The Objectives and Tasks of Constructing a System of Methods for Ideological and Political Education

Methods are necessary means or tools for people to discover, analyze, and solve problems. Regarding the objectives and tasks to be achieved, “without solving the problem of method, talk about the task is just nonsense.” [1]1 This is a quotation from Mao Zedong’s 1934 essay “Be Concerned with the Well-Being of the Masses, Pay Attention to Methods of Work,” emphasizing the practical importance of method in revolutionary work.139 However, when the “methods” that people have discovered, invented, or accumulated reach a certain level, they inevitably fall into the predicament of “how to scientifically distinguish methods of different natures and functions” and “how to select appropriate and effective methods.” This necessitates the systematic construction of a system of methods in accordance with disciplinary norms from the multitude of potentially disorganized methods. The construction of a system of methods for ideological and political education is an important topic in the study of the basic theory of ideological and political education, and clarifying the objectives and tasks is the logical prerequisite for effectively carrying out this construction. Given that there have been many attempts at constructing such a system with a series of achievements, reflecting on the antecedent issue of “objectives and tasks” holds special and significant academic value.

方法是人们发现、分析和解决问题的必要手段或工具，对于要达成的目标任务而言，“不解决方法问题，任务也只是瞎说一顿。”[1]139然而，当人们发现、发明或积累的“方法”达到一定程度时却又不可避免地陷入“如何科学地区分不同性质和功能的方法”“怎样选择合适有效的方法”等困扰，这就需要对繁多但可能杂乱的方法按照学科规范进行系统性的体系建构。思想政治教育方法体系建构是思想政治教育基础理论研究的重要议题，而明确的目标任务是有效开展思想政治教育方法体系建构的逻辑前提。在思想政治教育方法体系建构已有诸多尝试并取得系列成果的情况下，反思其前提性的“目标任务”问题有其特殊而重要的学术意义。

I. Several Representative Constructions of Systems of Methods for Ideological and Political Education and Their Objective Purposes

一、几种代表性的思想政治教育方法体系建构及其目标旨趣

A system of methods for ideological and political education is “a scientific system composed of various methods.” [2]2 The “one transformation and three reforms” (一化三改) refers to the general line for the transition period (1953-1956), which aimed at socialist industrialization (the “one transformation”) and the socialist transformation of agriculture, handicraft industry, and capitalist industry and commerce (the “three reforms”).4 After conducting as comprehensive a statistical survey as possible of the relevant literature, we found that since the publication of the first academic work, *Methodology of Ideological and Political Education*, in 1985, over 150 related works have been produced, among which more than 20 systematically explore the system of methods through theoretical reasoning. Given the space constraints of this article, only a few representative systems of methods are listed here to illustrate the objective purposes of their construction.

思想政治教育方法体系是“由诸种方法所构成的科学体系”[2]4。我们对相关文献作了尽可能完全的统计后发现，自1985年学界出版首部《思想政治教育方法论》以来，相关著作已达150余部，其中以理论思维方式较为系统地探讨思想政治教育方法体系的有20余部。鉴于本文篇幅所限，这里仅列举几种代表性的方法体系，展现其建构的目标旨趣。

(1) *Methodology of Ideological and Political Education*, edited by Wang Xuanwu of Wuhan University

（一）武汉大学王玄武主编的《思想政治教育方法论》

This book is the first systematic construction of a system of methods for ideological and political education in the academic community through theoretical reasoning. It was first published by Wuhan University Press in 1985, later revised and improved under the organization of the Ideological and Political Work Department of the State Education Commission, and republished by Higher Education Press in 1992. The book divides the content of the method system into twelve chapters, which can be roughly grouped into four sections: The first section, comprising chapters one through three, mainly explains basic concepts and foundational theories of methods and methodology in ideological and political education, describes the developmental trajectory of these methods, and establishes the scientific basis and principles of the methods. The second section, chapters four through ten, presents the main content of the method system according to the process of conducting ideological and political education, primarily including methods for acquiring and analyzing ideological information, decision-making and implementation, comprehensive education, and inspection, adjustment, and summarization. Chapter eleven alone forms the third section, explaining research methods for ideological and political education. The fourth section, chapter twelve, discusses methods for the self-improvement of ideological and political education workers. In the “Editor’s Note,” the authors explain that the original intention of constructing this method system was “to meet the needs of professional development, to cultivate new types of specialized talents for ideological and political education work, and to enhance the effectiveness of ideological and political education in the new era,” with the aim of “striving to reflect the spirit of the times, making the methods of ideological and political education scientific, comprehensive, and applicable.” [3]3 The “Three-Whole Education” (三全育人) project refers to an educational framework emphasizing “whole-staff, whole-process, and whole-dimension” education, aiming to integrate ideological and political work throughout all aspects of schooling. Editor’s Note 1

这本书是学界以理论思维方式首次对思想政治教育方法进行的体系建构。这本书先由武汉大学出版社于1985年出版问世，后经国家教委思想政治工作司组编完善、由高等教育出版社在1992年再版。该书将方法体系的内容分列十二章表述，大致可分4个板块：第一至三章构成第一板块，主要阐释思想政治教育方法与方法论等基本概念和基础理论，叙述思想政治教育方法的发展脉络，确立了思想政治教育方法的科学性依据与原则；第四至第十章构成第二板块，依照思想政治教育展开的过程呈现其方法体系的主体内容，主要有思想信息的获取和分析、决策与实施、综合教育和检查调节总结等方法；第十一章单独成为第三板块，阐释了思想政治教育研究方法；第十二章为第四板块，论述了思想政治教育工作者自我提高的方法。在“编者说明”中，作者说明了这个方法体系建构的初衷，是“为适应专业建设的需要，以培养新型的思想政治教育工作专门人才、提高新时期思想政治教育的有效性为宗旨”，“力求反映时代精神，使思想政治教育方法具有科学性、完整性和应用性”。[3]编者说明1

(2) *Methodology of Ideological and Political Education*, edited by Zheng Yongting of Sun Yat-sen University

（二）中山大学郑永廷主编的《思想政治教育方法论》

The editors of this book explicitly state that their method system is constructed along two dimensions: vertical and horizontal. The vertical dimension is the historical dimension, mainly illustrating the developmental threads of ideological and political education methods across different societies and eras. While revealing the driving forces behind the historical development of these methods, it analyzes the distinctions and connections between them and anticipates future trends in their development. The horizontal dimension is the contemporary dimension, taking the process of conducting ideological and political education as the main thread, and separately discussing methods of cognition, work, and regulation and evaluation. The book consists of five parts, which actually form five sections. The first section is chapter one of part one, an overview of the methodology of ideological and political education. The second section, comprising chapters two and three of part one, explains the historical development, inheritance, and reform of ideological and political education methods from the vertical dimension. The third section, chapters four through twelve of parts two through four, is the main content of the method system, explaining methods of cognition, implementation, and regulation and evaluation from the horizontal dimension. The fourth section is chapter thirteen of part five, explaining research methods for ideological and political education. The fifth section is chapter fourteen of part five, discussing methods for the self-improvement of educators. In the “Editor’s Note,” the authors express their objective purpose through self-evaluation: they categorize the types of ideological and political education methods into “principle methods, cognitive methods, work methods, regulation and evaluation methods, and research and improvement methods, making the structural system of the methodology of ideological and political education more systematic and clear.” [4]4 The “Ten Major Education Systems” (十大育人体系) are a set of ten interconnected systems for ideological and political education, including areas such as curriculum, scientific research, practice, culture, and management. Editor’s Note 1 At the same time, this system also “constructed a vertical development structure for the methodology of ideological and political education… explored the improvement and development of traditional methods under new circumstances, making the methods of ideological and political education more contemporary and applicable,” rendering this system “more accurate and reflective of the disciplinary characteristics of ideological and political education.” [4]4 The “Ten Major Education Systems” (十大育人体系) are a set of ten interconnected systems for ideological and political education, including areas such as curriculum, scientific research, practice, culture, and management. Editor’s Note 1

