On the Content Dimensions of Constructing an Independent Knowledge System for Ideological and Political Education

Constructing an independent knowledge system for China is a major proposition for the Chinese philosophy and social sciences, and it is also an inherent requirement of adapting Marxism to the Chinese context and the needs of the times and consolidating cultural subjectivity. In 2022, when inspecting Renmin University of China, Xi Jinping pointed out: “To accelerate the construction of philosophy and social sciences with Chinese characteristics, the fundamental task is to construct an independent knowledge system for China.”[1]1 “Four-pillar and eight-beam structure” (四梁八柱) is a Chinese architectural metaphor for a basic framework or main supporting structure, often used in policy discourse to describe the foundational elements of a system. The report of the 20th National Congress of the CPC again emphasized the need to “accelerate the construction of a disciplinary system, academic system, and discourse system for philosophy and social sciences with Chinese characteristics”[2]2 “Ma Gongcheng” (马工程) is an abbreviation for the Marxist Theory Research and Construction Project (马克思主义理论研究和建设工程), a major national project launched by the CPC to develop and standardize Marxist textbooks and teaching materials in Chinese higher education.36 (hereinafter referred to as the “Three Systems”). The Third Plenary Session of the 20th Central Committee of the CPC further proposed: “Implement an innovation project for philosophy and social sciences, and construct an independent knowledge system for Chinese philosophy and social sciences.”[3]3 The “Six Musts” (六个必须坚持) refers to the six principles that must be adhered to in Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era: putting the people first, self-confidence and self-reliance, upholding integrity and innovation, taking a problem-oriented approach, maintaining a systems perspective, and embracing a global vision.32 China’s independent knowledge system is the systematic integration of the “Three Systems”: the disciplinary system is the organizational form of the academic system, the academic system provides theoretical support and methodological guidance for the disciplinary system, and the discourse system reflects the dynamics of academic research; the three are interrelated and mutually supportive. As a discipline with Chinese characteristics, ideological and political education has gradually formed its own basic theories, foundational theories, and applied theories through continuous borrowing and transformation, and its disciplinary system, academic system, and discourse system have also been continuously developed and improved. Taking the “Three Systems” as the focal point to accelerate the construction of an independent knowledge system for ideological and political education is an inherent requirement for the discipline’s own development[4]4 "Four beams and eight pillars" (四梁八柱) is a Chinese architectural metaphor for a sturdy framework; in policy and academic contexts, it refers to the core structural components or foundational pillars of a system. and an essential part of promoting high-quality development of the discipline, advancing Chinese-path modernization, and contributing to the great cause of building a strong country and the great rejuvenation of the Chinese nation.

构建中国自主的知识体系是中国哲学社会科学的重大命题，也是推进马克思主义中国化时代化、巩固文化主体性的题中之义。2022年习近平在考察中国人民大学时指出：“加快构建中国特色哲学社会科学，归根结底是建构中国自主的知识体系。”[1]党的二十大报告再次强调，要“加快构建中国特色哲学社会科学学科体系、学术体系、话语体系”[2]36（以下简称“三大体系”）。党的二十届三中全会进一步提出：“实施哲学社会科学创新工程，构建中国哲学社会科学自主知识体系。”[3]32中国自主的知识体系是“三大体系”的系统集成，学科体系是学术体系的组织形态，学术体系为学科体系提供理论支持和方法指导，话语体系映照了学术研究动态，三者彼此关联、相互支撑。作为具有中国特色的思想政治教育学，在不断借鉴和转化中逐渐形成本学科的理论基础、基础理论和应用理论，学科体系、学术体系、话语体系也不断发展完善。以“三大体系”为着力点加快构建思想政治教育学自主知识体系，是学科自身发展的内在要求[4]，也是推动学科高质量发展、推进中国式现代化，助力强国建设和民族复兴伟业的应有之义。

Constructing an independent knowledge system for ideological and political education first requires a prior reflection on and clarification of the boundaries of “what it is.” First, from a functional perspective, the independent knowledge system of ideological and political education must describe the facts of ideological and political education, explain the phenomena of ideological and political education, reveal the essence of ideological and political education, and guide the practice of ideological and political education; it is a systematic integration of theoretical and practical knowledge of ideological and political education.[5]5 The "three major systems" (三大体系) refer to the disciplinary system, academic system, and discourse system (学科体系、学术体系、话语体系) in the context of constructing a philosophy and social sciences knowledge system with Chinese characteristics. Second, from a process perspective, the independent knowledge system of ideological and political education is generated within the practical activities, theoretical research, professional settings, and disciplinary construction of ideological and political education.[6]6 “The biggest political task” (最大的政治) is a Party formulation that identifies the central political priority of the current era; in this context it refers to Chinese-path modernization. Third, from a systemic perspective, the independent knowledge system of ideological and political education is divided into a constitutive knowledge system and a functional knowledge system; the former focuses on the formation and development of ideological and political education, while the latter focuses on the practice and action of ideological and political education.[7]7 “Five armies” (五路大军) is a Chinese term for the five main groups involved in philosophy and social science research: Party schools, universities, academies of social sciences, military academies, and research institutions under Party and government departments. Fourth, from an elemental perspective, the independent knowledge system of ideological and political education consists of four parts: the conceptual layer, the argumentative layer, the principle layer, and the paradigmatic layer[8]8 The Two Integrations: The integration of the basic principles of Marxism with China's specific realities and with the best of fine traditional Chinese culture, a key methodological principle in the CPC's theoretical innovation.; it takes theoretical knowledge as its foundation, practical knowledge as its counterpart, methodological knowledge as its axis, and institutional knowledge as its guide[9]9 The "Six Musts": The six requirements for theoretical work in the New Era: must adhere to putting the people first, must adhere to self-confidence and self-reliance, must adhere to upholding fundamental principles and breaking new ground, must adhere to a problem-oriented approach, must adhere to a systems perspective, and must adhere to embracing the world with a broad mind., aiming to achieve the autonomization, knowledge-ization, and systematization of disciplinary knowledge. The above viewpoints provide reference for clarifying the independent knowledge system of ideological and political education. The author believes that the independent knowledge system of ideological and political education is an in-depth summary and systematic generalization of the development of the discipline of ideological and political education, a systematic integration of functionality, process, system, and elements, mainly including a conceptual system, a categorical system, an academic system, an ideational system, a regularity system, a discourse system, a methodological system, and a supporting system, with distinct characteristics of autonomy, knowledge-ization, and systematization. From the perspective of disciplinary knowledge, constructing an independent knowledge system for ideological and political education with the “Three Systems” as the content dimension follows the construction logic of “knowledge organization—knowledge production—knowledge dissemination,” reflecting the autonomy and systematization of disciplinary knowledge.

构建思想政治教育学自主知识体系首先需要对“是什么”进行前提反思和界限澄清。第一，从功能上看，思想政治教育学自主知识体系要描述思想政治教育事实、解释思想政治教育现象、揭示思想政治教育本质、指导思想政治教育实践，是思想政治教育理论和实践知识的系统集成。[5]第二，从过程上看，思想政治教育学自主知识体系生成于思想政治教育实践活动、理论研究、专业设置、学科建设之中。[6]第三，从体系上看，思想政治教育学自主知识体系分为构成性知识体系和功能性知识体系，前者聚焦于思想政治教育的形成和发展，后者聚焦于思想政治教育的实践和行动。[7]第四，从要素上看，思想政治教育学自主知识体系由概念层、论断层、原理层、范式层4个部分组成[8]，其以理论性知识为基石、以实践性知识为照应、以方法性知识为中轴、以制度性知识为引领[9]，旨在实现学科知识的自主化、知识化和体系化。上述观点为澄清思想政治教育学自主知识体系提供参考借鉴。笔者以为，思想政治教育学自主知识体系是对思想政治教育学科发展的深入总结和系统概括，是功能性、过程性、体系性和要素性的系统集成，主要包括了概念体系、范畴体系、学术体系、理念体系、规律体系、话语体系、方法体系以及支撑体系等，具有鲜明的自主性、知识性及体系性等特征。从学科知识的角度而言，以“三大体系”为内容向度构建思想政治教育学自主知识体系，遵循着“知识组织——知识生产——知识传播”的构建逻辑，体现着学科知识的自主性和体系性。

I. Improving the Disciplinary System to Promote the Autonomy of Knowledge Organization in Ideological and Political Education

一、健全学科体系推动思想政治教育学知识组织的自主性

Disciplines form a disciplinary system through orderly aggregation. The disciplinary system is built on the basis of knowledge structure and scientific division of labor, composed of elements such as disciplinary directions, professional settings, and talent cultivation. It is the organizational structure and foundational support for constructing an independent knowledge system for ideological and political education.

学科经有序集合构成学科体系，学科体系建立在知识结构、科学分工基础之上，由学科方向、专业设置和人才培养等要素组成，是构建思想政治教育学自主知识体系的组织建制和基础依托。

(A) Promoting the Optimization and Improvement of Core and Branch Disciplinary Clusters

（一）推动主干和分支学科群的优化完善

First, consolidate the foundation of the independent knowledge system for ideological and political education by strengthening the construction of core disciplinary clusters. After more than 40 years of development, the four-pillar and eight-beam structure [n1] of the discipline of ideological and political education has been basically established, forming four major core disciplinary clusters—“theory, history, methods, and comparison”—and a disciplinary knowledge system for the development and innovation of ideological and political education. However, the thematic domain of the discipline still needs further expansion. The basic principles of ideological and political education take revealing the discipline’s concepts, categories, laws, objectives, content, processes, etc., as their main task, but breakthroughs have not yet been achieved on some fundamental issues.[10]10 Fostering virtue through education (立德树人): The fundamental task of education in China, emphasizing moral cultivation as the core of talent development. Therefore, we should base ourselves on the basic principles of Marxism and strengthen the systematic construction of the essence theory, dominance theory, genesis theory, reception theory, evaluation theory, spatial theory, form theory, institutional theory, discourse theory, and power theory of ideological and political education. In the methodology of ideological and political education, current attention is paid to implementation methods for carrying out ideological and political education work, but the systematic summarization, induction, and refinement of research methods for ideological and political education still need to be strengthened. Research methods are the foundational support for the independent knowledge system of ideological and political education, and it is necessary to further accelerate the formation of a research method system for ideological and political education. In the history of ideological and political education, current emphasis is placed on the history of ideological and political education since the founding of the CPC and the founding of the People’s Republic of China, but thematic studies such as the history of ideological and political education in ancient and modern China are relatively weak. In disciplinary construction, historical awareness should be enhanced, the historical foundation of the independent knowledge system of ideological and political education should be consolidated, the principle of deriving theory from history should be adhered to, and the development, evolution, and regular trends of ideological and political education should be summarized from a historical dimension. In comparative ideological and political education, comparative research should be taken as an important methodology, and the independent knowledge system of ideological and political education should be constructed through vertical and horizontal comparisons, comparisons of similarities and differences, and qualitative and quantitative comparisons[11]11 The "three major systems": The disciplinary system, academic system, and discourse system, which together form the framework of a knowledge system in Chinese academic discourse.; following comparative logic, scientifically setting topics, and conducting in-depth international comparisons[12], drawing on typical experiences and models from other countries, and advancing the construction of comparative ideological and political education towards a community with a shared future for mankind.

