On the Difficulty of Ideological and Political Education and Its Innovative Development

Ideological and political education has traversed a glorious disciplinary development path of over forty years, achieving notable results in multiple areas including specialty construction, curriculum design, talent cultivation, team building, educational practice, and social impact. Fundamentally, ideological and political education is work done with people, particularly capable of influencing and shaping their ideas, values, and spiritual outlook. Of course, the practical difficulty of accomplishing the work of forging souls and educating people is far from ordinary, even extraordinary, because the formation and establishment of people’s ideas, political beliefs, value viewpoints, and legal thinking involves a complex generative process; it can be said to be the result of their daily study, work, and life, and is by no means something that can be independently shaped and completed solely through ideological and political education. From the perspective of academic research, compared with the abundant theoretical research results on the value, regularity, and effectiveness of ideological and political education,

思想政治教育已经走过40多年辉煌的学科发展历程，在专业建设、课程设置、人才培养、队伍锻造、教育实践、社会影响多方面均取得了显著成效。思想政治教育从根本上讲是做人的工作，特别是能陶染和铸育人们的思想观念、价值取向以及精神风貌。当然，做好铸魂育人工作的现实难度也非同一般，甚至超乎寻常，这是因为人们的思想观念、政治信仰、价值观点以及法治思维的形成和确立有着一个复杂的生成过程，可以说是他们日常学习、工作和生活的结果，绝不是仅凭思想政治教育就能够独立塑造和完成的。从学术研究视角来看，较之于思

a foundational issue in current theoretical and practical research on ideological and political education—the difficulty of ideological and political education—has been relatively neglected. Yet the question of the specific difficulty of ideological and political education is precisely the key to diagnosing its difficult points, pain points, and blockages. The difficulty of ideological and political education mainly highlights the character “difficult” (难), meaning that doing ideological and political education well faces great obstacles and great difficulty, is filled with many unknowns and hardships, and overcoming these obstacles and difficulties requires us to expend even more arduous effort. Raising the question of the difficulty of ideological and political education is not about retreating in the face of difficulty or offering self-consolation and self-excuse, but about analyzing and answering precisely why ideological and political education is difficult and where the difficulty lies, enabling scholars of ideological and political education to better grasp its regularity, thereby further enhancing its targetedness and leading power.

想政治教育价值性、规律性、实效性等丰硕的理论研究成果而言，当前思想政治教育理论和实践研究中有一个基础性问题——思想政治教育的艰难性——相对被忽视了，而对思想政治教育的特有难度之问，确是把脉思想政治教育难点痛点堵点之关键。思想政治教育的艰难性主要突出一个难字，意指做好思想政治教育面临的阻碍大、难度大，充满了诸多未知和困难，要克服阻碍和难度就需要我们付出更多艰辛的努力。把思想政治教育的艰难性之问提出来，并非知难而退、自宽自解，而是要分析和解答思想政治教育究竟为何难、难在哪，使思政学人更好地把握思想政治教育的规律性，从而进一步提升思想政治教育的针对性和引领力。

I. The Difficulty of Ideological and Political Education: A Neglected Topic of Academic Research

一、思想政治教育的艰难性：一个被忽视的学术研究话题

Raising a question may be more important than solving it, but asking “why” is always a headache and an annoyance. Why should we pay particular attention to and attach importance to the issue of the difficulty of ideological and political education? Can the topic of the difficulty of ideological and political education constitute an independent domain of academic research? What exactly does the difficulty of ideological and political education refer to? Scientific answers to these questions directly concern our theoretical understanding and academic grasp of the difficulty of ideological and political education.