这本书的编著者明确说明，其方法体系是按照纵向和横向两个维度建构的。纵向维度是历史维度，主要说明思想政治教育方法在不同社会、不同时代的展开线索，在揭示思想政治教育方法历史发展动因的同时，剖析了这些方法之间的区别和联系，前瞻了思想政治教育方法发展的未来趋势；横向维度是现实维度，是以思想政治教育的展开过程为主线，分述思想政治教育认识、工作和调节评估等方法。全书共有5篇构成，实际上也是5个板块。第一板块是第一篇的第一章，关于思想政治教育方法论的概述；第二板块由第一篇的第二至三章构成，是纵向维度阐释思想政治教育方法的历史发展、继承和改革；第三板块由第二至四篇的第四至十二章构成，是其方法体系的主体内容，是从横向维度阐释思想政治教育的认识方法、实施方法与调节评估方法；第四板块是第五篇的第十三章，阐释了思想政治教育研究方法；第五板块是第五篇的第十四章，论述了教育者修养提高方法。在该书的“编者说明”中，作者以自我评价的方式表述了他们的目标旨趣：他们把思想政治教育方法的类型划分为“原则方法、认识方法、工作方法、调节评估和研究提高方法，使思想政治教育方法论体系结构更加系统、明晰”[4]编者说明1。同时，该体系还“建构了思想政治教育方法论的纵向发展结构……对传统方法在新形势下的改进与发展进行了探索，使思想政治教育方法更富有时代性与应用性”，使得这个体系“更加准确并体现思想政治教育学科的特点”。[4]编者说明1

(3) *A Course in Methods of Ideological and Political Education*, authored by Zu Jiahe of Peking University

（三）北京大学祖嘉合著的《思想政治教育方法教程》

This work consists of eleven chapters, which can be divided into four sections. Chapter one alone constitutes one section, mainly explaining the meaning, characteristics, structure, theoretical basis, and foundational theories of methods in ideological and political education, as well as the principles to be followed. Chapter two alone forms the second section, elaborating on the two ends of the “intermediary” of ideological and political education methods, namely the subject and object of ideological and political education. Although the author herself groups chapters one and two together into the first section, [5]5 The term “self-media” (自媒体) refers to independent media or we-media, such as personal blogs or social media accounts, as distinct from traditional or state-controlled media. “Converged media” (融媒体) refers to the integration of traditional and new media platforms. “Generative artificial intelligence” (生成式人工智能) refers to AI models capable of generating new content, such as text or images, based on training data. Preface 8 this author believes that chapter two is the foundation for the entire system’s theme, and its prominent treatment of the subject-object issue in constructing a system of methods for ideological and political education is a unique approach, warranting its own section. The third section, comprising chapters three through five, reviews the history and development of ideological and political education methods in Chinese history and contemporary foreign contexts. The fourth section, chapters six through eleven, is the main content of the method system. In addition to incorporating methods mentioned in the works edited by Wang Xuanwu and Zheng Yongting—such as methods for acquiring and analyzing ideological information, decision-making and implementation, and performance and evaluation—it also discusses how to better utilize carriers and pathways for ideological and political education. Zu Jiahe believes that “in ideological and political education, why different educators produce different educational effects… the secret lies in whether they have mastered the methods and art of ideological and political education.” [5]5 The term “self-media” (自媒体) refers to independent media or we-media, such as personal blogs or social media accounts, as distinct from traditional or state-controlled media. “Converged media” (融媒体) refers to the integration of traditional and new media platforms. “Generative artificial intelligence” (生成式人工智能) refers to AI models capable of generating new content, such as text or images, based on training data. Preface 3 This also indicates that the objective purpose of constructing this method system is to provide effective methods for the “subject” of ideological and political education, helping them improve teaching outcomes.

该著作共有十一章构成，可划分为4个板块。第一章单独构成1个板块，主要阐释思想政治教育方法的含义、特性、结构、理论基础和基础理论，以及应该遵循的原则；第二章单独成为第二板块，阐述的是思想政治教育方法“中介”的两端，即思想政治教育的主体和客体。虽然该书作者自己把第一章与第二章都归为第一板块，[5]前言8但笔者认为，第二章是该体系的立题之基，而且在思想政治教育方法体系建构中如此突显主体与客体问题是其独特做法，理应单独成为一个板块；第三板块由第三至五章构成，是对中国历史中和当代国外的思想政治教育方法的历史与发展状况进行梳陈；第四板块由第六至十一章构成，是其方法体系的主体内容，除吸收了王玄武和郑永廷主编的著作中所提到的思想政治教育方法体系的思想信息获取和分析、决策和实施、绩效和评估等方法之外，还就如何更好地运用思想政治教育的载体与途径等方法进行了论述。祖嘉合认为，“在思想政治教育中，不同的教育者之所以会产生不同的教育效果……其中的奥秘就在于他们是否掌握了思想政治教育的方法和艺术”[5]前言3。这也表明该方法体系建构的目标旨趣就是为思想政治教育“主体”提供有效的方法，帮助其提升教学效果。

In addition to the three systems of methods for ideological and political education mentioned above, based on different understandings such as the special value of methods in the transformation of contradictions in ideological and political education and the promotion of the modernization of these methods, Huang Rongsheng of Southwest University and Wan Meirong of Central China Normal University have each constructed their own systems of methods. In 2013 and 2024, Zou Shaoqing of Southwest University successively published *Research on the Development of Contemporary Methodology of Ideological and Political Education* and *Contemporary Methodology of Ideological and Political Education*. In 2021, Xiang Jiuyu of Wuhan University published *An Introduction to the Methodology of Ideological and Political Education*, both expounding their understanding of the system of methods for ideological and political education. The construction of various types of systems of methods indicates, on the one hand, that the academic community has different understandings and choices regarding the dimensions of constructing such a system; on the other hand, the objectives and tasks to be achieved by different method systems differ considerably.

除了上述3种思想政治教育方法体系之外，基于方法在思想政治教育矛盾转化中的特殊价值、基于推进思想政治教育方法现代化等不同认识，西南大学黄蓉生和华中师范大学万美容分别建构了各自的思想政治教育方法体系。在2013年和2024年，西南大学邹绍清先后推出了《当代思想政治教育方法论发展研究》《当代思想政治教育方法论》两本著作，2021年武汉大学项久雨推出了《思想政治教育方法导论》一书，都阐述了他们对思想政治教育方法体系的理解。诸多种类的思想政治教育方法体系的建构表明，一方面，学界对思想政治教育方法体系的建构向度有不同的认识和选择；另一方面，不同方法体系所要达成的目标任务是有较大差异的。

II. Expectations for the Objectives and Tasks of Constructing a System of Methods for Ideological and Political Education

二、思想政治教育方法体系建构的目标任务期待

Decades of research on constructing a method system for ideological and political education have accumulated considerable experience and yielded a series of achievements. Facing the new journey of the New Era, both the theoretical construction of the discipline of ideological and political education and the practical development of ideological and political education have placed new demands and bestowed new expectations on the objectives and tasks of constructing this method system.

数十年的思想政治教育方法体系建构研究积累了较多经验也取得了系列成果，面向新时代新征程，不论是从思想政治教育学科的理论建设还是从思想政治教育实践发展来说，都对思想政治教育方法体系建构的目标任务提出了新要求，赋予了新期待。

(I) It is expected that the construction of the method system for ideological and political education can fully grasp the essence of the innovative achievements of Marxist theory.