第一，夯实思想政治教育学自主知识体系的根基，加强主干学科群建设。经过40多年的发展，思想政治教育学科的四梁八柱基本搭建，已经形成“论、史、方法、比较”四大主干学科群和思想政治教育发展创新的学科知识体系，但仍需要进一步拓展学科的主题论域。思想政治教育学基本原理以揭示学科的概念、范畴、规律、目标、内容、过程等为主要任务，目前在一些基础问题上尚未取得突破。[10]因此，应立足马克思主义基本原理，加强思想政治教育本质论、主导论、发生论、接受论、评价论、空间论、形态论、制度论、话语论、权力论等方面的系统构建。在思想政治教育方法论中，当前注重思想政治教育工作开展的实施方法，而对思想政治教育学研究方法的系统总结、归纳提炼还有待加强。研究方法是思想政治教育学自主知识体系的基础支撑，需要进一步加快形成思想政治教育学研究方法体系。在思想政治教育史中，当前侧重中国共产党和新中国成立以来的思想政治教育历史，但中国古代、近代思想政治教育史等专题研究较为薄弱，在学科建设中应增强历史意识，夯实思想政治教育学自主知识体系的史学基础，坚持论从史出，从历史维度总结思想政治教育发展演变及其规律性趋势。在比较思想政治教育学中，应将比较研究作为重要方法论，在纵向与横向比较、同类与相异比较、定性与定量比较中构建思想政治教育学自主知识体系[11]；遵循比较逻辑、科学设置议题，深入开展国际比较[12]，借鉴他国典型经验和模式，推进迈向人类命运共同体的比较思想政治教育学建设。

Second, enrich the branches of the independent knowledge system for ideological and political education by promoting the construction of branch disciplinary clusters. Branch disciplines of ideological and political education mainly apply the theories and methods of other disciplines to produce new theoretical forms, thereby generating new knowledge systems and disciplinary branches. These can be further divided into relatively mature branch disciplines and emerging branch disciplines. The former include, for example, the philosophy of ideological and political education, the psychology of ideological and political education, and the sociology of ideological and political education; the latter include, for example, the cultural studies of ideological and political education, the aesthetics of ideological and political education, the communication studies of ideological and political education, and the ethics of ideological and political education. These branch disciplines show a thriving vitality, but they still lack further deepening and cultivation. It is necessary to continuously expand research teams, promote the compilation and improvement of textbooks for emerging branch disciplines, deepen theoretical research, enrich applied research, adhere to a problem-oriented approach, continuously incubate more emerging branch disciplines of ideological and political education, and enhance the multiple driving forces for constructing an independent knowledge system for ideological and political education. Furthermore, the distinction between core and branch disciplines is merely a result of artificial demarcation for better distinguishing knowledge. The independent knowledge system of ideological and political education is an organic whole. It is necessary not only to emphasize the construction of each disciplinary cluster but also to pay attention to the integration between disciplinary clusters, adhering to the spiral advancement of the construction of the independent knowledge system of ideological and political education in the recurring practice of “differentiation—integration—re-differentiation—re-integration.”

第二，繁荣思想政治教育学自主知识体系的枝干，促进分支学科群建设。思想政治教育学分支学科主要是运用其他学科的理论方法产生新的理论形态，并衍生出新的知识体系和学科分支。进一步可以分为相对成熟的分支学科和新兴分支学科，前者如思想政治教育哲学、思想政治教育心理学、思想政治教育社会学等；后者如思想政治教育文化学、思想政治教育美学、思想政治教育传播学、思想政治教育伦理学等。这些分支学科呈现出欣欣向荣的繁荣生机，但还缺乏更进一步的深化培育，需要不断壮大研究团队、推动新兴分支学科教材的编写完善、深化理论研究、丰富应用研究，坚持以问题为导向，不断孵化出更多思想政治教育学新兴分支学科，增强思想政治教育学自主知识体系构建的多元动力。此外，学科的主干和分支之别仅是为了更好区分知识人为划定的结果，而思想政治教育学自主知识体系是一个有机整体，不仅要重视各个学科群的建设，还应重视学科群之间的整合，坚持在“分化——整合——再分化—再整合”的往复实践中螺旋式推进思想政治教育学自主知识体系建设。

(B) Promoting the Coordinated Development of the Discipline of Ideological and Political Education

（二）促进思想政治教育学科的协同发展

Coordinated development within and between disciplines is an inherent requirement for constructing an independent knowledge system for ideological and political education. The core task of a discipline is to promote the inheritance, development, and innovation of the knowledge system. The construction of an independent knowledge system for ideological and political education is not about “starting from scratch” but about an in-depth summary and systematic generalization of the discipline’s development, and an in-depth exploration of core theories, practical methods, and future trends. In this process, the discipline is the organizational support and main force for constructing the independent knowledge system of ideological and political education. Therefore, it is necessary to promote the construction of the independent knowledge system of ideological and political education through the coordinated development of the discipline.

学科内部和学科之间的协同发展是构建思想政治教育学自主知识体系的内在要求。学科的核心任务是推进知识体系的传承、发展与创新，思想政治教育学自主知识体系的构建不是“另起炉灶”，而是对学科发展的深入总结和系统概括，对核心理论、实践方法及未来趋势的深入探索。在这一过程中，学科是思想政治教育学自主知识体系构建的组织依托和主体力量，因而需要以学科协同发展来推动思想政治教育学自主知识体系的构建。

First, promoting the construction of the autonomous knowledge system of ideological and political education through the coordinated development within the discipline. First, forming a rationally structured disciplinary system. Promote the coordinated development of the main disciplines and sub-disciplines of ideological and political education, forming a mutually reinforcing situation with the main disciplines as the core and sub-disciplines as supplements, jointly advancing the flourishing development of the knowledge edifice of ideological and political disciplines. Second, mutual promotion between disciplines and specialties. Use disciplines to support specialties, and use specialties to drive disciplinary construction, promoting the systematization of organizational structures, talent cultivation, and team building, fostering synergy between the disciplinary community and the professional community, and jointly advancing the construction of the autonomous knowledge system of ideological and political education. Third, leveraging the safeguarding and coordinating role of disciplinary construction. Constructing the autonomous knowledge system of ideological and political education is a major disciplinary proposition, requiring orientation toward research projects, project funding, outcome evaluation, talent cultivation, and outstanding disciplinary talents, forming a talent team with a reasonable structure and excellent quality [13]287, providing strong support for the construction of the autonomous knowledge system of ideological and political education.

第一，以学科内部协同发展推动思想政治教育学自主知识体系的构建。其一，形成布局合理的学科体系。推动思想政治教育学主干学科和分支学科的协同发展，形成以主干学科为主、以分支学科为辅，相互促进的局面，共同推动思想政治学科知识大厦繁荣发展。其二，学科和专业互促共进。以学科支撑专业，以专业带动学科建设，推动组织建制、人才培养与队伍建设的系统化，促进学科共同体与专业共同体协同，共同推进思想政治教育学自主知识体系构建。其三，发挥学科建设的保障协同作用。构建思想政治教育学自主知识体系是学科重大命题，需要以科研项目、课题经费、成果评价、人才培养、学科杰出人才等为导向，形成结构合理、素质优良的人才队伍[13]287，为思想政治教育学自主知识体系构建提供有力支持。

Second, promoting the construction of the autonomous knowledge system of ideological and political education through interdisciplinary coordinated development. The autonomous knowledge system of ideological and political education needs to reflect the systematicity, subjectivity, and autonomy of knowledge, focus on the great practice of Chinese-path modernization, adhere to a problem-oriented approach, and use systematic and scientific theoretical knowledge to solve the ideological driving force issues in Chinese-path modernization. However, practical problems are often complex, which determines that a single disciplinary theory cannot be used; it is necessary to break down disciplinary barriers, actively absorb and draw on knowledge from other disciplines, promote interdisciplinary and cross-disciplinary construction, advance the construction of new engineering, new liberal arts, new medical sciences, and new agricultural sciences, and, while clarifying disciplinary boundaries, further broaden research perspectives, promoting the coordinated development of the discipline of ideological and political education with other secondary disciplines of Marxist theory and the humanities and social sciences. It should be noted that while strengthening interdisciplinary coordinated development, a boundary awareness must also be established, constructing an autonomous knowledge system with the “subjectivity,” disciplinary characteristics, and disciplinary style of ideological and political education.