提出问题可能比解决问题更重要，但追问“为什么”总是一件令人头疼和使人厌烦的事情。我们为什么要特别关注和重视思想政治教育的艰难性问题？思想政治教育的艰难性议题能否构成一个独立的学术研究论域？思想政治教育的艰难性究竟指什么？对这些话题的科学解答直接关乎我们对思想政治教育艰难性的学理认知和学术把握。

(I) Why Focus on the Difficulty of Ideological and Political Education

（一）为何关注思想政治教育的艰难性

Ideological and political education is “a consciously conducted educational practice in which a certain class or political party, in order to transform the ideology it advocates into an ideology widely accepted by the people, guides people to form corresponding ideological and political qualities.” Any major theoretical issue originates from a major practical issue. As theoretical researchers and practical workers in ideological and political education, we may all share a similar impression and personal experience: ideological and political education is indeed of great value and significance; it is both an important means for our Party to govern the country and a main pathway for realizing the cause of forging souls and educating people. Yet whenever people discuss ideological and political education, many scholars lament that it is not easy to do well, that doing it well is an arduous, formidable, and painstaking task—that is, ideological and political education is very difficult. For instance, one scholar has noted: “When our Party did not have a systematic theory of ideological and political education, the work of ideological and political education, whether in its positive or negative aspects, was extremely successful; after we systematically summarized the Party’s fine traditions of ideological and political education and created the discipline of ideological and political education, the practice of ideological and political education has become unprecedentedly difficult.” [1]1 This quotation reflects a common sentiment among Chinese scholars that the formalization of ideological and political education as an academic discipline has paradoxically made its practical implementation more challenging than during earlier, less systematized periods. Currently, more and more people have begun to pay attention to, attach importance to, and raise the issue of the practical difficulty of ideological and political education. For example, General Secretary Xi Jinping, based on the long-term and arduous nature of the work of fostering virtue through education [2]2 “Fostering virtue through education” (立德树人) is a central concept in Chinese educational policy, emphasizing the moral and character development of students as the fundamental task of education., has pointed out: “Students will raise some sharp and sensitive questions, often involving deep-level theoretical and practical issues; explaining these issues clearly and thoroughly is not easy,” and that cultivating builders and successors for socialism cannot be smooth sailing but is a task that requires arduous effort to complete. [3]3 This is a reference to remarks by Xi Jinping on the challenges of ideological and political education in higher education, particularly in addressing complex theoretical and practical questions raised by students. Another example: a scholar, addressing the prerequisite issue of “reasoning with reason,” has pointed out: “Truly possessing reason is an extremely difficult thing.” [4]4 This refers to the idea that ideological and political education must be grounded in genuine, well-founded reasoning (有理) to be persuasive, a task that is inherently difficult. And “realizing that ideological and political education uses reasoning to educate people through reason is not an easy thing, because it is by no means simply through one ideological and political theory class or one counseling chat that the reasoning displayed in the narrative of ideological and political education can be articulated and immediately achieve thorough understanding and heartfelt conviction.” [5]5 This emphasizes that the process of conveying truth through reasoning in ideological and political education is not instantaneous or simple, requiring sustained effort. Another example: a scholar, facing the difficulty of teaching ideological and political courses, has pointed out: “Ideological and political courses are political courses, so students’ learning motivation is not strong enough; ideological and political courses are public courses, facing the dilemma of catering to diverse tastes; ideological and political courses are theoretical courses, making both teaching and learning quite difficult; ideological and political courses are courses of faith, with higher requirements and more difficult tasks.” [6]6 This summarizes the multiple challenges of teaching ideological and political courses: their political nature, status as public courses, theoretical depth, and role as courses of faith. Yet another example: a scholar, discussing how to do ideological and political education well, has pointed out: “If the ideas, theories, values, and knowledge systems of ideological and political education are divorced from the foundation of daily life, or if they are distanced from people’s daily life world, then ideological and political education will become ‘out of touch with reality’ (不接地气).” [7]7 “Out of touch with reality” (不接地气) is a colloquial Chinese expression meaning that something is disconnected from everyday life or practical experience, making it less effective or relatable. These discussions and understandings can be said to illustrate the issue of the difficulty of ideological and political education from different aspects such as “difficult points,” “doubt points,” “pain points,” and “key points,” providing important references and academic insights for our continued research on this topic. It can be said that the issue of the difficulty of ideological and political education should be a universal phenomenon and a theoretical issue requiring our attention, and it may touch upon some deep-level problems behind ideological and political education, such as its value, scientific nature, and effectiveness. Of course, we must also acknowledge that, compared with the abundant theoretical achievements in academic circles on the value, scientific nature, political nature, social nature, and effectiveness of ideological and political education, the issue of its difficulty has not entered the field of academic research as a topic domain and still lacks systematic and holistic perspective.