（一）期待思想政治教育方法体系建构能够充分领悟马克思主义理论创新成果的精髓

“Marx’s whole world outlook is not a doctrine, but a method. It provides not ready-made dogmas, but starting points for further investigation and the method for this investigation.” [6]6 The citation [12]173 refers to a passage from Xi Jinping’s *The Governance of China* (Volume 1), where he discusses the importance of core socialist values in guiding young people to distinguish right from wrong and maintain confidence.742-743 In previous constructions of the method system for ideological and political education, scholars often treated Marxist theory as a theoretical foundation or basic theory rather than directly as an organic component of the method system itself. In fact, “people’s general and fundamental view of the world is a world outlook, and when this view is used as a guide to analyze problems, solve problems, understand the world, and transform the world, these fundamental views are transformed into fundamental methods, which is methodology.” [7]7 “New Era” (新时代) refers to the period following the 19th National Congress of the CPC in 2017, characterized by the guidance of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era.25 Marxism is both a world outlook and a methodology. Marxism in the 21st century is not only the ideological guide and action program for building socialism with Chinese characteristics but also the fundamental method for carrying out ideological and political education. It should not only be the theoretical foundation for constructing the method system of ideological and political education but also an important component of this method system, and it should occupy the top-level position within the method system. This is because ideological and political education deals with people’s work and people’s ideological work, and doing people’s ideological work necessarily requires understanding people’s ideological problems from the perspective of social history. Marxism tells us that social being determines social consciousness, and the economic base determines the superstructure. The ideological problems of people in a specific era are generated within their social and historical environment. Only by examining the actual conditions of their social being and economic base, especially the state of productive forces and relations of production at that time, can we find the real causes. The same applies to exploring the roots of people’s ideological problems in reality.

“马克思的整个世界观不是教义，而是方法。它提供的不是现成的教条，而是进一步研究的出发点和供这种研究使用的方法。”[6]742-743在以往的思想政治教育方法体系建构中，学者们往往将马克思主义理论作为理论基础或基础理论而不是直接将其作为方法体系的有机构成部分，其实“人们对世界的总的根本的看法是世界观，而拿这种观点作指导，运用它去分析问题、解决问题、认识世界和改造世界时，这些根本观点就转化为根本方法，就是方法论”[7]25。马克思主义既是世界观也是方法论，21世纪马克思主义既是中国特色社会主义建设的思想指南和行动纲领，也是展开思想政治教育工作的根本方法，不仅是思想政治教育方法体系建构的理论基础，还应该是思想政治教育方法体系的重要组成部分，并且应该处于方法体系中的顶层位置。这是因为思想政治教育是做人的工作、做人的思想工作，而做人的思想工作就一定要从社会历史中理解人的思想问题。马克思主义告诉我们，社会存在决定社会意识，经济基础决定上层建筑，特定时代人们的思想问题都是在其社会历史环境中生成的，只有在其社会存在和经济基础的真实状况中，特别是当时的生产力和生产关系状况中才能寻找到真实的因由，对现实中人们的思想问题的根源探寻也应该如此。

Marxism in the 21st century has put forward the theory of new quality productive forces. Corresponding to new quality productive forces is the new-type relations of production that are taking shape. Exploring the roots of people’s ideological problems from the perspective of new quality productive forces and new-type relations of production and their impact on people’s ideas and concepts is not only the fundamental method of ideological and political education proceeding from Marxist theory but also the practical experience of the Chinese Communists in grasping the laws of ideological and political work and carrying out ideological and political education. For example, during the period of the New Democratic Revolution, our Party transformed the relations of production in society at that time through the agrarian revolution. This not only liberated the social productive forces but also fundamentally changed the ideas and concepts people had formed in the old society, awakening people’s consciousness of standing up and becoming masters. In the early days of the founding of New China, the “one transformation and three reforms” [2]2 The “one transformation and three reforms” (一化三改) refers to the general line for the transition period (1953-1956), which aimed at socialist industrialization (the “one transformation”) and the socialist transformation of agriculture, handicraft industry, and capitalist industry and commerce (the “three reforms”). — that is, the socialist transformation of agriculture, handicraft industry, and capitalist industry and commerce based on individual private ownership — with the transformation of the “relations of production of the old era” [8]214, not only promoted the rapid development of productive forces but also established the idea throughout society that everyone was the master of the country and society. Reform and opening up, shifting from a planned economy system to a socialist market economy system, fully utilized the market to optimize resource allocation and stimulate market vitality. “Time is money, efficiency is life” became the spiritual vane of an era. In the New Era, digital technologies such as big data, artificial intelligence, and the upcoming artificial general intelligence and artificial super intelligence serve as new means of labor and bring about changes in productive forces. This will trigger not only a profound transformation in “the way laborers possess the means of production, the form of labor organization, the synergy of factors, and the mode of interest distribution among people” [9] but will also, just as industrial civilization replaced agricultural civilization, see repetitive physical labor in agriculture replaced by assembly-line industrial technology. As digital civilization replaces industrial civilization, it will inevitably eliminate those repetitive mental labors. The contradictions in social stratification will no longer be merely the unfair distribution of social wealth; they may also involve the strata eliminated by the digital economy facing the loss of qualifications and opportunities to contribute to society, making it difficult to manifest their own value through labor needed by society… This will be the universal root of people’s ideological problems in the future society, and it is also the root of the pressure, anxiety, confusion, and bewilderment that people generally feel today.

21世纪马克思主义提出了新质生产力理论，而与新质生产力相适应的是正在形成的新型生产关系，从新质生产力和新型生产关系及其对人们思想观念的影响中探索人们的思想问题的根源，这既是从马克思主义理论出发的思想政治教育的根本方法，也是中国共产党人把握思想政治工作规律、开展思想政治教育的实践经验。比如，新民主主义革命时期，我们党通过土地革命变革了当时社会的生产关系，不仅解放了社会生产力，也从根本上改变了人们在旧社会中生成的思想观念，唤醒了人们翻身做主人的思想意识。而新中国成立初期的“一化三改”，即对以个体私有制为基础的农业、手工业和资本主义工商业的社会主义改造，随着“旧时代生产关系”[8]214的变革，不仅推动了生产力的快速发展，还在全社会树立了人人都是国家和社会的主人的思想观念。改革开放，从计划经济体制转向社会主义市场经济体制，充分利用市场优化资源配置，激发市场活力，“时间就是金钱、效率就是生命”成为一个时代的精神风向标。而新时代以大数据、人工智能以及即将涌现的人工通用智能、人工超级智能等数字技术为新的劳动资料及其带来的生产力变革，所引发的将不仅仅是“劳动者占有生产资料的方式、劳动组织形态、要素协同和人与人间利益分配方式”[9]的深刻转变，还必将像工业文明取代农业文明那样，农业中的重复性体力劳动被流水线的工业技术所取代。数字文明取代工业文明也必将淘汰那些重复性的脑力劳动，社会分层中的矛盾不再仅仅是社会财富的分配不公，还可能是被数字经济淘汰的阶层将面临丧失发挥贡献社会的资格和机会，难以通过被社会需要的劳动而彰显自己存在的价值……这将是未来社会人们的思想问题的普遍性根源，也是当下人们普遍感到压力、焦虑、迷茫、困惑的根源。

If we ignore such economic and social roots when discussing people’s ideological problems, we not only deviate from historical materialism but will also be sternly warned by reality — if “ideas cannot keep up with reality, experience cannot keep up with change, methods cannot keep up with demands, and the theory and methods of ideological and political education lag behind the demands of the times, the demands of social development, and the demands of human development” [10], then no matter how exquisitely the method system for ideological and political education is constructed, it will ultimately fail to play its due role or achieve its predetermined objectives and tasks.

如果我们无视这样的经济社会根源去谈人的思想问题，不仅背离了历史唯物主义，也必将被现实严肃地告诫——如果“思想跟不上现实，经验跟不上变化，方法跟不上要求，思想政治教育理论和方法滞后于时代的要求、滞后于社会发展的要求、滞后于人的发展的需要”[10]，那么不论思想政治教育方法体系建构得多么精美，也终将难以发挥应有的作用、实现其预定的目标任务。

(II) It is expected that the construction of the method system for ideological and political education can promote the realization of a “strong ideological and political guiding force.”