第二，以学科协同发展推动思想政治教育学自主知识体系的构建。思想政治教育学自主知识体系需要体现知识的系统性、主体性和自主性，聚焦中国式现代化伟大实践，坚持问题导向，以系统化、科学化的理论知识解决中国式现代化中的思想动力问题。然而，现实问题往往具有复杂性，这就决定不能用单一学科理论，需要打破学科壁垒，积极吸收借鉴其他学科知识，推进学科交叉与交叉学科建设，推动新工科、新文科、新医科、新农科建设，在明确学科边界的前提下，进一步拓宽研究视野，推动思想政治教育学科与马克思主义理论其他二级学科、人文社会科学协同发展。需要注意的是，在加强学科协同发展的同时，也要树立边界意识，构建具有思想政治教育学科“主体性”、学科特色、学科风格的自主知识体系。

(III) Leveraging the driving and supporting role of the talent cultivation system

（三）发挥人才培养体系的推动支撑作用

Talent is the primary resource for constructing the autonomous knowledge system of ideological and political education. The talent cultivation system is a key link determining the quality of talent and also a foundational project for constructing an autonomous knowledge system with Chinese characteristics.

人才是构建思想政治教育学自主知识体系的第一资源，人才培养体系是决定人才质量的关键环节，也是构建中国特色的自主知识体系的基础工程。

First, providing subjective impetus for the construction of the autonomous knowledge system of ideological and political education through high-quality talent cultivation. The autonomous knowledge system of ideological and political education ultimately needs to be constructed by people, which requires cultivating a continuous stream of specialized talent teams capable of consciously advancing the development of the discipline’s autonomous knowledge system in both theory and practice. In terms of talent cultivation objectives, the discipline of ideological and political education is oriented toward social and national needs, cultivating people with firm Marxist beliefs, a solid theoretical foundation in Marxism, and systematic mastery of professional knowledge in ideological and political education, focusing on social service needs, and cultivating composite talents who “study Marxism, research Marxism, believe in Marxism, and apply Marxism.” In the talent cultivation system, textbooks play a crucial role, as they are the condensation of the disciplinary system, academic system, and discourse system, and also an important direction for constructing the autonomous knowledge system of ideological and political education. Therefore, further leverage the exemplary and guiding role of “Ma Gongcheng” [2]2 “Ma Gongcheng” (马工程) is an abbreviation for the Marxist Theory Research and Construction Project (马克思主义理论研究和建设工程), a major national project launched by the CPC to develop and standardize Marxist textbooks and teaching materials in Chinese higher education. textbooks and “national-level” textbooks, systematically and scientifically integrating the achievements of the autonomous knowledge system of ideological and political education into all aspects of the textbook system, teaching system, and talent cultivation system, helping to improve the quality and efficiency of talent cultivation.

第一，以高质量的人才培养为构建思想政治教育学自主知识体系提供主体动力。思想政治教育学自主知识体系说到底需要人来构建，这就需要培养出源源不断的、能够自觉在理论和实践上推动学科自主知识体系发展的专业化人才队伍。在人才培养目标上，思想政治教育学科以社会和国家需要为导向，培养具备坚定马克思主义信仰、坚实马克思主义理论基础、系统掌握思想政治教育专业知识的人，聚焦社会服务需求，培养“在马、研马、信马、用马”的复合型人才。在人才培养体系中，教材具有至关重要的作用，是学科体系、学术体系、话语体系的凝结，也是构建思想政治教育学自主知识体系的重要方向。因此，进一步发挥“马工程”教材、“国家级”教材的示范引领作用，将思想政治教育学自主知识体系的成果系统化、科学化地融入教材体系、教学体系、人才培养体系的各个环节中，助力人才培养提质增效。

Second, enhancing the effective supply of knowledge through the autonomous knowledge system of ideological and political education. The construction of an autonomous knowledge system is a dynamic process. Through organized research and team-based construction, improve the systematicity, autonomy, and subjectivity of the knowledge system construction of ideological and political education, solve problems such as knowledge fragmentation and insufficient explanatory power, and increase knowledge supply and knowledge increment. On the one hand, strengthen the supply of theoretical knowledge in the discipline of ideological and political education. Taking China as the method and the times as the reference, propose academic propositions, academic thoughts, and academic theories that reflect the great practice of socialism with Chinese characteristics, producing specialized knowledge in the discipline of ideological and political education that is needed by the times and can solve people’s ideological confusion and value perplexities. On the other hand, increase the supply of applied and practical knowledge in the discipline of ideological and political education. Comprehensively apply multidisciplinary theoretical knowledge and methods, enhance the comprehensive and systematic supply of philosophical and social science knowledge within the talent cultivation system, form applied knowledge such as “guiding principles,” “scientific procedures,” “methods and arts,” “Party leadership theory,” and “team building,” enhance the practical ability of cultivation targets in “doing people’s work,” and push disciplinary construction to a new level.

第二，以思想政治教育学自主知识体系提升知识的有效供给。自主知识体系构建是一个动态过程，通过有组织科研与团队化建设，提升思想政治教育学知识体系构建的系统性、自主性和主体性，解决知识离散分化、解释力不够等问题，提升知识供给和知识增量。一方面，加强思想政治教育学科的理论性知识供给。以中国为方法、以时代为观照，提出体现中国特色社会主义伟大实践的学术命题、学术思想和学术理论，生产出这个时代所需要的、能够解决人们思想迷惑和价值困惑的思想政治教育学科专门知识。另一方面，增加思想政治教育学科应用性、实务性知识供给。综合应用多学科理论知识和方法，在人才培养体系中提升对哲学社会科学知识的综合性、系统性供给，形成“方针原则”“科学程序”“方法艺术”“党的领导论”和“队伍建设”等应用性知识，增强培养对象“做人的工作”的实践能力，推动学科建设迈向新台阶。

II. Improving the academic system to promote the autonomy of knowledge production in ideological and political education

二、完善学术体系推动思想政治教育学知识生产的自主性

The academic system refers to the scholarly knowledge and orderly academic cognitive system formed around specific research objects. Academic research drives knowledge production. The construction of the autonomous knowledge system of ideological and political education requires solid academic support and sufficient academic momentum to continuously produce more high-quality “knowledge products” in ideological and political education.

学术体系即围绕特定研究对象形成的学理性知识和有次序的学术认知体系，学术研究推动知识生产。思想政治教育学自主知识体系的建构要有坚实的学术支撑和充足的学术动力，源源不断地生产更多优质思想政治教育学“知识产品”。

(I) Consolidating the disciplinary theoretical foundation to highlight the subjectivity of knowledge production

（一）夯实学科理论基础彰显知识生产的主体性

Strengthen the foundation of the theoretical basis of ideological and political education, ensuring the stability and solidity of the knowledge edifice of ideological and political education. The theoretical basis of ideological and political education plays the role of a “stabilizer,” “ballast stone,” and “indicator,” exhibiting hierarchical and structural characteristics. The guiding theories occupy a commanding position, such as the basic principles of Marxism and Marxism adapted to the Chinese context and the needs of the times; the excellent traditional Chinese culture holds an important position, providing cultural nourishment; and theories borrowed from related disciplines under the guidance of Marxism play a supplementary role, complementing and serving the core theories. The Two Integrations inject the “soul vein” of Marxism and the “root vein” of excellent traditional Chinese culture into the construction of the autonomous knowledge system of ideological and political education, laying a profound theoretical foundation for the autonomous knowledge system of ideological and political education.

铸牢思想政治教育学理论基础的地基，确保思想政治教育学知识大厦的稳固坚实。思想政治教育学理论基础具有“稳定器”“压舱石”“指示仪”的作用，呈现出层次性和结构性特征，占据统摄地位的是指导理论，如马克思主义基本原理、中国化时代化的马克思主义；具有重要地位的是中华优秀传统文化，为其提供文化滋养；具有补充作用的是在马克思主义指导下的相关学科借鉴理论，起到对核心理论的补充和服务的作用。“两个结合”为思想政治教育学自主知识体系的构建注入马克思主义“魂脉”和中华优秀传统文化“根脉”，为思想政治教育学自主知识体系奠定了深厚的理论基础。

First, with Marxist theory as the core support, consolidate the “soul vein” of disciplinary knowledge production. This encompasses three levels: “theoretical foundation,” “theoretical cornerstone,” and “theoretical basis point” [14]: The “theoretical foundation” mainly consists of the basic principles of Marxism, Marxism adapted to the Chinese context and the needs of the times, and the standpoints, viewpoints, and methods running through them, especially Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era and the worldview and methodology of the “Six Musts” [3]3 The “Six Musts” (六个必须坚持) refers to the six principles that must be adhered to in Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era: putting the people first, self-confidence and self-reliance, upholding integrity and innovation, taking a problem-oriented approach, maintaining a systems perspective, and embracing a global vision.. The “theoretical cornerstone” consists of several related Marxist theories, such as the dialectical relationship between social existence and social consciousness, the theory of instilling socialist consciousness, the theory of mutual influence between people and the environment, and the theory of building socialist cultural-ethical progress. The “theoretical basis point” consists of specific expositions on ideological and political education by Marxist classical writers and Chinese Communists, linking Marxist theory above with ideological and political education below.

第一，以马克思主义理论为核心支撑，夯实学科知识生产的“魂脉”。这涵盖了“理论基础”“理论基石”“理论基点”3个层面[14]：“理论基础”主要由马克思主义基本原理、中国化时代化的马克思主义以及贯穿其中的立场观点方法组成，特别是习近平新时代中国特色社会主义思想以及“六个必须坚持”的世界观和方法论。“理论基石”由马克思主义若干相关理论组成，如社会存在与社会意识辩证关系理论、社会主义意识灌输理论、人与环境相互影响理论、社会主义精神文明建设理论等。“理论基点”由马克思主义经典作家、中国共产党人关于思想政治教育的具体论述组成，上承马克思主义理论、下接思想政治教育。

Second, with excellent traditional Chinese culture as nourishment, consolidate the “root vein” of disciplinary knowledge production. Excellent traditional Chinese culture and ideological and political education share affinities, such as the worldview of the unity of heaven and humanity, the worldview of universal harmony, the social view of the people as the foundation of the state, the moral view of cultivating virtue and carrying all things, the development view of discarding the old and embracing the new, the dedication spirit of “the world is for all,” the patriotic spirit of “loyalty to the country,” the striving spirit of “unceasing self-improvement,” the collectivism of “family and state as one structure,” and the educational thought of “transforming people through culture.” These provide profound historical and cultural resources for the autonomous knowledge system of ideological and political education [15].