思想政治教育是“一定的阶级或政党为将自己所倡导的意识形态转化为人们广泛接受的意识形态，引导人们形成相应的思想政治素质而自觉开展的教育实践活动”。任何重大的理论问题都源自重大的现实问题。作为思想政治教育的理论研究者和实践工作者，我们可能都有这样的相似印象和切身体验：思想政治教育确实价值意义重大，既是我们党治国理政的重要方式，也是实现铸魂育人事业的主要途径，但每当人们谈及思想政治教育时，很多学人都在感叹思想政治教育不好做，做好思想政治教育是一项艰苦、艰巨、艰辛的任务，也就是说思想政治教育很有难度。比如就有学者提到：“我党没有系统的思想政治教育理论时，思想政治教育工作无论正反两方面都做得极其成功；当我们系统总结党的思想政治教育优秀传统并创制思想政治教育学科后，思想政治教育实践却显得空前艰难。”当前，越来越多的人已经开始关注、重视和提出思想政治教育现实的难度问题。例如，习近平总书记立足立德树人工作的长期性和艰巨性，指出：“学生会提一些尖锐敏感的问题，往往涉及深层次理论和实践问题，把这些问题讲清楚讲透彻并不容易”，培养社会主义建设者和接班人，不可能一帆风顺，而是需要付出艰苦努力才能完成的任务。”再如，有学者针对“有理讲理”的前提性问题指出：“真正做到有理，是一件极其艰难的事情。”而“实现思想政治教育说理以理育人并非一件容易的事情，因为它绝不是简单地通过一堂思想政治理论课、一次辅导聊天，就能把思想政治教育叙事中显示的道理说出来，并即刻达至穷理问道、透彻人心”。又如，有学者面对思政课教学难度指出：“思政课是政治课，学生的学习动力不够强；思政课是公共课，面临着众口难调的困境；思政课是理论课，教与学都有相当的难度；思政课是信仰课，有更高的要求和更难的任务。”还如，有学者探讨如何做好思想政治教育指出，“思想政治教育的思想理论、价值观念、知识体系如果脱离了日常生活基础，或者说如果和人们的日常生活世界拉开了距离，就会产生思想政治教育‘不接地气’的情况。”这些论述和认识可谓从“难点”“疑点”“痛点”“要点”等不同侧面说明了思想政治教育的艰难性问题，为我们接续研究此话题提供了重要参考和学术借鉴。可以说，思想政治教育的艰难性问题，应当是一个需要我们关注的普遍性现象和理论性问题，并有可能触及思想政治教育背后的一些价值性、科学性、实效性等深层次问题。当然，我们也必须承认，较之于学界关于思想政治教育的价值性、科学性、政治性、社会性、实效性研究取得的丰硕理论成果而言，思想政治教育的艰难性问题并未以论题域的方式进入学术研究视野，仍然缺乏系统性和整体性的视域观照。

(II) What Is the Difficulty of Ideological and Political Education

（二）何为思想政治教育的艰难性

From a practical perspective, everyone has indeed clearly felt that doing ideological and political education well is not an easy thing. So why exactly is it difficult? What kind of difficulty does it have? How can this difficulty be overcome? These all urgently require a scientific analysis and answer, because the questioning, understanding, and grasp of this universal perception of the difficulty of ideological and political education are the foundation and prerequisite for improving its targetedness and effectiveness. It should be noted that colleagues in the academic community are currently very concerned with how to enhance the affinity, appeal, leading power, and effectiveness of ideological and political education. However, when we seriously reflect and continue to ask, on what basis and under what premise are we discussing and exploring these issues? What exactly are the goal orientation and practical requirements of the effects of ideological and political education? Does it have a problem of limited value? In fact, these issues all involve the nature of ideological and political education itself and the difficulty arising from it.