（二）期待思想政治教育方法体系建构能够助推“强大思政引领力”的实现

In the historical juncture of changes unseen in a century and the overall situation of the development of the Party and the state’s undertakings, ideological and political education, which bears the important mission of educating people for the Party and cultivating talents for the country, not only has the safeguarding function of a “lifeline” and “central link” but also has the developmental function of an important way to govern the Party and the state. It has been elevated to a strategic height concerning the future and destiny of the Party, the long-term stability of the country, and the cohesion and centripetal force of the nation. Xi Jinping has repeatedly emphasized that ideological and political education work “must be approached from the height of upholding and developing socialism with Chinese characteristics, building a modern socialist country, and realizing the great rejuvenation of the Chinese nation.” “In the next 30 years, the people we cultivate must be able to complete the great cause of the ‘Two Centenary Goals.’” [11] The construction of the method system, which carries the new mission of ideological and political education, must not only be based on “meeting the needs of professional construction, with the purpose of cultivating new-type specialized talents for ideological and political education work and improving the effectiveness of ideological and political education in the new period” but also “keep in mind the overall situation, grasp the general trend, focus on major events, and find the entry point and focus of work.” [12]153 As some scholars have already recognized: “For a long time, there has been more research exploring the status of ideological and political education from the perspective of educating people, but there has been a clear lack of research understanding and grasping the strategic status of ideological and political education from the combined strategic height of fostering virtue through education, social practice, and governing the Party and the state.” [13] As a means and pathway for systematically grasping ideological and political education work in the new journey of the New Era, the method system must not only play the instrumental role of a “bridge” and a “boat” but also innovate and develop in response to new situations and new problems. Only by adopting a broad disciplinary vision, fully exerting its historical initiative, and helping users of the method system achieve their new historical tasks can it shoulder its responsibilities and mission amidst global storms and the tides of the times, in the construction of Chinese-path modernization and the journey toward the great rejuvenation of the Chinese nation.

在世界百年未有之大变局、党和国家事业发展全局的历史方位中担负着为党育人、为国育才重要使命的思想政治教育，不仅具有“生命线”“中心环节”的保障性功能，还具有治党治国重要方式的发展性功能，已经被提到事关党的前途命运、国家长治久安和民族凝聚力、向心力的战略高度。习近平多次强调，对于思想政治教育工作“要从坚持和发展中国特色社会主义、建设社会主义现代化强国、实现中华民族伟大复兴的高度来对待”，“未来30年，我们培养的人要能够完成‘两个一百年’的伟业”。[11]承载着思想政治教育新使命的方法体系建构，既要立足“为适应专业建设的需要，以培养新型的思想政治教育工作专门人才、提高新时期思想政治教育的有效性为宗旨”，也要“胸怀大局、把握大势、着眼大事，找准工作切入点和着力点”。[12]153正如有的学者已经认识到的：“长期以来，从育人的角度探索思想政治教育地位的研究较多，而从立德树人、社会实践和治党治国相结合的战略高度认识和把握思想政治教育战略地位的却明显不足”[13]。作为在新时代新征程中系统把握思想政治教育工作的手段和途径的方法体系，不仅要发挥“桥”和“船”的工具性作用，还要面向新情况新问题而创新发展，只有以广阔的学科胸襟充分发挥其历史主动精神，助推方法体系的使用者实现其新的历史任务，才能在全球风云与时代大潮中、在中国式现代化建设和中华民族伟大复兴的征途中担负起责任与使命。

(III) It is expected that the construction of the method system for ideological and political education can meet the specific practical needs of the continuously expanding “grand ideological and political” pattern.

（三）期待思想政治教育方法体系建构能够满足不断拓展的“大思政”格局的具体实践需要

Since the 18th National Congress of the CPC, the Party Central Committee has attached great importance to ideological and political education work and continuously improved the ideological and political work system. For example, comprehensively advancing the “Three-Whole Education” project [3]3 The “Three-Whole Education” (三全育人) project refers to an educational framework emphasizing “whole-staff, whole-process, and whole-dimension” education, aiming to integrate ideological and political work throughout all aspects of schooling., constructing the “Ten Major Education Systems” [4]4 The “Ten Major Education Systems” (十大育人体系) are a set of ten interconnected systems for ideological and political education, including areas such as curriculum, scientific research, practice, culture, and management., promoting the alignment of ideological and political courses with curriculum-based ideological and political education, strengthening the integrated construction of ideological and political education in universities, middle schools, and primary schools, and building a grand pattern of jointly advancing ideological and political work — fully mobilizing the forces and resources of the whole society, jointly building “grand classrooms,” collaboratively setting up “grand platforms,” and striving to build a “grand teaching force,” expanding and utilizing social resources to make up for the shortcomings of ideological and political theory courses in schools. Facing the new situation and new pattern in the practice of ideological and political education, the construction of the method system for ideological and political education must not only reflect the profound expertise in disciplinary theoretical construction but also demonstrate the universal applicability of the method system, using the professional strength of the discipline to promote the orderly development of the social “grand ideological and political” framework.

党的十八大以来，党中央高度重视思想政治教育工作，不断完善思想政治工作体系。比如，全面推进“三全育人”工程，建构“十大育人体系”，推动思政课程与课程思政同向同行，强化大中小学思想政治教育一体化建设，构建共同推进的思想政治工作大格局——充分调动全社会力量和资源，合力建设“大课堂”、协同搭建“大平台”、努力建好“大师资”，通过挖掘和运用社会资源拓展，弥补学校思想政治理论课的短板。面对思想政治教育实践中的新形势和新格局，思想政治教育方法体系的建构既要能够体现学科理论建设中的术业精深，也要展现方法体系的普遍适用情怀，以学科的专业功力助推社会“大思政”的良序展开。

(4) It is anticipated that the construction of a system of methods for ideological and political education can actively seek empowerment from modern science and technology.

（四）期待思想政治教育方法体系建构能够主动争取现代科技的赋能

Contemporary science and technology are advancing with each passing day. Science and technology have not only changed people’s lifestyles and ideological concepts but are also transforming the methods and approaches of ideological and political education. From the internet to “internet plus,” from self-media to converged media, from artificial intelligence to generative artificial intelligence, digitalization, intellectualization, and modeling have deeply integrated “digital intelligence” with “human intelligence.” Large-model methods for ideological and political education, digital-intelligent cognitive methods for ideological and political education, and digital-intelligent evaluation methods for ideological and political education have begun to emerge. In the specific process of ideological and political education, methods such as portrait depiction, data measurement, integrated qualitative analysis, simulation modeling, intelligent identification, intelligent tutoring, large-model education, scenario verification, and algorithmic supervision are receiving increasing attention and application. Technological empowerment is an issue that cannot be avoided in the construction of a system of methods for ideological and political education. Constructors should adopt an open attitude to embrace the new methods generated by technological empowerment. While continuously expanding the “resource pool” of methods for ideological and political education, they should discard the outdated and absorb the new, profoundly reveal the functions, roles, and complementary mechanisms of good methods, new methods, and old methods, grasp the principles of application and basic laws of these methods, provide method theories that are guiding, applicable, and innovative for the practice of ideological and political education, and enrich the foundational theory of ideological and political education while enhancing the practical effectiveness of education in ideological and political work.