第二，以中华优秀传统文化为滋养，巩固学科知识生产的“根脉”。中华优秀传统文化与思想政治教育具有契合性，如天人合一的宇宙观、协和万邦的天下观、民为邦本的社会观、厚德载物的道德观、革故鼎新的发展观，“天下为公”的奉献精神，“精忠报国”的爱国精神、“自强不息”的奋斗精神、“家国同构”的集体主义、“以文化人”的教化思想等，这些为思想政治教育学自主知识体系提供深厚的历史文化资源[15]。

Third, taking the theories of related disciplines under the guidance of Marxism as knowledge references, strengthen the theoretical reference for disciplinary knowledge production. The basic theories of ideological and political education take Marxist theory as the main trunk, and must also be supplemented by the theories of numerous related cross-disciplines, forming the main trunk and branches of the theoretical foundation of ideological and political education. In terms of disciplinary cluster distribution, Marxist theory primarily provides the theoretical foundation for the main disciplinary cluster of ideological and political education, while knowledge from multiple related disciplines provides the most basic knowledge system. For example, pedagogy, psychology, sociology, philosophy, narratology, communication studies, etc., provide the knowledge foundation and theoretical reference for the branch disciplines of ideological and political education. Therefore, constructing an autonomous knowledge system for ideological and political education requires actively introducing multi-disciplinary knowledge, strengthening the creative transformation of the basic theories of related disciplines, and internalizing them as the theoretical foundation of ideological and political education.

第三，以马克思主义指导下的相关学科理论为知识借鉴，加强学科知识生产的理论借鉴。思想政治教育学基础理论以马克思主义理论为主干，还要以众多相关交叉学科理论为补充，形成思想政治教育学理论基础的主干和分支。就学科群分布而言，马克思主义理论主要为思想政治教育学主干学科群提供理论基础，而多个相关学科知识提供了最基础的知识体系，诸如教育学、心理学、社会学、哲学、叙事学、传播学等，为思想政治教育学的分支学科提供了知识基础和理论借鉴。因此，构建思想政治教育学自主知识体系，需要积极引入多学科知识，加强对相关学科基本理论的创造性转化，使其内化为思想政治教育学的理论基础。

(II) Strengthen basic theoretical research to enhance the power source of knowledge production

（二）强化基础理论研究提升知识生产的动力源

Basic theory is the foundation of a discipline, providing theoretical support for the construction of an autonomous knowledge system for ideological and political education. Basic theory concerns the most direct propositions in the theory and practice of ideological and political education. It can be broadly divided into basic theories of theoretical research and basic theories of practical application. The former includes the ontology, meta-theory, methodology, conceptual categories, origin, basic laws, inter-subjective relations, scientization, disciplinization, modernity, and modernization of ideological and political education. The latter is related to the practice of ideological and political education, such as guiding ideology, objectives, principles, content, carriers, environment, methods, systems, teams, and evaluation [16].

基础理论是学科的根基，为思想政治教育学自主知识体系构建提供学理支撑。基础理论是关涉思想政治教育学理论与实践中最直接的命题，从总体上可以分为理论研究的基础理论和实践应用的基础理论，前者包含了思想政治教育的本体论、元理论、方法论、概念范畴、发生根源、基本规律、主体间关系、科学化、学科化、现代性、现代化等。后者与思想政治教育实践相关，如指导思想、目标、原则、内容、载体、环境、方法、制度、队伍、评价[16]等。

First, adhere to taking root downward, consolidating the "four beams and eight pillars" [4]4 "Four beams and eight pillars" (四梁八柱) is a Chinese architectural metaphor for a sturdy framework; in policy and academic contexts, it refers to the core structural components or foundational pillars of a system. of the autonomous knowledge system of ideological and political education through basic theoretical research. Over the past 40-plus years, while basic theoretical research in ideological and political education has achieved fruitful results, it also faces the endogenous dilemma of systematic construction versus innovative stagnation, the transformation challenge from transplant-style exploration to autonomous reshaping, and the supply-demand imbalance between normative research and practical demands. Therefore, the basic theory of ideological and political education must pay attention to the issues of "disciplinization" and "adaptation to the times," enrich the interpretive dimensions of basic theoretical research, answer basic questions such as "why it came into being" and "what it is," strengthen logical argumentation at the levels of "what ought to be" and "why it is so," and promote the overall research and thematic research of the basic theory of ideological and political education.

第一，坚持向下扎根，以基础理论研究巩固思想政治教育学自主知识体系的“四梁八柱”。40多年来，思想政治教育学的基础理论研究取得丰硕成果的同时，也面临着体系化建构与创新性委顿的内生困境、移植式探索到自主性重塑的转型难题、应然性研究与实然性诉求的供需失衡。因此，思想政治教育学基础理论要关注“学科化”和“时代化”的问题，丰富基础理论研究的阐释维度，回答“因何而来”“是什么”等基本问题，加强对“应当是”“何以是”层面的逻辑论证，推进思想政治教育学基础理论的整体研究和专题研究。

Second, adhere to a problem-oriented approach, using practical problems as entry points to continuously advance the autonomous knowledge system of ideological and political education. As an important method for governing the Party and the state, ideological and political education inevitably requires strengthening theoretical support and basic theoretical construction. To construct an autonomous knowledge system for ideological and political education, it is necessary to target the indigenous nature of knowledge production, take the culture of socialism with Chinese characteristics as the foundation of strength, base it on China's national conditions, reflect China's needs, and take root in China's soil. This involves continuously enhancing the practical relevance of ideological and political education, strengthening the explanatory power of theory, discovering new problems and constructing new theories from the great practice of Chinese-path modernization, and reinforcing the foundation of knowledge production in ideological and political education.

第二，坚持问题导向，以现实问题为切入点推动思想政治教育学自主知识体系不断发展。思想政治教育作为治党治国的重要方式，必然需要加强学理支撑和基础理论建设。构建思想政治教育学自主知识体系，要瞄准知识生产的本土性，以中国特色社会主义文化为力量根基，立足中国国情、反映中国需要、扎根中国大地，不断提高思想政治教育学的现实观照，增强理论的解释力，从中国式现代化的伟大实践中发现新问题、构建新理论，加固思想政治教育学知识生产的底座。

Third, adhere to dialectical thinking, constructing an autonomous knowledge system for ideological and political education through the two-way interaction of theory and practice. Taking basic theory as the guide and practical problems as important opportunities, continuously deepen basic theoretical research and concrete practice, focus on the promotion and application of research results in the basic theory of ideological and political education, form a "theory-practice" spiraling upward development mechanism, adhere to integrating theory with practice, take research on major frontier issues as an opportunity, refine a theoretical system with disciplinary characteristics, and use the theoretical foundation, basic theory, and applied theory research of ideological and political education to promote the construction of its autonomous knowledge system.

第三，坚持辩证思维，在理论和实践双向互动中构建思想政治教育学自主知识体系。以基础理论为指向，以现实问题为重要契机，在基础理论研究和具体实践中持续深化，注重思想政治教育学基础理论研究成果的推广和应用，形成“理论——实践”螺旋式上升的发展机制，坚持理论联系实际，以重大前沿问题研究为契机，提炼出具有学科特色的理论体系，以思想政治教育学理论基础、基础理论和应用理论研究推动构建思想政治教育学自主知识体系。

(III) Promote interdisciplinary research to seek growth points for knowledge production

（三）推动学科交叉研究寻求知识生产的增长点

Constructing an autonomous knowledge system for ideological and political education also requires promoting knowledge increment through interdisciplinary research. From the perspective of knowledge sources, constructing an autonomous knowledge system for ideological and political education also requires enriching the knowledge edifice of ideological and political education from the outside. The comprehensive and applied characteristics of ideological and political education determine the complexity and diversity of disciplinary knowledge. Therefore, interdisciplinary integration and knowledge reference become an exogenous driving force for constructing an autonomous knowledge system for ideological and political education and promoting knowledge production. For example, the cross-integration of ideological and political education with pedagogy has given rise to general principles and methodologies such as the subject, object, mediator, and environment of ideological and political education, enriching the discipline's theoretical foundation. The cross-integration of ideological and political education with psychology has enhanced the standardization and scientific nature of research methods in ideological and political education, promoting the integrity of the psychological process and the unity of the internalization and externalization of the educational object's thoughts. The cross-integration of ideological and political education with political science has laid the core categories and ideological attributes of this discipline. The cross-integration of ideological and political education with ethics has further deepened and expanded the theoretical basis for moral education and collectivist values. The cross-integration of ideological and political education with communication studies has promoted the shift of ideological and political education theory from "education" to "communication." The cross-integration of ideological and political education with aesthetics has promoted the development of aesthetic thinking in ideological and political education. The cross-integration of ideological and political education with reception theory has prompted a shift towards the dominant subject and the learner subject. The cross-integration of ideological and political education with systems science has endowed the discipline of ideological and political education with systemic thinking, facilitating a holistic grasp of the interrelationships among various elements within the ideological and political education system. The cross-integration of ideological and political education with cultural studies has enabled ideological and political education to better play its role in cultivating people with culture and forging souls with culture. The cross-integration of the discipline of ideological and political education with other disciplines continuously "incubates" new disciplinary issues, "gives birth" to branch disciplinary clusters, and promotes disciplinary "feedback," collectively delineating a complete knowledge landscape for ideological and political education, enabling the knowledge system of ideological and political education to keep pace with the times and remain full of vitality. It can be seen that interdisciplinary research constitutes a basic link in the knowledge production of ideological and political education. However, it is also necessary to strengthen the systematic integration of knowledge within the discipline, follow the laws of academic research and disciplinary development, scientifically reference and organically integrate, form an autonomous research paradigm for ideological and political education, and avoid phenomena such as "mechanical reference" and "simple copying." Adhere to the guidance of Marxist theory, take cross-disciplines as theoretical nourishment, and promote the development and innovation of the autonomous knowledge system of ideological and political education.