从现实角度来讲，大家确实已经明显地感受到做好思想政治教育不是一件容易的事情，那么它究竟为什么艰难？有怎样的难度？如何克服这个困难？这些都迫切需要有一个科学的分析与解答，因为对思想政治教育的艰难性这一普遍性感知问题的追问、认识及把握，是我们提高思想政治教育针对性和实效性的基础与前提。应当看到，目前学界同仁都很关注如何提升思想政治教育的亲和力、感染力、引领力以及实效性问题，然而当我们认真反思和接续追问，我们是在什么基础之上和什么前提之下来讨论与探究这些问题的呢？思想政治教育效果的目标指向和实践要求究竟是什么？它有没有一个价值有限性的问题？实际上这些问题都涉及思想政治教育本身的性质以及由此带来的艰难性问题。

From an academic perspective, in the academic research on the theory and practice of ideological and political education, there are often some prerequisite and foundational basic issues that are easily overlooked and neglected by us. Although these topics appear superficially simple and clear, and sometimes even feel that such topics do not count as academic issues worthy of research value, in reality “familiarity is not true knowledge” (熟知并非真知). Some basic issues and practical topics are very important and worth exploring, not only greatly beneficial to the work of ideological and political education but also equally important to its academic research. Among them, the specific difficulty issue of ideological and political education—the difficulty of ideological and political education—can be said to be a relatively neglected foundational issue in current academic research on ideological and political education. In fact, difficulty is an objective existence that runs through the operation of all things. The achievement and realization of any ideal or goal in our daily lives requires arduous effort, and behind this are condensed, permeated, and embedded our intelligence, hard work, and even great sacrifice. Doing ideological and political education well is no different.

从学术视角来看，在思想政治教育理论和实践的学术研究中，往往有一些前提性和基础性的基本问题容易被我们忽略与忽视，尽管这些论题表面上看似浅显与明晰，甚至有时感觉这些话题算不得具有研究价值的学术问题，但实际上“熟知并非真知”，有些基础性问题和实践性话题是非常重要和值得探究的，不仅对于思想政治教育工作颇有益处，而且对于思想政治教育学术研究同样重要。其中，思想政治教育特有的难度问题——思想政治教育的艰难性，可以说是当前思想政治教育学术研究中一个相对被疏忽的基础性问题。事实上，艰难性是贯穿一切事物运行始终的客观存在，我们日常生活中任何一个理想或目标的达成与实现都需要付诸艰辛的努力，这背后都凝聚、浸透和蕴含着我们的聪明才智、辛勤汗水甚至是巨大牺牲。做好思想政治教育亦如此。

Generally speaking, the difficulty of ideological and political education that we discuss mainly emphasizes highlighting the overall difficulty of ideological and political education itself. This is brought about by the particularity, arduousness, and complexity of the theory, practice, and objects of ideological and political education itself. It means that the obstacles to doing ideological and political education well are great, the difficulty is great, and it is full of many unknowns, difficulties, and even twists and turns. To overcome obstacles and reduce difficulty, we need to put in more arduous efforts. It can be said that insufficient understanding of the difficulty of ideological and political education will lead to people's daily complaints and grumbling about it, selective avoidance of difficult problems, and loss of confidence. This should be highly valued and beneficially resolved. Therefore, we should conduct an academic inquiry and reflection on the unique difficulty issues of ideological and political education, truly understand and clarify why doing ideological and political education well is arduous and difficult, and where this difficulty specifically lies. This can enable people to have a deeper understanding, realization, and grasp of the nature and positioning of ideological and political education, thereby further strengthening our conviction and confidence in engaging in and doing the work of ideological and political education well.