当代科技发展日新月异，科学技术不仅改变了人们的生活方式和思想观念，也在改变着思想政治教育的方法方式。从互联网到“互联网+”，从自媒体到融媒体，从人工智能到生成式人工智能，数字化、智能化、模型化将“数智”与“人智”深度融合，大模型思想政治教育方法、数智型思想政治教育认识方法、数智型思想政治教育评估方法已露端倪，思想政治教育具体过程中的画像描绘法、数据测定法、集成定性法、仿真模拟法、智能鉴别法、智能辅导法、大模型教育法、场景验证法、算法监督法等越来越受到广泛的关注和应用。科技赋能是思想政治教育方法体系建构不能回避的议题，建构者应以开放的心态接纳由科技赋能而产生的新方法，在不断扩充思想政治教育方法“资源库”的同时，吐故纳新，深刻揭示好方法、新方法和老方法的功能、作用及其互补机理，把握这些方法的运用原则和基本规律，为思想政治教育实践提供具有指导性、适用性和新颖性的方法理论，在丰富思想政治教育基础理论的同时提升思想政治教育的育人实效。

3. Reflection on the Construction Approach of the System of Methods for Ideological and Political Education Based on Expectations of Objectives and Tasks

三、基于目标任务期待的思想政治教育方法体系建构方式的反思

“Objectives and tasks” are both the guiding principles for constructing a system of methods for ideological and political education and the goals to be achieved by such construction. However, the fact that different systems have been generated under the same theme of “construction of a system of methods for ideological and political education,” with significant differences in objectives and tasks, is inseparable from the constructors’ ways of “viewing methods.” Therefore, to fulfill people’s expectations regarding the objectives and tasks of constructing a system of methods for ideological and political education as much as possible, it is necessary to comprehensively reflect on the horizons, perspectives, and focal points in the construction process.

“目标任务”既是建构思想政治教育方法体系的行动指南，也是思想政治教育方法体系建构所要达成的目的，然而，相同的“思想政治教育方法体系建构”主题之所以生成了不同的体系，存在较大的目标任务的差异，这与建构者“看方法”的方式是分不开的。因此，为了尽可能达成人们对思想政治教育方法体系建构的目标任务之期待，有必要对建构中的视域、视角和视点作全面的反思。

(1) The Influence of Horizon on the Objectives and Tasks of the System of Methods for Ideological and Political Education

（一）视域对思想政治教育方法体系目标任务的影响

Which methods are included in the system construction is a matter of horizon. The breadth of the horizon not only affects the content of the method system construction but also influences what objectives and tasks the constructed system can achieve. Regarding the three method systems mentioned earlier, Wang Xuanwu’s construction horizon consists of four parts: working methods for conducting ideological and political education, research methods, methods for educators’ self-improvement, and the methods of ideological and political education of the Communist Party of China. In contrast, the method system constructed under Zheng Yongting’s leadership features an important characteristic in its horizon: expanding the scope of the former’s “methods of ideological and political education of the Communist Party of China” to different societies and different eras. The method system constructed by Zu Jiahe shows no fundamental change in horizon, mainly providing a more systematic sorting of ancient and modern, Chinese and foreign methods of ideological and political education. That is to say, the horizons of several representative constructions of the system of methods for ideological and political education are basically consistent. However, judging from the academic classification of methods for ideological and political education, this horizon is clearly not broad enough. For example, some scholars classify the methodology of ideological and political education into “five categories: worldview methodology, concrete methodology, methodology of method itself, comprehensive methodology, and research methodology.”[14] Among these, “worldview methodology” uses a worldview to guide the understanding and transformation of the world, applies scientific theory to analyze and solve problems, and transforms theory into “method.” This type of “method” falls outside the horizon of the several representative method systems. Furthermore, after contemporary science and technology empowered ideological and political education, many new methods have been generated, most of which are also outside the horizon of existing method systems. Therefore, to construct a method system with rich content, complete categories, and more universal functions, constructors need to expand the horizon of methods for ideological and political education as much as possible.

把哪些方法纳入体系建构之中是视域问题，而视域的大小不仅影响着方法体系建构的内容，也影响着所建构的体系能够达成怎样的目标任务。就前文所述的3种方法体系而言，王玄武的建构视域由4个部分构成——开展思想政治教育的工作方法、研究方法和教育者素养自我提高的方法，以及中国共产党思想政治教育方法。而郑永廷领衔建构的方法体系在视域上的重要特点是将前者的“中国共产党思想政治教育方法”的范围拓展到不同社会、不同时代。祖嘉合建构的方法体系在视域上没有根本性的改变，主要是对古今中外思想政治教育方法作了更为系统的梳理。也就是说，几种代表性的思想政治教育方法体系建构的视域基本是一致的。但从学界对思想政治教育方法的分类看，这种视域明显不够宽广。比如，有学者将思想政治教育方法论分为“世界观方法论、具体方法论、方法自身论、全面方法论、研究方法论五类”[14]，其中的“世界观方法论”是用世界观去指导认识世界和改造世界，是运用科学理论分析和解决问题，是化理论为“方法”的，而这类“方法”是在几种代表性方法体系的视域之外。再如，当代科学技术赋能思想政治教育之后也生成了诸多新方法，这些方法中的大部分是在已有的方法体系视域之外。因此，要建构方法内容丰富、方法种类齐全，并且具有更为普适功能的方法体系，还需要建构者尽可能地拓展思想政治教育方法的视域。

(2) The Influence of Perspective on the Objectives and Tasks of the System of Methods for Ideological and Political Education

（二）视角对思想政治教育方法体系目标任务的影响

Perspective is the angle or dimension from which a problem is viewed and has a significant impact on the observation results. Similarly, the angle or dimension from which the system of methods for ideological and political education is constructed not only affects the structural form of the system but also, to a certain extent, determines the positioning and realization of its objectives and tasks. The several representative method systems mentioned earlier are mainly constructed from the process dimension of ideological and political education. In contrast, Huang Rongsheng and Wan Meirong constructed their method systems from dimensions such as the special value of methods in the process of transforming contradictions in ideological and political education and the modernization of methods for ideological and political education, respectively. Additionally, some scholars suggest constructing method systems from the dimension of elements of ideological and political education, including subject, object, mediator, and environment; and from the dimension of main content of ideological and political education, constructing method systems for political outlook education, rule-of-law outlook education, outlook on life education, moral outlook education, and professional outlook education.[2]2 The “one transformation and three reforms” (一化三改) refers to the general line for the transition period (1953-1956), which aimed at socialist industrialization (the “one transformation”) and the socialist transformation of agriculture, handicraft industry, and capitalist industry and commerce (the “three reforms”).21-22 Other scholars believe that “using systematic thinking to integrate the construction of the methodology system of ideological and political education” should be “an inevitable trend of development from process theory to epistemology to system theory.”[15] Choosing a particular perspective and thereby constructing a system of methods for ideological and political education with a certain structure and form is, of course, the freedom of constructors in their academic exploration. However, relative to people’s expectations for the objectives and tasks of constructing a system of methods for ideological and political education, the choice of perspective should not be arbitrary. Instead, it should fully consider the extent and scope to which the constructed method system can achieve the objectives and tasks.