构建思想政治教育学自主知识体系，还需要在学科交叉研究中推动知识增量。从知识来源来看，构建思想政治教育学自主知识体系，还须从外部丰富思想政治教育学知识大厦。思想政治教育学的综合性、应用性等特点决定了学科知识的复杂性和多样性，因而学科交叉与知识借鉴成为构建思想政治教育学自主知识体系、推动知识生产的外源性动力。如思想政治教育学与教育学的交叉融合，促生了思想政治教育主体、客体、介体、环体等一般原理及方法论，丰富了学科理论基础。思想政治教育学与心理学的交叉融合，提升了思想政治教育学研究方法的规范性、科学性，促进心理过程的完整性和教育对象思想内外化的统一。思想政治教育学与政治学交叉融合，奠定了本学科的核心范畴和意识形态属性。思想政治教育学与伦理学的交叉融合，进一步深化和拓展了道德教育、集体主义价值观的学理依据。思想政治教育学与传播学的交叉融合，促进了思想政治教育理论从“教育”到“传播”的转向。思想政治教育学与美学的交叉融合，促进了思想政治教育审美思维的发展。思想政治教育学与接受学的交叉融合，促使了主导性主体与学习者主体的转向。思想政治教育学与系统科学的交叉融合，使思想政治教育学科有了系统思维，有利于从整体上把握思想政治教育系统内部各要素的相互关系。思想政治教育学与文化学的交叉融合，促使思想政治教育学更好地发挥以文化人、以文铸魂的作用。思想政治教育学科与其他学科的交叉融合，不断催生“孵化”学科新议题、“孕育”分支学科群、促进学科“反哺”，共同描摹出思想政治教育完整的知识图景，使得思想政治教育学知识体系不断与时俱进、充满生命力。可见，交叉学科研究构成了思想政治教育学知识生产的基本环节，但还需要加强学科内部知识的系统整合，遵循学术研究和学科发展的规律，科学借鉴、有机融合，形成思想政治教育学自主的研究范式，避免出现“机械借鉴”“简单抄搬”等现象。坚持马克思主义理论指导，以交叉学科为理论滋养，推动思想政治教育学自主知识体系的发展与创新。

III. Innovate the discourse system to promote the autonomy of knowledge dissemination in ideological and political education

三、创新话语体系推动思想政治教育学知识传播的自主性

The discourse system is a relatively stable set of speech content and expression forms formed during the long-term development of a discipline, centrally embodied in corresponding concepts, categories, and modes of expression. Through a revolution in terminology and discourse innovation, we can gather the discursive potential of ideological and political education discourse, enhance its effectiveness, and strengthen its cohesion and leading power.

话语体系是一门学科在长期发展过程中形成的相对稳定的言说内容与表达形式，集中体现为相应的概念、范畴、表达方式等。以术语革命、话语创新汇聚思想政治教育话语势能、提升话语效度，增强思想政治教育话语的凝聚力和引领力。

(I) Discourse content: Actively promote a revolution in terminology oriented towards Chinese-path modernization

（一）话语内容：积极推动面向中国式现代化的术语革命

Grounded in Chinese-path modernization, constructing an independent knowledge system for ideological and political education promotes a revolution in the terminology of ideological and political education. On the one hand, it uses theoretical thinking to refine the distinctive and original concepts of ideological and political education. The main marker of constructing an independent knowledge system for ideological and political education is achieving a "revolution in terminology," forming a series of original and distinctive concepts and discursive narratives. Concepts are the outward manifestation of the knowledge system; "ideological and political education," "ideological and political work," and "ideological and political work" are all original concepts of the CPC's ideological and political education. Theories such as the "lifeline" theory, the "central link" theory, the "integration" theory, "fostering virtue and nurturing talent," and "ideological and political leadership" all belong to the discursive domain of the discipline with indigenous characteristics of ideological and political education. Constructing an independent knowledge system for ideological and political education also requires anchoring core issues, deeply cultivating original disciplinary knowledge, and thoroughly elucidating the principles, truths, and reasoning contained in the core propositions of the field of ideological and political education. By using the insight, generalization, imagination, dialectical reasoning, and intellectual power of theoretical thinking to achieve a "revolution in terminology," it forms an independent knowledge system for ideological and political education that tells China's stories well and disseminates the value of Chinese discourse. On the other hand, it uses strategic thinking to better serve Chinese-path modernization with the discursive content of ideological and political education. From the historical orientation of the New Era, the discourse system, discourse patterns, discourse forms, and discourse content of ideological and political education are also advancing with the times. The CPC has proposed a series of distinctive concepts, such as "people-centered," "the great rejuvenation of the Chinese nation," "forging a strong sense of community for the Chinese nation," "core socialist values," "cultural confidence," "ecological civilization," "whole-process people's democracy," "the Two Integrations," "Chinese-path modernization," "a community with a shared future for mankind," and "a new form of human civilization." The context of Chinese-path modernization profoundly influences the discourse system of ideological and political education. It is necessary to accelerate the construction of a discourse system for ideological and political education oriented toward Chinese-path modernization, to clearly explain to the world the "why," "where to," and "how to" of Chinese-path modernization, to transform the vivid practice of Chinese-path modernization into discursive resources for ideological and political education, and to strive to create new concepts, new categories, and new expressions that integrate ancient and modern, Chinese and foreign.

立足中国式现代化建构思想政治教育学自主知识体系，推动思想政治教育术语革命。一方面，以理论思维提炼思想政治教育学的标识性、原创性概念。构建思想政治教育学自主知识体系，主要标志是实现“术语的革命”，形成一系列具有原创性、标识性的概念和话语叙事。概念是知识体系的外显，思想政治教育学、思想政治教育、思想政治工作等都是中国共产党思想政治教育的原创性概念，“生命线”理论、“中心环节”理论、“一体化”理论、“立德树人”、“思政引领力”等理论，均属于思想政治教育本土特色学科的话语范畴。构建思想政治教育学自主知识体系，还需要锚定核心议题，深耕学科原创性知识，深入阐发思想政治教育领域核心命题蕴含的道理事理哲理，以理论思维的洞察力、概括力、想象力、思辨力和思想力实现“术语的革命”，形成讲好中国故事，传播中国话语价值的思想政治教育学自主知识体系。另一方面，以战略思维让思想政治教育话语内容更好地服务于中国式现代化。从新时代的历史方位来看，思想政治教育话语体系、话语样态、话语形式、话语内容也在与时俱进。中国共产党提出了一系列具有标识性的概念，如“以人民为中心”“中华民族伟大复兴”“铸牢中华民族共同体意识”“社会主义核心价值观”“文化自信”“生态文明”“全过程人民民主”“两个结合”“中国式现代化”“人类命运共同体”“人类文明新形态”等。中国式现代化的语境深刻影响着思想政治教育话语体系，要加快构建面向中国式现代化的思想政治教育话语体系，向世界讲清楚中国式现代化“为什么”“向何处”“如何做”，将中国式现代化生动实践转化为思想政治教育话语资源，着力打造融通古今中外的新概念新范畴新表述。

(II) Discourse Dissemination: Promoting the Mutual Embedding and Co-construction of Discourse Expression and Narrative Methods

（二）话语传播：推动话语表达和叙事方式的互嵌同构

Promoting the mutual construction of discourse and narrative in ideological and political education, and innovating the dissemination methods of the independent knowledge system of ideological and political education. The knowledge dissemination of ideological and political education includes three levels: knowledge dissemination within the disciplinary community, social dissemination, and international dissemination, among which discourse expression and narrative methods are basic constituent elements. Discourse is the expression of the content of ideological and political education and serves as a bridge and bond between educators and educatees. Narrative, or storytelling, is the process by which the educational subject narrates and interprets the educational content. This process is key to whether ideological and political education "knows how to tell stories" and can "tell stories well." In the era of digital intelligence, technological development provides historical opportunities for the dissemination of ideological and political education discourse, but it also causes the dissemination of ideological and political education discourse to face problems such as ideological discourse isolation, overlapping public opinion discourse, and overstepping boundaries of entertainment discourse. In terms of discourse relations, excessive discourse authority of educators leads to a lack of reciprocity. In terms of discourse transformation, there are dilemmas such as insufficient explanatory power, inadequate transformation intensity, discourse distortion, and discourse obscuration. From the perspective of discourse structure, the discourse of ideological and political education is divided into ideological discourse, academic discourse, and life discourse, corresponding respectively to the political discourse system of the value-belief dimension, the academic discourse system of the cognition-interpretation dimension, and the life discourse system of the method-strategy dimension. Constructing an independent knowledge system for ideological and political education requires handling the relationships among these three discourse systems, reflecting the practice of socialism with Chinese characteristics from the discourse system and conceptual system, forming authoritative and rigorous political discourse, academically profound, rigorous, and standardized academic discourse, and lively, easily disseminated life discourse, achieving the coordinated development of different modes of discourse expression. From the narrative dimension, the narrative of ideological and political education can be divided into text narrative, image narrative, emotional narrative, digital narrative, etc. Constructing an independent discourse dissemination system for ideological and political education, realizing the mutual embedding and co-construction of discourse expression and narrative methods, forming an integrated and mutually constructed discourse-narrative system for ideological and political education, skillfully using image symbols, adeptly using metaphorical expressions, telling China's stories well and spreading China's voice well. It is necessary to handle the relationships in discourse narrative between "big and small," "deep and shallow," "complex and simple," "hot and cold," and "virtual and real," promoting the simultaneous advancement of macro and micro narratives in ideological and political education, thereby enhancing the explanatory power, leadership, and dissemination power of ideological and political education discourse.