总的来讲，我们所探讨的思想政治教育的艰难性，主要是强调突出思想政治教育本身的总体难度，这是由思想政治教育本身的理论、实践和对象等维度的特殊性、艰巨性、复杂性所带来的，意味着做好思想政治教育面临的阻碍大、难度大，充满了诸多未知、困难甚至是曲折，要克服阻碍降低难度就需要我们付出更多艰辛的努力。可以说，对思想政治教育的艰难性认识不足，就会导致人们对思想政治教育的日常性吐槽抱怨、选择性回避难题以及丧失信心，应予以高度重视和有益解决。因此，我们应当对思想政治教育特有的难度问题进行一个学术追问和反思，真正弄清楚、搞明白做好思想政治教育为什么艰巨和困难，这一艰难性究竟难在什么地方，由此可以使人们对思想政治教育的性质和定位有更深入的认识、体悟和把握，进而更加坚定我们从事和做好思想政治教育事业的信念与信心。

II. The Difficulty of Ideological and Political Education: A Realistic Explanation of Its Four-Dimensional Manifestation

二、思想政治教育的艰难性：四维表现方式的现实解说

The difficulty of ideological and political education comes from many aspects, and its realistic manifestations also have multiple dimensions. But fundamentally, it is determined by the nature or attributes of ideological and political education itself. Its unique difficulty issues are relatively prominent and obvious in four dimensions: the political, the theoretical, the practical, and the object-related.

思想政治教育的艰难性来自诸多方面，现实表现也有多重维度，但从根本上说是由思想政治教育本身的性质或属性所决定的，其特有的艰难性问题在政治、理论、现实以及对象四个维度表现得较为突出和明显。

(I) The Political Dimension: The nature of ideological and political education has a distinct political character, and it is quite difficult to eliminate people's political prejudice against ideological and political education.

（一）政治之维：思想政治教育性质具有鲜明的政治性，摒除人们对思想政治教育的政治偏见较为艰难

Once prejudice arises, trust vanishes. It should be noted that politicality is the essential attribute of ideological and political education. However, there are still some people in society who hold prejudice against ideological and political education, implying a stigmatizing judgment of it, which seriously damages its reputation and authority. A scholar once stated: "Scholars in the discipline of ideological and political education have probably all had this experience to some extent: people look at us with strange eyes, treating us as outsiders; or they let their gaze pass over the top of our heads, looking through us as if we were nothing. There is naturally a contempt for politics and ideology itself in this, unrelated to academics or scholarship, but merely a prejudice and misunderstanding." [8]8 Shen Zhuanghai, "The Academic Consciousness and Development Direction of Ideological and Political Education," *Ideological and Theoretical Education*, no. 3, 2014. Another scholar, summarizing and outlining people's prejudiced views on the main channel of ideological and political education—ideological and political theory courses—pointed out: "For a long time, labels such as 'brainwashing' class, 'political preaching' class, or 'pure ideological education' class have become popular tags for some people to understand the essence of ideological and political theory courses." [9]9 Zhang Yaocan, "On the Construction of the Academic System, Discourse System, and Teaching System of Ideological and Political Theory Courses," *Teaching and Research*, no. 3, 2019. Yet another scholar noted: "As soon as ideological work is mentioned, it is as if one does not need it oneself, but something is to be forcibly imposed or indoctrinated." [10]10 Hou Huiqin, "On the 'Difficulty' of Ideological and Political Education," *Ideological and Theoretical Education*, no. 1, 2022. It can be said that political prejudice, as people's fixed political presuppositional understanding and judgment of people and affairs, is rooted in people's biased psychology. It carries, permeates, and manifests strong negative emotions, negative evaluations, and negative attitudes. The biased fixed cognition and habitual questioning attitude towards ideological and political education are often accompanied by negative evaluations such as questioning, smearing, and denying it. But in reality, these political prejudices all disregard the truth of the facts, deviate from the scientific spirit, and have no credibility whatsoever.