视角是看问题的角度或维度，对观察结果具有重要影响。同样，从什么角度或维度建构思想政治教育方法体系不仅影响着体系的结构样态，也在一定程度上决定着它的目标任务的定位与实现。前文所述的几种代表性方法体系主要是从思想政治教育展开的过程维度建构的，而黄蓉生和万美容分别是从方法在思想政治教育矛盾转化过程中的特殊价值、思想政治教育方法的现代化等维度建构其方法体系。此外，有学者建议从思想政治教育要素维度建构主体、客体、介体、环体等方法体系；从思想政治教育主要内容维度建构政治观教育、法治观教育、人生观教育、道德观教育、职业观教育的方法体系等。[2]21-22还有学者认为，“用系统思维统整思想政治教育方法论体系的建构”应该是“从过程论到认识论再到系统论发展的必然趋势”。[15]选择怎样的视角乃至建构成为何种结构和形态的思想政治教育方法体系当然是建构者进行学术探索的自由，但是，相对于人们对思想政治教育方法体系建构的目标任务期待而言，视角的选择不应该是随意的，而应该充分斟酌所建构的方法体系究竟能在什么范围和程度上达成目标任务的实现。

(3) The Influence of Focal Point on the Objectives and Tasks of the System of Methods for Ideological and Political Education

（三）视点对思想政治教育方法体系目标任务的影响

The focal point is where the observer’s attention is concentrated. In the construction of the system of methods for ideological and political education, the focal point is the point of effort for achieving its purpose, and it can more prominently highlight the differences in different constructors’ understanding of its objectives and tasks. Wang Xuanwu once explicitly stated that the system of methods for ideological and political education they constructed does not focus on all issues of ideological and political education, “but rather emphatically explores how people master and apply the methods of ideological and political education to achieve the best effects, including the laws of formation, change, and development of methods for ideological and political education, establishing the basic principles of methods for ideological and political education, and the characteristics, functions, and interconnections of various methods.”[3]3 The “Three-Whole Education” (三全育人) project refers to an educational framework emphasizing “whole-staff, whole-process, and whole-dimension” education, aiming to integrate ideological and political work throughout all aspects of schooling.5-6 It can be seen that their focal point is on revealing the “characteristics, functions, and interconnections” of different methods, establishing the “basic principles” of method application, and then exploring the “laws” existing therein. Other scholars focus on the “objective basis for the establishment (formulation, selection, application) of methods… the laws of scientificity and effectiveness of methods… the characteristics and operational rules of effective methods.”[16]365 Still others believe that in the methodology system of ideological and political education, the prioritization of relationships among the theory of method itself, research methodology, and concrete methodology should place “the theory of method itself” at the core.[14] Where exactly the focal point of constructing the system of methods for ideological and political education should fall has not yet reached a consensus in the academic community. Without consensus on the focal point, the more method systems are constructed, the harder it is to form a synergy, and the harder it is to achieve the objectives and tasks expected by people for the construction of the system of methods for ideological and political education.

视点是观察者的注意力聚焦之处，思想政治教育方法体系建构中的视点是实现其目的的着力点所在，更能突显不同体系建构者对其目标任务认识的差异性。王玄武就曾明确表述，他们所建构的思想政治教育方法体系并不关注思想政治教育的所有问题，“而是着重探讨人们如何掌握和应用思想政治教育的方法以取得最佳效果的规律，包括思想政治教育方法的形成、变化和发展的规律，确立思想政治教育方法的基本原则，各种方法的特点、功能以及他们之间的联系等”[3]5-6。可见，他们的视点是落在通过揭示不同方法的“特点、功能及其联系”，确立方法运用的“基本原则”，进而探索其中存在的“规律”；也有学者将着眼点放在思想政治教育“方法确立（制定、选择、运用）的客观依据……方法科学化有效性的规律……有效的方法特点、操作规则”[16]365等方面。还有学者认为，在思想政治教育方法论体系中对方法的自身理论、研究方法论、具体方法论等关系的重心排序，应该是将“方法本身的理论”视为核心，[14]等等。思想政治教育方法体系建构的视点究竟应该落在何处，目前学界对此还没有达成共识。没有视点上的共识，建构的方法体系越多就越难形成合力，也越难以达成人们所期待的思想政治教育方法体系建构的目标任务。

Therefore, to make the system of methods for ideological and political education constructed by the academic community more rigorous in theory, more effective in practice, and broader in disciplinary scope, we need to further expand the horizon, select the perspective, and calibrate the focal point. Only in this way can we better realize the objectives and tasks expected by people.

因此，为使学界建构的思想政治教育方法体系在理论上更为周密、在实践中更为见效、在学科格局上更为高阔，我们需要进一步拓展视域、甄选视角、校准视点，唯有如此，才能更好地实现人们所期待的目标任务。

4. Resetting the Objectives and Tasks of Constructing the System of Methods for Ideological and Political Education

四、思想政治教育方法体系建构目标任务的再设定

Reflecting on the problems existing in the construction of a system of methods for ideological and political education is not intended to negate the relatively stable body of knowledge already formed, nor the existing systems and exploratory work that have played an important role in disciplinary theoretical construction and professional talent cultivation. Rather, it is to confront the new changes in the functional orientation of ideological and political education, the new developments in its methodological resources, and the new expectations for its objectives and tasks, so as to readjust and reset the objectives and tasks of its construction.

反思思想政治教育方法体系建构中存在的问题，不是要否定已经形成的相对稳定的知识体系以及在学科理论建设和专业人才培养方面发挥了重要作用的已有体系及其探索工作，而是为了直面思想政治教育功能定位的新变化、方法资源的新发展、目标任务的新期待，对其建构目标任务进行再调整与再设定。

(I) The system of methods for ideological and political education should manifest depth and precision through an insightful theoretical schema

（一）思想政治教育方法体系要以洞察性的理论图式彰显深度和精度

Existing systems of methods for ideological and political education have, to varying degrees and in specific dimensions, largely achieved the objective and task of systematic theoretical construction. However, in terms of the actual conditions and future trends of ideological and political education, there remains considerable room for iterative upgrading, both in the theoretical depth and precision of these methodological systems.

已有思想政治教育方法体系在特定维度和某种程度上大多实现了系统化的理论建构的目标任务，但就思想政治教育的现实状况和未来趋向而言，不论是在思想政治教育方法体系的理论深度还是精度上都仍有较大的迭代升级空间。

Regarding the theoretical depth of the system of methods for ideological and political education, it should provide a theoretical schema that helps people scientifically gain insight into the problems of ideological and political education. The so-called theoretical schema refers to the antecedent theoretical assumptions by which people understand things. For example, in management studies, there are human nature assumptions based on Theory X (human nature is selfish and lazy, and economic incentives are the source of behavioral motivation), Theory Y (human nature is inherently good, and management should provide reasonable guidance), Beyond Theory Y (human nature has both good and evil aspects, both of which are malleable), and the “social man” theory (people not only have needs for economic satisfaction but also for friendship, stability, and a sense of belonging). Based on these human nature assumptions, management studies has formed different schools and correspondingly constructed various management models. Another example: in ethics, based on different assumptions about the origin of morality, different ethical principles—religious and secular—have been formed, giving rise to different ethical schools such as deontology, utilitarianism, and virtue theory, and constructing different principles for judging good and evil and systems of behavioral norms. In the process of people understanding and analyzing problems, the theoretical schema plays a normative role as a cognitive “Gestalt” (the term “Gestalt” is a transliteration of the German word “Gestalt,” with meanings including form, shape, configuration, completeness or wholeness, as well as organization and structure). Most existing systems of methods for ideological and political education take Marxist theory or Marxist philosophy as the theoretical foundation or basic theory for constructing their methodological systems, but they have not formed a theoretical schema for constructing the methodological system at this level, especially on the basis of 21st-century Marxist theory. The innovative theory of 21st-century Marxism is the action guide for realizing Chinese-path modernization, the ideological program for promoting the great rejuvenation of the Chinese nation, and should more importantly be an organic component of the system of methods for ideological and political education in the New Era. In particular, Xi Jinping’s cultural thought, as well as his important expositions on ideological work and ideological and political education, contain rich and important methods for understanding, analyzing, and solving problems in ideological and political education. These need to be transformed by the constructors of the system of methods for ideological and political education into the fundamental methods within the system of methods for ideological and political education in the New Era, providing a schema for “insight” into the essence of things for both theoretical research and practical work in ideological and political education. This can both advance the theoretical depth of the system of methods for ideological and political education and provide a “master key” for the practice of ideological and political education to distinguish truth from falsehood, good from evil, beauty from ugliness, as well as right from wrong, correctness from error, and primary from secondary among the myriad social phenomena, thereby enabling people to escape the troubles of “doubt, hesitation, and loss” and “achieve steadiness and self-possession, calm confidence, and firm self-encouragement.” [12]173 [6]6 The citation [12]173 refers to a passage from Xi Jinping’s *The Governance of China* (Volume 1), where he discusses the importance of core socialist values in guiding young people to distinguish right from wrong and maintain confidence.