推动思想政治教育话语叙事互构，创新思想政治教育学自主知识体系话语传播方式。思想政治教育的知识传播包含了学科共同体内部的知识传播、社会传播和国际传播3个层次，其中话语表达和叙事方式是基本构成要素。话语是思想政治教育内容的表达，是教育者和受教育者之间的桥梁和纽带。叙事即讲故事，是教育主体对教育内容进行叙述并阐释的过程，这一过程是思想政治教育是否“会讲故事”、能否“讲好故事”的关键。数智时代，技术发展为思想政治教育话语传播提供历史性机遇，但也使思想政治教育话语传播面临着意识形态话语隔离、舆论话语叠加、娱乐话语过界等问题。在话语关系上，教育者过度话语权威造成相互性缺失；在话语转换上，存在解释能力不足、转换力度不够、话语失真、话语遮蔽等困境。从话语结构看，思想政治教育话语分为意识形态话语、学术话语和生活话语等，分别对应着价值——信仰维度的政治话语体系、认知——解释维度的学术话语体系、方法——策略维度的生活话语体系。构建思想政治教育学自主知识体系，需要处理好3种话语体系之间的关系，从话语体系和概念体系上反映中国特色社会主义实践，形成权威、严谨的政治话语，学理深厚、严谨规范的学术话语，轻松活泼、易于传播的生活话语，实现不同话语表达方式的协调发展。从叙事维度看，思想政治教育叙事可以分为文本叙事、图像叙事、情感叙事、数字叙事等。构建思想政治教育学自主的话语传播体系，实现话语表达和叙事方式的互嵌同构，形成一体互构的思想政治教育学话语叙事体系，巧用图像符号，善用隐喻表达，讲好中国故事传播好中国声音。要处理好话语叙事中“大与小”“深与浅”“繁与简”“热与冷”“虚与实”的关系，推动思想政治教育宏微叙事并进，以此来提升思想政治教育话语的解释力、引领力和传播力。

(III) Discourse Potential: Enhancing the Cohesion and Leadership of Ideological and Political Education Discourse

（三）话语势能：提升思想政治教育话语凝聚力和引领力

Releasing discourse potential, enhancing the penetrative power and influence of discourse expression within the independent knowledge system of ideological and political education. Discourse contains thought; enhancing the cohesion and leadership of ideological and political education discourse, using ideological and political education discourse to build consensus and gather strength, enabling the world to understand China, and presenting a credible, lovable, and respectable image of China.

释放话语势能，提升思想政治教育学自主知识体系中话语表达的穿透力、影响力。话语蕴含着思想，提升思想政治教育话语的凝聚力引领力，以思想政治教育话语凝聚共识、汇聚力量，使世界读懂中国，展现可信、可爱、可敬的中国形象。

First, enhancing the discourse cohesion of ideological and political education. The rapid development of generative artificial intelligence represented by ChatGPT, Sora, etc., algorithmic manipulation, and the encirclement and hunting by Western ideology make the dissemination of ideological and political education discourse prone to falling into the predicament of "having reasons but being unable to articulate them," "being articulated but unable to spread," and "being spread but not resonating." To enhance the discourse potential of ideological and political education and build a socialist ideology with strong cohesion and leadership, it is necessary to further expand the discourse space, strengthen the integrated construction of ideological and political education discourse in universities, middle schools, and primary schools, and promote the coordination of ideological and political education discourse among different subjects such as families, schools, and society; identify the intersection points of discourse objects in ideological understanding, emotional interaction, and interest relations, guided by core socialist values, enhance the appeal and cohesion of ideological and political education discourse, and form a discourse system for ideological and political education oriented toward the New Era and the people.

第一，提升思想政治教育话语凝聚力。以ChatGPT、Sora等为代表的生成式人工智能的快速发展，算法裹挟、西方意识形态的围猎，使思想政治教育话语传播容易陷入“有理说不出”“说了传不开”“传开叫不响”的窘境。提升思想政治教育话语势能，建设具有强大凝聚力和引领力的社会主义意识形态，需要进一步扩展话语空间，加强大中小学思想政治教育话语一体化建设，促进家庭、学校、社会等不同主体思想政治教育话语协同；找准话语对象在思想认识、情感互动和利益关系上的交汇点，以社会主义核心价值观为引领，提升思想政治教育话语的感召力和凝聚力，形成面向新时代、面向人民的思想政治教育话语体系。

Second, constructing an external discourse dissemination pattern for ideological and political education. On the one hand, it is necessary to break the monopoly of Western discourse power, be cautious of falling into the "discourse trap" of Western modernization, tell China's stories well, spread China's voice well, enhance the country's cultural soft power and the influence of Chinese culture, and promote the construction of international communication capacity through innovation in the discourse system of ideological and political education. On the other hand, in absorbing and drawing lessons, construct Chinese discourse and Chinese narrative systems. Openness is a distinctive feature of Chinese-path modernization and also an inherent requirement for constructing an independent knowledge system for ideological and political education. The construction of an independent knowledge system for ideological and political education, while adhering to cultural subjectivity, must also actively absorb and draw lessons from the outstanding achievements of human civilization, based on the original, absorbing the foreign, and facing the future, forming an independent knowledge system for ideological and political education oriented toward the world through upholding fundamental principles and breaking new ground.

第二，构建思想政治教育的对外话语传播格局。一方面，要打破西方的话语权垄断，谨防陷入西方现代化的“话语陷阱”之中，讲好中国故事，传播好中国声音，提高国家文化软实力和中华文化影响力，以思想政治教育话语体系创新推进国际传播能力建设。另一方面，在吸收借鉴中构建中国话语和中国叙事体系。开放性是中国式现代化的鲜明特征，也是构建思想政治教育学自主知识体系的内在要求。思想政治教育学自主知识体系的构建在坚持文化主体性的前提下，还要积极吸收借鉴人类优秀文明成果，立足本来、吸收外来、面向未来，在守正创新中形成面向世界的思想政治教育学自主知识体系。

Third, enhancing the international discourse influence of ideological and political education. As an important and universal social practice activity of humanity, the root of the occurrence of ideological and political education is universal, although it has different manifestations in different societies. Therefore, ideological and political education must reveal the laws of human ideological and political education activities in responding to the universal demands of human social development, extract distinctive concepts and general theories from the CPC's practice of ideological and political education that are easily accepted and understood by the international community, enhance the attractiveness and leadership of socialist ideology, release discourse potential, strengthen scientific expression, and enhance the dissemination power and influence of Chinese civilization.

第三，提升思想政治教育学的国际话语影响力。作为人类的一项重要且具有普遍性的社会实践活动，思想政治教育发生根源具有普遍性，只不过在不同社会具有不同的表现形态。因此，思想政治教育学要在回应人类社会发展的普遍要求中揭示人类思想政治教育活动规律，从中国共产党的思想政治教育实践中提炼出易被国际社会所接受和理解的标识性概念、一般性理论，提升社会主义意识形态吸引力和引领力，释放话语势能、增强科学表达，提升中华文明传播力影响力。

IV. Adhering to Systematic Thinking to Promote the Modernization of the Independent Knowledge System of Ideological and Political Education

四、坚持系统思维推进思想政治教育学自主知识体系的现代化

China's independent knowledge system concerns the deduction of thinking, the production of knowledge, the expression of thought, the demonstration of methods, and the discipline of the academic field. Constructing an independent knowledge system for ideological and political education requires adhering to a systematic concept, strengthening forward-looking thinking, holistic planning, structural coupling, and methodological innovation, and promoting the coordinated development of the "three major systems" [5]5 The "three major systems" (三大体系) refer to the disciplinary system, academic system, and discourse system (学科体系、学术体系、话语体系) in the context of constructing a philosophy and social sciences knowledge system with Chinese characteristics. as a whole.

中国自主的知识体系关涉思维的演绎、知识的生产、思想的表达、方法的论证、学科的规训等。构建思想政治教育学自主知识体系，需要坚持系统观念，加强前瞻性思考、整体性谋划、结构性耦合、方法论创新，一体推动“三大体系”协同发展。

(I) Strategic Layout: Adhering to the Development Orientation of Chinese-path Modernization

（一）战略性布局：坚持中国式现代化的发展导向

Constructing an autonomous knowledge system of ideological and political education is a strategic project. It must focus on the central tasks of the Party and national development, strengthen forward-looking thinking, and enable ideological and political education to play a greater role in the great process of advancing Chinese-path modernization.

构建思想政治教育学自主知识体系是一项战略性工程，要聚焦党和国家发展的中心任务，加强前瞻性思考，使思想政治教育在推进中国式现代化的伟大进程中发挥更大作用。

First, construct an autonomous knowledge system of ideological and political education oriented toward Chinese-path modernization. A knowledge system is both constructed and evolutionarily generated. On the one hand, Chinese-path modernization is the field space for constructing the autonomous knowledge system of ideological and political education. Constructing the autonomous knowledge system of ideological and political education requires focusing on Chinese-path modernization as the “biggest political task,”[6]6 “The biggest political task” (最大的政治) is a Party formulation that identifies the central political priority of the current era; in this context it refers to Chinese-path modernization. focusing on the discourse narrative of Chinese-path modernization, taking root in Chinese civilization, and summarizing at both theoretical and practical levels the principles, academic principles, and philosophical principles contained in the “Chinese path,” “Chinese experience,” and “Chinese solutions.” On the other hand, the autonomous knowledge system of ideological and political education provides spiritual impetus for Chinese-path modernization. In the process of constructing the autonomous knowledge system of ideological and political education, by enhancing the theoretical explanatory power, practical observational power, and practical action capacity of ideological and political education, people’s initiative and creativity are stimulated, providing sustained spiritual strength, creating favorable subjective conditions, and gathering powerful practical forces for advancing Chinese-path modernization, thereby accelerating the construction of the autonomous knowledge system of ideological and political education in better serving Chinese-path modernization.