偏见一旦产生，信任就荡然无存。应当看到，政治性是思想政治教育的本质属性，但社会上仍然有一些人对思想政治教育存有偏见，隐含着对思想政治教育的污名化判断，严重损害了思想政治教育的声誉和威信。有学者曾表示：“思想政治教育学科的学者恐怕都多少有些这样的体验：人家用异样的眼光看我们，把我们看成另类；或者让目光从我们头顶上越过去，视我们为无物。这其中自然有一种对政治和意识形态本身的鄙薄在内，无关学术和学问，而只是一种偏见和误解。”有学者梳理概括人们对思想政治教育主渠道——思政课的偏见认识指出：“较长一段时间以来，‘洗脑’课、‘政治说教课’抑或‘纯粹的意识形态教育课’成为一些人理解思想政治理论课本质的流行标签。”还有学者指出，“一说做意识形态工作，就好像是自己本不需要，却要被强加什么、灌输什么。”可以说，政治偏见作为人们固化地论人就事的政治预设性认识与

Looking at reality, eliminating people's political prejudice against ideological and political education is no easy task. From the perspective of actual life, although politics, as the concentrated expression of the social economy, is fundamentally a public affair for the citizens of a country and should be where people's life interests lie, in real life not everyone cares about or pays attention to politics. To some extent, those who are interested in politics, especially those who truly maintain an interest in ideological and political theory and actively study it, are a minority. In educational work, it can also be found that there are always some people who feel psychologically distant from politics, and some even first associate it with negative connotations such as the falsity, coerciveness, and restrictiveness of ideology, thus adopting an attitude of keeping at a respectful distance and avoiding it. From the perspective of object acceptance, ideological and political education is a discipline that uses Marxist theory and methods to cultivate people's correct worldview, outlook on life, and values. But it is truly not easy for everyone to fully accept such value shaping. This is because "if a discipline carries too much emotional and belief information, and has a strong value orientation, then although it will be more easily accepted by those who share the same beliefs or similar values, it is not easy to be accepted by those outside this value stance." [11]11 Shen Zhuanghai, "The Academic Consciousness and Development Direction of Ideological and Political Education." The direct consequence of this is that the motivation of educational objects to study ideological and political theory is insufficiently strong. Mao Zedong also pointed out: "A thorough change of worldview requires a very long time; we should work patiently, not impatiently. In fact, there will inevitably be some people who are always unwilling to accept Marxism-Leninism or communism in their thinking; we should not be too demanding of this part of the people." [12]12 Mao Zedong, "On the Correct Handling of Contradictions Among the People," *Selected Works of Mao Zedong*, vol. 5, People's Publishing House, 1977, p. 385. In this sense, persuading a person without faith to believe in something is as difficult as persuading a person with faith to disbelieve in something. The difficulty of ideological and political education is evident.

判断，是根源于人们的偏颇式心理，其携带、渗透和彰显着强烈的消极性情绪、负面性评价以及否定性态度。对思想政治教育的偏颇性固化认知和习惯性质疑态度，常与对思想政治教育的质疑、抹黑、否定等负向评价相伴随，但实际上这些政治偏见都罔顾事实真相、背离科学精神，毫无公信力可言。

(II) The Theoretical Dimension: The content of ideological and political education retains profound theoretical nature, and realizing the practical transformation from theoretical need to practical need is quite difficult.

反观现实，摒除人们对思想政治教育的政治偏见并非易事。从实际生活来看，尽管政治从根本上说作为社会经济的集中体现是一个国家公民之众事，理应是人们的生活志趣之所在，但现实生活中并非人人都关心和关注政治，某种程度上说对政治感兴趣尤其是真正葆有思想政治理论志趣而主动学习的更是少数。在教育工作中也能发现，总有一些人在心理上觉得自己离政治很遥远，甚至一些人首先联想到的是意识形态的虚假性、强制性、钳制性等负面意涵，因而抱着敬而远之、远而避之的态度。从对象接受度上讲，思想政治教育是运用马克思主义理论与方法培养人们正确世界观、人生观、价值观的学科，但要想所有人都真正接受这样的价值观塑造实属不易，这是因为“如果一门学问带有过多的情感信息和信仰信息，带有强烈的价值导向性，那么它虽然会更易于为信仰相同或价值观相近的人们所接受，但却不易使处在该价值立场之外的人们所接受”。这带来的直接后果就是导致教育对象学习思想政治理论的动力不够强。毛泽东也指出：“世界观的彻底改变需要一个很长的时间，我们应当耐心地做工作，不能急躁。事实上必定会有一些人在思想上始终不愿意接受马克思列宁主义，不愿意接受共产主义，对于这一部分人不要苛求。”从这个意义上讲，人们若想劝说一个没有信仰的人信仰什么同劝说一个有信仰的人不信仰什么是一样困难的。思想政治教育的艰难性可见一斑。