就思想政治教育方法体系的理论深度而言，应该提供一个帮助人们科学洞察思想政治教育问题的理论图式。所谓理论图式也就是人们认识事物的前提性的理论假设。比如，管理学中有基于人性X理论（人的本性自私、懒惰，经济诱因是行为动机的源泉）、Y理论（人性本善，管理应该进行合理引导）、超Y理论（人性善恶有别，都是可塑的）、“社会人”理论（人不仅有追求经济满足的需要，还有友谊、安定和归属感的需要）等人性假设，依据这些人性假设，管理学形成了不同的流派，相应地建构了多种多样的管理模式；再如，在伦理学中，基于不同的道德起源假设而形成了宗教与世俗的不同伦理原则，形成了义务论、功利论、美德论等不同的伦理学派，建构了不同的善恶评判原则与行为规范体系，等等。在人们认识和分析问题的过程中，理论图式起着认知“格式塔”的规范作用（“格式塔”是德文“Gestalt”一词的音译，有格式、形式、形状、完全或整体，以及组织和结构等多种含义）。现有的思想政治教育方法体系大多把马克思主义理论或马克思主义哲学作为其方法体系建构的理论基础或基础理论，没有在这个层面特别是21世纪马克思主义理论基础上形成方法体系建构的理论图式。21世纪马克思主义创新理论是实现中国式现代化的行动指南，是推动中华民族伟大复兴的思想纲领，更应该是新时代思想政治教育方法及其体系建构的有机组成部分。特别是习近平文化思想，以及习近平关于意识形态工作和思想政治教育的重要论述，内蕴丰富的思想政治教育认识问题、分析问题和解决问题的重要方法，需要思想政治教育方法体系建构者将其转化为新时代思想政治教育方法体系中的根本方法，为思想政治教育的理论研究和实践工作提供“洞察”事物本质的图式。这样既能推进思想政治教育方法体系的理论深度，又能为思想政治教育实践提供明辨真假、善恶、美丑，以及是非、正误、主次等社会万象的“总钥匙”，从而走出“疑惑、彷徨、失落”的困扰，“做到稳重自持、从容自信、坚定自励”。[12]173

In terms of the theoretical precision of the system of methods for ideological and political education, the theoretical schema should be refined into a methodological genealogy. Most existing systems of methods for ideological and political education systematize methods according to the process of ideological and political education. Although they also take into account the arrangement and presentation of relevant methods from ancient and modern times, both Chinese and foreign, the theoretical analysis of the genealogical relationships among these methods is not yet sufficiently detailed. For example, some scholars divide the methods of ideological and political education into “worldview methodology, concrete methodology, methodology of methods themselves, comprehensive methodology, and research methodology.” [14] The precise relationships among these five categories of methods—whether their functional roles show an increasing or decreasing trend, what regularities they possess, and how to effectively bring their functions into play—still await demonstration and explanation. Other scholars believe that the system of methods for ideological and political education includes principle methods, concrete methods, operational methods, and the art and skill of method application. [2]2 The “one transformation and three reforms” (一化三改) refers to the general line for the transition period (1953-1956), which aimed at socialist industrialization (the “one transformation”) and the socialist transformation of agriculture, handicraft industry, and capitalist industry and commerce (the “three reforms”).19-20 On the one hand, they exclude philosophical methods and general scientific methods from the system of methods for ideological and political education; on the other hand, they propose the rather abstract concept of “principle methods,” while also extending the system of methods for ideological and political education to the level of “application art and skill,” yet lacking the necessary theoretical explanation of the internal connections among these methods. Furthermore, some scholars divide the system of methods for ideological and political education into four components: methodology, methodics, concrete methods in ideological and political education activities, and ideological and political education research methods. They particularly distinguish between “methodology” and “methodics,” arguing that although both are “methods,” the former refers to principle-based methods, while the latter constitutes the theoretical inquiry into the object, essence, function, hierarchical construction, developmental history, and trends of the system of methods itself. [17] However, the academic community has not yet constructed an independent system of methodics. These circumstances indicate that many issues concerning the content and boundaries, structure and function, and hierarchy and role within the system of methods for ideological and political education remain to be clarified. Only by integrating different types and levels of methods into a closely related genealogy can theory become more rigorous and standardized, and its guidance for practice become more orderly and effective.

在思想政治教育方法体系的理论精度上要将理论图式细化为方法谱系。现有的思想政治教育方法体系大多是按照思想政治教育过程对其方法进行系统化的，虽然也兼顾了对古今中外相关的思想政治教育方法的梳理铺陈，但对这些方法谱系关系的理论分析还不够精细。比如，有的学者将思想政治教育方法分为“世界观方法论、具体方法论、方法自身论、全面方法论、研究方法论”[14]，这五类方法究竟具有怎样的关系，功能作用上是呈现递增还是递减的，具有怎样的规律性，如何才能有效地发挥它们的功能等尚待论证和说明；也有学者认为，思想政治教育方法体系包括思想政治教育原则方法、具体方法、操作方式和方法运用的艺术和技巧，[2]19-20一方面，将哲学方法和一般科学方法排除在思想政治教育方法体系之外；另一方面，又提出了较为抽象的“原则方法”概念，同时还将思想政治教育方法体系延伸到“运用艺术和技巧”层面，但对这些方法之间的内在联系却缺少应有的理论说明；此外，还有学者将思想政治教育方法体系分为4个组成部分，即方法论、方法学、思想政治教育活动中的具体方法和思想政治教育研究方法等，还特别区分了其中的“方法论”与“方法学”，认为二者虽然都是“方法”，但前者是原则性方法，后者才是方法体系所要研究的对象、本质、功能、层次建构、发展历史及其趋势等理论探究，[17]而目前学界并没有建构起来独立的方法学体系。这些情况说明，关于思想政治教育方法体系中的内容与边界、结构与功能、层次与作用等还有很多问题有待澄明，只有将不同种类和层面的方法整合成关系紧密的谱系，理论上才能更严密与规范，对实践的指导才可能更加有序与有力。

(II) The system of methods for ideological and political education should highlight validity and reliability through an operational practical atlas

（二）思想政治教育方法体系要以操作性的实践图谱突显效度和信度

The truth of theory must be tested in practice; the theoretical construction of the system of methods for ideological and political education must also have its scientificity tested in practical application. There are two important dimensions for testing the system of methods for ideological and political education in practice: first, validity; second, reliability.

理论的真理性要在实践中检验，思想政治教育方法体系的理论建构也要在实践应用中检验其科学性程度。思想政治教育方法体系在实践中有两个重要的检测向度：一是效度，二是信度。

The so-called test validity of the system of methods for ideological and political education refers to the extent to which it can achieve the scientific and systematic nature of theory. Whether scientificity is achieved involves at least several requirements: First, whether the system of methods for ideological and political education comprehensively integrates relevant methods, such as diachronic methods from Chinese history and foreign history, synchronic methods from contemporary China and abroad, as well as methods from process dimensions, cognitive dimensions, content dimensions, or element dimensions. This is the “resource-based” prerequisite for effectively guiding and serving practice, just as whether a toolbox is comprehensive and well-stocked determines the scope and extent to which it can provide means and pathways for practice. Second, whether a comprehensive and systematic integration of the system of methods for ideological and political education can help people clearly understand the functions and roles of various methods and provide an operational methodological atlas. This is the “cognitive” prerequisite for the system of methods to effectively guide and serve practice. Without a clear and operational methodological atlas, methods and their theories are difficult to play their due role in practice. Third, whether the system of methods for ideological and political education can place various methods at appropriate levels so that people can adopt them appropriately according to different conditions and environments, and can effectively help people solve practical problems in ideological and political education. This is the outcome-based manifestation of whether the system of methods for ideological and political education is “useful” and to what extent it is “useful.”

