, taking the key points, difficulties, and blockages in the construction of ideological and political theory courses as important content of disciplinary research, and continuously exerting effort in the “eight unifications.” [13]

首先，思想政治教育学科研究成果要强化对思政课建设的支撑，持续实现学术体系向教学体系的转化。思政课是落实立德树人根本任务的关键课程，是进行思想政治教育的主渠道和主抓手。作为以铸魂育人为根本使命的学科，思想政治教育学科在发展过程中始终将反哺和支撑思政课建设作为重要任务，一是以学科建设强化思政课内容支撑，通过将党的创新理论体系化、学理化，实现思政课建设与党的创新理论同步；通过把在实践中发掘的规律、吸纳的智慧、取得的经验进行知识化总结和归纳，实现思政课建设与时代发展同向同行，更好适应和服务“两个大局”。二是以学科建设强化思政课教材支撑，将学科研究的基础理论、创新成果和前沿动态融入思政课教材建设，以富有理论深度和实践张力的教材配合、促进思政课教学开展。同时，思政课建设的提质增效和创新发展又为思想政治教育学科建设提供了鲜活的资源，这种相互支撑、相互促进的建设格局是多年来学科建设和思政课建设积累的重要经验。三是以学科建设强化思政课教学支撑，加强思政课教学论、方法论的专题研究，将思政课建设的重点、难点、堵点作为学科研究的重要内容，在“八个相统一”上持续发力。

Secondly, the research achievements of the ideological and political education discipline must strengthen their support for talent cultivation, and continuously realize the transformation of the education system into the teaching staff. As ideological and political education, which plays the role of the “lifeline” and “central link” in China’s modernization construction, it possesses a more pronounced political attribute, strategic attribute, and people’s livelihood attribute compared to other disciplines and education in the general sense. It undertakes the sacred mission of educating people for the Party, cultivating talents for the country, and ensuring that the Party’s cause and the construction of a strong socialist modernized country have successors. The cultivation of the teaching staff is an important aspect of talent cultivation in the ideological and political education discipline, a key to continuing the vitality of the discipline and the intergenerational transmission of disciplinary talents, and an important carrier for realizing the discipline’s educational function, achieving the transition from “knowledge” to “action,” and exerting the practical power of the discipline. Over the 40 years of discipline construction, ideological and political education has insisted on integrating disciplinary research achievements into the talent cultivation system, focusing on incorporating cutting-edge disciplinary research results into theoretical teaching, practical cultivation, and skill training. This enables students cultivated by the discipline to possess both rich knowledge and solid professional competence, as well as profound moral character and noble personality. At the same time, they acquire the ability, vision, and pattern to adapt to events, advance with the times, and change with the situation, truly becoming “classics teachers” and “human teachers” [9]9 “Classics teachers” (经师) and “human teachers” (人师) are traditional Chinese terms. A “classics teacher” imparts knowledge and skills, while a “human teacher” models moral character and guides personal development. The ideal is to combine both roles. who can transmit the Way, resolve doubts, cultivate the groves of learning, and delve into scholarship, thereby providing the fundamental driving force and source for the long-term construction of the discipline.

其次，思想政治教育学科研究成果要强化对人才培养的支撑，持续实现育人体系向师资队伍的转化。作为在我国现代化建设中发挥着“生命线”和“中心环节”作用的思想政治教育，相比其他学科和一般意义上的教育更具政治属性、战略属性、民生属性，承担着为党育人、为国育才，确保党的事业和社会主义现代化强国建设后继有人的神圣使命。师资队伍培养是思想政治教育学科人才培养的重要方面，是赓续学科生命力和学科人才代际传承的关键，是实现学科育人功能、达到由“知”到“行”、发挥学科实践伟力的重要载体。思想政治教育学科在40年建设过程中，坚持将学科研究成果融入人才培养体系，注重在理论教学、实践涵育、技能锻炼等方面融入学科前沿研究成果，使学科培养的学生既具备丰富的学识和扎实的专业素养，又具备厚重的品德和高尚的人格，同时具备因事而化、因时而进、因势而新的能力、眼界和格局，真正成为能够传道解惑、耕耘杏坛、钻研学术的“经师”和“人师”，为学科长期建设提供根本动力源泉。

Finally, the research achievements of the ideological and political education discipline must strengthen their guidance for the practice of ideological and political education, and continuously realize the transformation of the theoretical system into practical operation. As a discipline that combines theoretical and practical attributes, ideological and political education, on the basis of studying the formation and development of people’s ideological and moral character and the laws of ideological and political education, is committed to cultivating people’s correct worldview, outlook on life, and values, and guiding people to put them into practice. It takes guiding practical work as an important task of discipline construction and an important yardstick for testing the effectiveness of discipline development. The guidance of ideological and political education for practical work is not confined to the campus, nor is it limited to the real-world field. Instead, it combines inside and outside the campus, integrates the real and the virtual, and spans all walks of life, strengthening guidance for practice in different environments, different fields, and different industries. Over the past 40 years, during the process of discipline construction, attention has been paid to studying the phenomena and laws of ideological and political education from small entry points, by field, and by target group. The research achievements of the ideological and political education discipline have been used to improve school ideological and political work, promote the governance of online ideology, strengthen the ideological and political leadership of the military, and enhance the ideological literacy of the working masses. This effectively transforms the discipline’s research achievements into a “guide” for directing practice, while simultaneously using the problems discovered, achievements made, and experiences summarized in practice as “nourishment” to feed back into discipline construction.

最后，思想政治教育学科研究成果要强化对思想政治教育实践的指导，持续实现理论体系向实践运行的转化。作为兼具理论性与实践性的学科，思想政治教育学科在研究人们思想品德形成发展和思想政治教育规律的基础上，致力于培养人们正确的世界观、人生观和价值观并引导人们付诸践行，把指导实践工作作为学科建设的重要任务和检验学科发展成效的重要衡量标尺。思想政治教育对实践工作的指导，不拘泥于校园之中，也不局限于现实场域，而是校园内外相结合、现实虚拟相结合、各行各业相结合，在不同环境、不同场域、不同行业加强对实践的指导。40年来，学科在建设过程中注重小切口、分领域、分对象研究思想政治教育现象和规律，以思想政治教育学科的研究成果改进学校思想政治工作，推动网络意识形态治理，强化军队思想政治引领，提升劳动群众思想素养等，切实将学科研究成果转化为指引实践的“向导”，同时又以在实践中发现的问题、取得的成就、总结的经验作为反哺学科建设的“养料”。

(Author biographies: Wu Qiantao, Director of the Academic Committee of the Center for Moral Education Research at Tsinghua University, Senior Professor of Liberal Arts; Du Sirui, Doctoral Candidate at the School of Marxism, Tsinghua University)

（作者简介：吴潜涛，清华大学高校德育研究中心学术委员会主任、文科资深教授；杜思睿，清华大学马克思主义学院博士研究生）

Online editor: Tongxin

网络编辑：同心