Marx pointed out: "The question whether objective truth can be attributed to human thinking is not a question of theory but is a practical question. Man must prove the truth, i.e., the reality and power, the this-sidedness of his thinking in practice. The dispute over the reality or non-reality of thinking that is isolated from practice is a purely scholastic question." [13]13 Karl Marx, "Theses on Feuerbach," *Marx and Engels Collected Works*, vol. 3, People's Publishing House, 1960, p. 3. [Note: The Chinese text quotes a different passage from Marx than the one given in the English translation. The Chinese reads: "The degree to which a theory is realized in a country always depends on the degree to which the theory meets the needs of that country. But... will theoretical need directly become practical need? It is not enough for thought to strive for reality; reality itself must strive toward thought." This is from Marx's "Critique of Hegel's Philosophy of Right: Introduction." The translator has rendered the passage as it appears in the Chinese source, but the standard English translation of the cited passage is provided here for accuracy.] This indicates that the transformation between theory and practice is difficult. Ideological and political education focuses on using Marxist theory and the Party's innovative theories to forge souls and educate people. These contents themselves have strong theoretical nature, and they will not directly become people's practical needs. Realizing the practical transformation between the two presents considerable difficulty for both educators and educational objects.

（二）理论之维：思想政治教育内容葆有深刻的理论性，实现理论需要到实践需要的现实转换较为艰难

First, the theoretical content of ideological and political education is abstract, making it difficult to explain in a vivid way. The transformation from the abstractness of theory to vivid expression in reality is quite difficult. Theory is a knowledge system constructed by a series of concepts, categories, and principles, providing us with a corresponding picture for understanding the world and special "principles" for explaining and transforming the world. Among these knowledge systems, there are inevitably some relatively abstract concepts, categories, and principles. If one relies solely on the theoretical reasoning method of ideological and political education to explain and thoroughly clarify these theories, it is truly not easy, because theory is essentially the sublimation and abstraction of reality, especially the Marxist theoretical system encompassing Marxist philosophy, Marxist political economy, and scientific socialism. This system of thought and theory is dedicated to revealing the general laws of the natural world and social development, as well as the doctrine of achieving the complete liberation of the world's proletariat and all humanity. It is a complete and systematic worldview and methodology, and many of its expositions are embodied as grand theoretical narratives, thus inevitably possessing strong abstractness. Such theoretical abstractness poses considerable difficulty for educational objects. This is because, for ordinary people, their theoretical thinking has not undergone systematic and specialized training. Their daily concerns and focuses are mostly on achieving the goal of a better life. In their spiritual life, they tend to focus more on leisure, entertainment, and pastimes, and are happy to accept three-dimensional, vivid expressions. Therefore, learning and mastering the theoretical content of ideological and political education, especially those theoretical contents with strong abstractness, is quite difficult. Similarly, the abstractness of theory is also a difficulty for educators, because it requires educators to both deeply study and scientifically master the abstract theories of Marxism, and to express and elaborate the abstract knowledge system through popular, vivid, and life-oriented reasoning methods. However, "not all theoretical workers are good at popularizing theory, and not all teachers are good at making abstract principles vivid." [14]14 Shen Zhuanghai, "The Academic Consciousness and Development Direction of Ideological and Political Education."