所谓思想政治教育方法体系的测验效度是看其能在多大程度上实现理论的科学化和系统化。是否实现科学化，至少有几个方面的要求：其一，思想政治教育方法体系是否全面统合了相关方法，比如，历时性的中国历史上的思想政治教育方法、国外历史上的思想政治教育方法，共时性的当代中外思想政治教育方法，以及过程维度、认识维度、内容维度或要素维度等有益的思想政治教育方法。这是有效指导和服务实践的“资源性”前提，犹如工具箱的工具是否全面而充足，关系到它能够在什么范围和程度上为实践提供手段和途径。其二，全面而系统地统合思想政治教育方法体系能否帮助人们清晰地认识各种各样方法的功能和作用，提供可以操作的方法图谱。这是方法体系有效指导和服务实践的“认知性”前提。没有清晰的可以操作的方法图谱，方法及其理论是难以在实践中发挥其应有作用的。其三，思想政治教育方法体系能否将各种各样的方法归置在合适的层级以便于人们根据不同的条件环境而适当地采用，并能够有效地帮助人们解决思想政治教育实际问题。这是呈现思想政治教育方法体系究竟有没有“用”、有多大“用”的结果性体现。

The so-called reliability of a system of methods for ideological and political education is the embodiment of the repeatability, stability, and reliability that the system of methods possesses in practice. A system of methods is not a specific method in the general sense; it is a theoretical construction of many methods. That is, it analyzes the nature, function, and mutual correlations and regularities of different methods, extracts and integrates the essence of specific methods, so that the methods within the system can possess greater universality. It is like addition, subtraction, multiplication, and division in arithmetic: they are both abstractions of specific methods and can be universally applied to different occasions and objects, and they possess a high degree of repeatability, stability, and reliability.

所谓思想政治教育方法体系的信度是方法体系在实践中具有的可重复性、稳定性和可靠性的体现。方法体系不是一般意义上的具体方法，是对诸多方法进行的理论建构，也就是分析了不同方法的性质、功能及其相互间的关联性和规律性，析出并整合了具体方法的精华，使得方法体系中的方法能够具有更多的普适性，犹如算术中的加减乘除法，它们既是具体方法的抽象，又能够普遍地运用于不同场合和对象，而且具有高度的可重复性、稳定性和可靠性。

(3) The System of Methods for Ideological and Political Education Should Display Its Brightness and Magnanimity through an Inclusive Disciplinary Landscape

（三）思想政治教育方法体系要以包容性的学科图景展现亮度和气度

The system of methods for ideological and political education must possess unique disciplinary attributes in order to “be what it is” and to have the “brightness” to show its existence within the modern disciplinary community and methodological community. The “brightness” of the system of methods for ideological and political education first comes from the objectives to be achieved by the methods, that is, the work content on which the methods act. Content determines form. The reason why the system of methods for ideological and political education is not a system of philosophical methods, nor a system of natural science or social science methods, is precisely because it is a method for doing people’s ideological work in the face of ideological problems. People’s ideological problems, in the final analysis, are problems of worldview, outlook on life, and values. Here there inevitably exists a distinction between Marxism and non-Marxism. The system of methods for ideological and political education is to use the Marxist stance, viewpoint, and method to analyze and correct the errors of non-Marxist ideological consciousness, guide people to form a scientific worldview, a correct outlook on life, and positive and upward-looking values, integrate the value orientation of personal development into the main theme of social and national development, and realize the value of individual life in the process of people realizing their social value. Therefore, such methods are not the “value neutrality” advocated by Max Weber — “the moment a scientific worker expresses his value judgment is the moment when his full understanding of the facts comes to an end”[18]38 — but rather carry a value orientation of “for whom.” Second, it comes from the special methods created in practice, such as the method of ideological analysis, the method of exemplary role model education, the method of combining criticism and self-criticism, etc. Because they possess strong disciplinary attributes, they have a unique “brightness.”

思想政治教育方法体系必须具备独特的学科属性才能“是其所是”，才能在现代学科群落和方法群落中拥有显示自己存在的“亮度”。思想政治教育方法体系的“亮度”首先来自方法所要达成的目标，也就是方法所发生作用的工作内容。内容决定形式，思想政治教育方法体系之所以不是哲学方法体系，也不是自然科学或社会科学方法体系，而是因为它是面向思想问题而做人的思想工作的方法，人的思想问题在归根究底的意义上是世界观、人生观、价值观的问题。这里必然存在着马克思主义与非马克思主义的分野。思想政治教育方法体系就是要用马克思主义的立场观点方法，分析和纠正非马克思主义思想意识的错误，引导人们形成科学的世界观、正确的人生观和积极向上的价值观，将个人发展的价值取向融入社会和国家发展的主旋律之中，在人们实现其社会价值的过程中实现其个人的人生价值。因此，这样的方法不是马克斯·韦伯所鼓吹的那种“价值中立”——“一名科学工作者，在他表明自己的价值判断之时，也就是对事实充分理解的终结之时”[18]38，而是带有“为了谁”的价值倾向。其次来自实践中创造的特殊方法，比如，思想分析方法、榜样示范教育方法、批评与自我批评相结合方法等，因其带有浓厚的学科属性而具有独特的“亮度”。

The system of methods for ideological and political education must actively absorb relevant beneficial methods and display the “magnanimity” of its inclusive development within the modern system of methods. The discipline of ideological and political education is a new and emerging humanities discipline with Chinese characteristics. The “family” of methods for ideological and political education has grown and flourished through the pooling of wisdom. It not only directly inherits the methods of dialectical materialism and historical materialism from Marxist philosophy but also absorbs methods from related disciplines such as pedagogy, psychology, sociology, and management. This is both the path of growth for the methods of ideological and political education and the disciplinary foundation for constructing a system of methods for ideological and political education, and it is a necessary measure that cannot be abandoned for the continued flourishing of the system of methods for ideological and political education. Therefore, extensively drawing on and absorbing methods from related disciplines, including new methods generated by the empowerment of modern science and technology, to form a modern system of methods with rich connotations should be the “magnanimity” that this emerging discipline should demonstrate in achieving its inclusive development.

思想政治教育方法体系必须积极吸纳相关有益的方法，在现代方法体系中显示其包容性发展的“气度”。思想政治教育学科是一门新生、新兴的中国特色人文学科，思想政治教育方法“家族”就是在集思广益中生长和兴盛的，它不仅直接承接了马克思主义哲学中的辩证唯物主义和历史唯物主义方法，而且吸收了教育学、心理学、社会学、管理学等相关学科方法，这既是思想政治教育方法成长之路，也是思想政治教育方法体系建构的学科基础，更是继续繁荣思想政治教育方法体系所不能放弃的必要举措。因此，广泛借鉴和吸收相关学科方法包括在现代科技赋能中产生的新方法，形成具有丰厚内涵的现代方法体系，应该是这门新兴学科实现其包容发展而应该彰显的“气度”。

In summary, we hope that the academic community will, in the future construction of a system of methods for ideological and political education, better reflect theoretical systematicity, practical applicability, and disciplinary uniqueness. While comprehensively revealing the correlations and regularities between different methods, efforts should be made to enhance the guidance and promotion of the practice of ideological and political education, to demonstrate tension and openness in the interaction between theoretical exploration and practical development of methods for ideological and political education, and to provide more profound, dynamic, and innovative systematic methodological theoretical support for the innovative development of ideological and political education in the New Era.

总之，我们期待学界在未来建构的思想政治教育方法体系中更能体现理论的系统性、实践的应用性和学科的独特性，在全面揭示不同方法之间关联性与规律性的同时，着力提升对思想政治教育实践的指导性和推动性，在思想政治教育方法的理论探索与实践发展的互动中彰显张力和开放性，为新时代思想政治教育的创新发展提供更有深度、活力和新意的系统性的方法理论支持。

Online Editor: Tongxin

网络编辑：同心