第一，构建面向中国式现代化的思想政治教育学自主知识体系。知识体系既是建构而成的，也是演进生成的。一方面，中国式现代化是构建思想政治教育学自主知识体系的场域空间。构建思想政治教育学自主知识体系，需要聚焦中国式现代化这个“最大的政治”，聚焦中国式现代化话语叙事，植根于中华文明，从理论和实践层面总结概括“中国道路”“中国经验”“中国方案”蕴含的道理学理哲理。另一方面，思想政治教育学自主知识体系为中国式现代化提供精神动力。在构建思想政治教育学自主知识体系的过程中，通过提升思想政治教育的理论阐释力、现实观照力和实践行动力，激发人的能动性和创造性，为推进中国式现代化提供持续的精神力量、创造有利的主观条件、汇聚强大的实践力量，在更好地服务于中国式现代化中加快构建思想政治教育学自主知识体系。

Second, the construction of the autonomous knowledge system of ideological and political education should take the advancement of people’s modernization as its value orientation. The essence of Chinese-path modernization is the modernization of people, and the modernization of ideological and political education is ultimately also aimed at realizing people’s free and comprehensive development. This determines that the construction of the autonomous knowledge system of ideological and political education is meant to meet the needs of people’s free and comprehensive development and social progress. Therefore, ideological and political education must not only serve the needs of national governance but also represent public interests, answer the questions of the times, respond to public value concerns, pay attention to people’s ideological conditions, promptly resolve ideological contradictions, and provide spiritual support and ideological guarantees for people’s modernization. In the construction process, always adhere to a people-centered approach, give full play to the guiding functions of ideological and political education in fostering virtue and nurturing talent, cultivating foundational capacities and educating people, and enlightening wisdom and moistening hearts, and advance the construction of the autonomous knowledge system of ideological and political education in serving the mission and tasks of Chinese-path modernization, promoting high-quality development of the discipline.

第二，思想政治教育学自主知识体系构建要以推进人的现代化发展为价值旨归。中国式现代化的本质是人的现代化，思想政治教育现代化归根到底也是为了实现人的自由而全面的发展，这决定了思想政治教育学自主知识体系构建是为了满足人的自由全面发展与社会进步需要。因此，思想政治教育既要服务于治国理政需要，也要代表公共利益，回答时代问题，回应公共价值关切，关注人的思想状况，及时化解思想矛盾，为人的现代化提供精神支撑和思想保障。在构建过程中，始终坚持人民至上，发挥思想政治教育在立德树人、培元育才、启智润心等方面的引领功能，在服务于中国式现代化的使命任务中推进思想政治教育学自主知识体系构建，推动学科高质量发展。

(II) Holistic Planning: Emphasizing the Overall Emergence of Systemic Functions

（二）整体性谋划：注重系统功能整体涌现

Constructing the autonomous knowledge system of ideological and political education is a systematic project. It must take the systems concept as a methodological guide, strengthen holistic planning, and emphasize the overall layout of systemic elements.

构建思想政治教育学自主知识体系是一项系统性工程，必须以系统观念作为方法论指引，加强整体性谋划，注重系统要素整体布局。

First, strengthen top-level design and emphasize holistic planning. Xi Jinping emphasized: “Constructing philosophy and social sciences with Chinese characteristics is a systematic project and an extremely arduous task. It is necessary to strengthen top-level design and coordinate the forces of all parties to advance collaboratively.”[2]2 “Ma Gongcheng” (马工程) is an abbreviation for the Marxist Theory Research and Construction Project (马克思主义理论研究和建设工程), a major national project launched by the CPC to develop and standardize Marxist textbooks and teaching materials in Chinese higher education.487 The autonomous knowledge system of ideological and political education itself encompasses multiple subsystems at different levels, and different systems have both differences and internal connections. Constructing the autonomous knowledge system of ideological and political education adheres to the subject logic of the leadership of the Communist Party of China and the dominant logic of Marxist guidance, strengthens top-level design, and forms holistic planning in aspects such as goal setting, process management, team building, and evaluation mechanisms.

第一，加强顶层设计注重整体性规划。习近平强调：“构建中国特色哲学社会科学是一个系统工程，是一项极其繁重的任务，要加强顶层设计，统筹各方面力量协同推进。”[2]487思想政治教育学自主知识体系本身就涵盖了不同层次的多个子系统，不同系统之间既具有差异性又具有内在联系性。构建思想政治教育学自主知识体系，坚持中国共产党领导的主体性逻辑、马克思主义指导的主导性逻辑，加强顶层设计，在目标设定、过程管理、队伍建设、评价机制等方面形成整体性规划。

Second, emphasize the holistic planning of organizational structures. A knowledge system is a general summary of the disciplinary system, academic system, and discourse system. The autonomous knowledge system of ideological and political education is not a simple accumulation or mechanical assembly of knowledge, but rather, based on existing knowledge, it is organized through logical coherence to achieve the systematization and scientification of knowledge. Therefore, under clear and unified organizational guidance, in accordance with the requirements of gradual progress, overall coherence, spiral ascent, and coordinated planning, refine organizational division of labor, unify the direction of construction, give full play to the functions of top-down overarching organizational structures, strengthen policy supply, and provide institutional guarantees.

第二，注重组织机构的整体性规划。知识体系是对学科体系、学术体系和话语体系的总体性概括。思想政治教育学自主知识体系不是知识的简单累加和机械组装，而是以现有知识作为基础，以逻辑贯通的方式组织起来，实现知识的体系化、科学化。因此，应在明确统一的组织指导下，按照循序渐进、整体衔接、螺旋上升、统筹协调的要求，细化组织分工、统一构建方向，发挥自上而下的统摄型组织机构的功能、加强政策供给和提供制度保障。

Third, leverage the synergistic role of multiple subjects. The construction of the autonomous knowledge system of ideological and political education involves leading subjects, academic activity subjects, management subjects, knowledge dissemination subjects, etc., correspondingly forming management departments, coordination departments, discipline construction units, etc. This requires improving the subject coordination mechanism, integrating the forces of multiple subjects, adhering to the leadership of the Party, forming multi-departmental linkage, giving full play to the synergistic effect of the “five armies,”[7]7 “Five armies” (五路大军) is a Chinese term for the five main groups involved in philosophy and social science research: Party schools, universities, academies of social sciences, military academies, and research institutions under Party and government departments. and creating a community for constructing the autonomous knowledge system of ideological and political education.

第三，发挥多元主体的协同作用。思想政治教育学自主知识体系的建构有领导主体、学术活动主体、管理主体、知识传播主体等，与之相对应形成管理部门、组织协调部门、学科建设单位等，这需要完善主体协同机制，整合多元主体力量，坚持党的领导，形成多部门联动，发挥“五路大军”协同效用，打造思想政治教育学自主知识体系建构共同体。

(III) Structural Coupling: Promoting the Coordinated Development of the “Three Systems”

（三）结构性耦合：推进“三大体系”协同发展

Structural coupling refers to the coupling relationship between system and environment, and between elements and structure. The autonomous knowledge system of ideological and political education is embodied both in specific contents such as structured knowledge systems, applied knowledge systems, and institutionalized knowledge systems, and in specific forms such as knowledge forms, social institutions, value guidance, and methodological implementation, as well as in the unity of the disciplinary system, academic system, and discourse system. The construction of the autonomous knowledge system of ideological and political education requires strengthening structural coupling to promote the coordinated development of the disciplinary system, academic system, and discourse system. From the perspective of the content system, the “three systems” are interrelated and mutually supportive: the disciplinary system is the foundation, the academic system is the driving force, and the discourse system is the key. Among them, the disciplinary system is the organizational form of the academic system, the academic system provides theoretical support and methodological guidance for the disciplinary system, and the discourse system reflects the development dynamics of the academic system; the three are an interrelated and interdependent whole. Specifically, the disciplinary system is an organizational mechanism and organizational form for constructing the academic system; the academic system unfolds around the disciplinary system and is presented through innovation in the discourse system. Advancing the construction of the autonomous knowledge system of ideological and political education is a systematic and professional project: optimize the disciplinary system of ideological and political education, promoting cross-fertilization within and between disciplines; strengthen the academic system of ideological and political education, enhancing research on the theoretical foundations, basic theories, and applied theories of ideological and political education; take major frontier issues and national major strategies as engine power, “activate” the discourse system, and promote the orthodox and innovative development of the categories, concepts, and discourse narratives of ideological and political education. From the perspective of the knowledge system, the organization, production, and dissemination of knowledge form a whole, requiring the coordinated advancement of the “three systems.” That is, use the disciplinary system to promote the systematic organization of knowledge, forming an external organizational system institution that guarantees knowledge production and dissemination; use the academic system to promote the subjectivity of knowledge production, combining the “internal circulation” and “external circulation” of ideological and political education knowledge production, strengthening multidisciplinary cross-fertilization; use the discourse system to promote the dissemination of ideological and political education knowledge, enhancing the efficiency of transforming theoretical knowledge of ideological and political education into practical application. Overall, the “three systems” follow the logical relationship of the systematicity of knowledge organization—the subjectivity of knowledge production—the systematicity of knowledge dissemination, interlocking and complementing each other, promoting the dynamic balance of the knowledge system.

结构性耦合指系统与环境、要素与结构之间具有耦合性关系。思想政治教育学自主知识体系既体现为结构化知识体系、应用性知识体系、制度化知识体系等具体内容，又体现为知识形态、社会建制、价值引领和方法开展等具体样态，还体现为学科体系、学术体系和话语体系的统一体。思想政治教育学自主知识体系的构建需要加强结构性耦合，促进学科体系、学术体系和话语体系协同发展。从内容体系来看，“三大体系”彼此关联、相互支撑，学科体系是基础，学术体系是推动力，话语体系是关键。其中，学科体系是学术体系的组织形态，学术体系为学科体系提供理论支持和方法指导，话语体系映照了学术体系发展动态，三者是相互关联、相互依存的整体。具体而言，学科体系是学术体系建设的一种组织机制和组织形态，学术体系围绕学科体系展开，并通过话语体系的创新来呈现。推进思想政治教育学自主知识体系构建是系统性、专业性工程，优化思想政治教育学科体系，促进学科内部、学科之间的交叉融合；强化思想政治教育学术体系，加强思想政治教育学理论基础、基础理论和应用理论研究；以重大前沿问题、国家重大战略为引擎动力，“活化”话语体系，推动思想政治教育学范畴概念、话语叙事守正创新发展。从知识体系来看，知识的组织、生产和传播是一个整体，需要“三大体系”协同推进。即以学科体系推动知识的系统化组织，形成保障知识生产传播的外在组织体系建制；以学术体系推动知识生产的主体性，将思想政治教育知识生产的“内部循环”与“外部循环”结合起来，加强多学科交叉融合；以话语体系促进思想政治教育知识传播，提升思想政治教育理论知识向实践应用的转化效率。总体而言，“三大体系”遵循着知识组织的体系性——知识生产的主体性——知识传播的系统性的逻辑关系，环环相扣、相辅相成，促进知识体系的动态平衡。

(IV) Methodological Innovation: Optimizing the Role of Research Methods and Working Methods

（四）方法论创新：优化研究方法与工作方法作用

Methodological innovation is an inherent requirement for constructing the autonomous knowledge system of ideological and political education. Guided by a scientific worldview and methodology, it promotes the construction of the autonomous knowledge system of ideological and political education through methodological innovation and research paradigm innovation.

方法论创新是构建思想政治教育学自主知识体系的内在要求，以科学世界观和方法论为指导，以方法论创新和研究范式创新推动构建思想政治教育学自主知识体系。

First, promote the construction of the autonomous knowledge system of ideological and political education through research methodology. Over the past 40-plus years, ideological and political education has gradually formed research methods that reflect the characteristics of the discipline, developing a basic trend of "placing equal emphasis on speculative research and empirical research, integrating traditional research, quantitative research and qualitative research, unifying object research, practical research and self-research, and combining academic research with action research."[17]235-238 However, to a certain extent, this manifests as fragmented and dispersed features, lacking a systematic and holistic construction of research methods. Therefore, there is an urgent need to demonstrate the logic of generation, the logic of application and the scientific logic of research methods at the level of theory and knowledge system, and further promote innovation in research methods and their practical application. Construct a methodological system for ideological and political education research from the macro, meso and micro levels. At the macro level, adhere to the methodological guidance of dialectical materialism and historical materialism, adhere to the methodology of the Two Integrations [8]8 The Two Integrations: The integration of the basic principles of Marxism with China's specific realities and with the best of fine traditional Chinese culture, a key methodological principle in the CPC's theoretical innovation. and the world outlook and methodology of the "Six Musts" [9]9 The "Six Musts": The six requirements for theoretical work in the New Era: must adhere to putting the people first, must adhere to self-confidence and self-reliance, must adhere to upholding fundamental principles and breaking new ground, must adhere to a problem-oriented approach, must adhere to a systems perspective, and must adhere to embracing the world with a broad mind.; at the meso level, promote the formation of an "interdisciplinary integration" methodology that unifies cross-disciplines and disciplinary intersections; at the micro level, innovate specific methods for ideological and political education research, such as the interest analysis method of ideological and political education, the field survey method, the oral history research method, and the text analysis method, jointly promoting the knowledge production of ideological and political education.

第一，以研究方法论推动思想政治教育学自主知识体系构建。40多年来，思想政治教育学逐步形成了反映学科特点的研究方法，形成了“思辨研究与实证研究并重，传统研究、量化研究与质性研究的整合，对象研究、实务研究和自身研究相统一，学术研究与行动研究相结合”[17]235-238的基本趋向，但在一定程度上表现为碎片化、分散性特征，缺乏对研究方法的系统性整体性构建。因此迫切需要从理论和知识体系层面对研究方法的产生逻辑、应用逻辑和科学逻辑进行论证，进一步推动研究方法创新与实践应用。从宏观、中观和微观3个层面构建思想政治教育学研究方法论体系。宏观层面应坚持辩证唯物主义和历史唯物主义方法论指引、坚持“两个结合”的方法论以及“六个必须坚持”的世界观和方法论；中观层面推动形成交叉学科与学科交叉相统一的“科际整合”方法论；微观层面创新思想政治教育学研究的具体方法，如思想政治教育利益分析法、田野调查法、口述史研究方法、文本分析法等，共同推动思想政治教育学知识生产。

Second, promote the construction of the autonomous knowledge system of ideological and political education through work methodology. The knowledge of ideological and political education has multiple forms, including a "theory-academic" form and a "practice-life" form. To construct the autonomous knowledge system of ideological and political education, it is necessary to transform the knowledge system in theoretical form into work content in practical form, take the central tasks of the Party and the state as the core, focus on the fundamental task of "fostering virtue through education" [10]10 Fostering virtue through education (立德树人): The fundamental task of education in China, emphasizing moral cultivation as the core of talent development., and form a work methodology system for ideological and political education composed of methodological principles, fundamental methods, and general methods. Adhere to the methodological principle of materialist dialectics, make good use of fundamental methods such as the contradiction analysis method, the historical analysis method, and the class analysis method, and innovate specific methods such as "the theory inculcation method, the critical exposure method, the persuasive education method, the emotional infection method, the propaganda and mobilization method, the organizational education method, and the self-revolution method,"[18]31 so as to enhance the effectiveness of ideological and political education. In addition, attention should also be paid to implicit ideological and political education methods such as "curriculum-based ideological and political education," "the grand ideological and political course," and "cultural education," promoting the unity of the explicit and the implicit, strengthening technological empowerment and paradigm innovation, and accelerating the construction of an autonomous knowledge system of ideological and political education oriented toward the future and the world with a "strong ideological and political guiding force."

第二，以工作方法论推动思想政治教育学自主知识体系构建。思想政治教育学知识具有“理论——学术”形态和“实践——生活”形态等多种形态。构建思想政治教育学自主知识体系，需要将理论形态的知识体系转化为实践形态的工作内容，以党和国家的中心任务为核心，围绕“立德树人”根本任务，形成由方法论原则、根本方法、一般方法组成的思想政治教育工作方法论体系。坚持唯物辩证法的方法论原则，用好矛盾分析法、历史分析法、阶级分析法等根本方法，创新“理论灌输法、批判揭露法、说服教育法、情感感染法、宣传鼓动法、组织教育法、自我革命法”[18]31等具体方法，提升思想政治教育实效性。此外，还应重视“课程思政”“大思政课”“文化育人”等隐性思想政治教育方法，推动显性与隐性的统一，强化技术赋能和范式创新，以“强大的思政引领力”加快构建面向未来、面向世界的思想政治教育学自主知识体系。

In summary, constructing the autonomous knowledge system of ideological and political education is a long-term and systematic project that requires sustained and persistent effort. Adhere to the methodological consciousness of the Two Integrations, base it on China's concrete realities, uphold the "soul vein" of Marxism and the "root vein" of fine traditional Chinese culture, and take the world outlook and methodology of the "Six Musts" as the fundamental guideline. Must adhere to putting the people first, follow the people-centered logic of construction and value principle, always focus on people and develop people in the process of constructing the autonomous knowledge system of ideological and political education, and promote the modernization of people. Must adhere to self-confidence and self-reliance, base it on comprehensively advancing the process of Chinese-path modernization, enhance the theoretical consciousness, ideological consciousness, cultural consciousness and action consciousness of constructing the autonomous knowledge system of ideological and political education, learn from and draw upon the achievements of civilization, moral education resources and excellent foreign cultural resources created by the people of all countries in the world with an inclusive and open attitude, and construct an autonomous knowledge system of ideological and political education that embodies Chinese characteristics, Chinese style and Chinese manner. Must adhere to upholding fundamental principles and breaking new ground, uphold the guidance of Marxism, consolidate the basic theories, theoretical foundations and applied theories of ideological and political education, embody the characteristics of subjectivity, autonomy and originality, and promote the formation of an autonomous knowledge system of ideological and political education that keeps pace with the times and is dynamic and open. Must adhere to a problem-oriented approach, take China and the times as the reference, focus on the major theoretical and practical issues in the process of building a strong country and national rejuvenation, and construct the autonomous knowledge system of ideological and political education in responding to the questions of China, the questions of the world, the questions of the people, and the questions of the times. Must adhere to a systems perspective, strengthen top-level design, force integration, and organizational management, promote the coordinated development of the "three major systems" [11]11 The "three major systems": The disciplinary system, academic system, and discourse system, which together form the framework of a knowledge system in Chinese academic discourse., pay attention to the structural nature and orderliness within the system, and fully leverage the synergistic and linkage effects of various elements. Must adhere to embracing the world with a broad mind, expand the global vision, actively pay attention to the common concerns of humanity and the spiritual home, contribute Chinese wisdom to the exchange and mutual learning of world civilizations, and promote the building of a community with a shared future for mankind. It should be pointed out that the content dimensions of the autonomous knowledge system of ideological and political education are not limited to the disciplinary system, academic system, and discourse system; there are other important dimensions that require further in-depth research by the theoretical community.

总之，构建思想政治教育学自主知识体系是一项长期性系统性工程，必须久久为功。坚持“两个结合”的方法论自觉，立足中国具体实际，坚守马克思主义“魂脉”和中华优秀传统文化“根脉”，以“六个必须坚持”的世界观和方法论为根本遵循。必须坚持人民至上，遵循以人民为中心的构建逻辑和价值原则，在构建思想政治教育学自主知识体系的过程中始终关注人、发展人，推动人的现代化发展。必须坚持自信自立，立足全面推进中国式现代化进程，提高构建思想政治教育学自主知识体系的理论自觉、思想自觉、文化自觉和行动自觉，以兼收并蓄、开放包容的姿态学习借鉴世界各国人民创造的文明成果、德育资源和国外优秀文化资源，构建体现中国特色、中国风格、中国气派的思想政治教育学自主知识体系。必须坚持守正创新，坚持马克思主义指导，夯实思想政治教育学的基础理论、理论基础和应用理论，体现主体性、自主性和原创性特征，推动形成与时俱进、动态开放的思想政治教育学自主知识体系。必须坚持问题导向，以中国和时代为观照，聚焦强国建设和民族复兴进程中的重大理论和实践问题，在回应中国之问、世界之问、人民之问、时代之问中构建思想政治教育学自主知识体系。必须坚持系统观念，加强顶层设计、力量整合、组织管理，推动“三大体系”协同发展，注重系统内部的结构性、有序性，充分发挥各要素协同联动效应。必须坚持胸怀天下，拓展世界眼光，积极关注人类普遍关切和精神家园，为世界文明交流互鉴贡献中国智慧，推动构建人类命运共同体。需要指出的是，思想政治教育学自主知识体系的内容向度不仅限于学科体系、学术体系、话语体系，还有其他重要维度需要理论界进一步深入研究。

Online editor: Tongxin

网络编辑：同心