马克思指出，“理论在一个国家实现的程度，总是取决于理论满足这个国家的需要的程度。但是……理论需要是否会直接成为实践需要呢？光是思想力求成为现实是不够的，现实本身应当力求趋向思想。”这说明理论和实践之间转换具有艰难性。思想政治教育重点是运用马克思主义理论以及党的创新理论铸魂育人，这些内容自身具有很强的理论性，而这也并不会直接成为人们的实践需要，实现二者的现实转换对教育者和教育对象来讲都有相当难度。

First, the theoretical content of ideological and political education is abstract and not easily explained through imagery; it is difficult to move from the abstractness of theory to concrete, vivid expression in reality. Theory is a knowledge system constructed from a series of concepts, categories, and principles, providing us with a corresponding picture for understanding the world and special "principles" for interpreting and transforming the world. Among these knowledge systems, there are no small number of relatively abstract concepts, categories, and principles. If one relies solely on the method of theoretical reasoning in ideological and political education to explain and thoroughly elucidate these theories, it is truly not easy, because theory is in essence the sublimation and abstraction of reality, especially the Marxist theoretical system encompassing Marxist philosophy, Marxist political economy, and scientific socialism. This system of thought and theory is dedicated to revealing the general laws of the natural world and social development, as well as the doctrine of achieving the complete liberation of the world's proletariat and all of humanity. It is a complete and systematic worldview and methodology, and many of its expositions are expressed as grand theoretical narratives, thus inevitably possessing a strong abstractness. Such theoretical abstractness poses considerable difficulty for the objects of education. This is because, for ordinary people, their theoretical thinking has not undergone systematic and specialized training; what they daily care about and focus on is mostly the realization of the goal of pursuing a better life. In their spiritual life, they tend more toward leisure, entertainment, and recreation, and are receptive to three-dimensional, vivid forms of expression. Therefore, learning and mastering the theoretical content of ideological and political education, especially those theoretical contents imbued with relatively strong abstractness, presents great difficulty. Similarly, the abstractness of theory also poses a difficulty for educators, because it requires educators both to deeply study and scientifically master the abstract theories of Marxism, and to express and expound the abstract knowledge system through popularized, vivid, and life-oriented methods of reasoning. However, "not all theoretical workers are skilled at popularizing theory, nor are all teachers adept at making abstract principles vivid."

其一，思想政治教育理论内容具有抽象性，不容易形象化说理，从理论的抽象性到现实的形象化表达较为艰难。理论是由一系列概念、范畴和原理所构筑的知识体系，为我们提供了认识世界的相应图景和解释与改造世界的特殊“原理”。其中，在这些知识体系中不乏一些较为抽象性的概念、范畴和原理，如若仅靠思想政治教育理论说理的方式讲清楚、讲透彻这些理论实属不易，因为理论本质上是对现实的升华与抽象，特别是蕴含马克思主义哲学、马克思主义政治经济学和科学社会主义的马克思主义理论体系。这一思想理论体系致力于揭示自然世界和社会发展的一般规律以及实现全世界无产阶级和全人类彻底解放的学说，是一个完整、系统的世界观和方法论，个中诸多述说都体现为宏

grand theoretical narrative, thus inevitably possessing a strong abstractness. Such theoretical abstractness poses considerable difficulty for the objects of education. This is because, for ordinary people, their theoretical thinking has not undergone systematic and specialized training; what they daily care about and focus on is mostly the realization of the goal of pursuing a better life. In their spiritual life, they tend more toward leisure, entertainment, and recreation, and are receptive to three-dimensional, vivid forms of expression. Therefore, learning and mastering the theoretical content of ideological and political education, especially those theoretical contents imbued with relatively strong abstractness, presents great difficulty. Similarly, the abstractness of theory also poses a difficulty for educators, because it requires educators both to deeply study and scientifically master the abstract theories of Marxism, and to express and expound the abstract knowledge system through popularized, vivid, and life-oriented methods of reasoning. However, "not all theoretical workers are skilled at popularizing theory, nor are all teachers adept at making abstract principles vivid."

大的理论叙事，因而不可避免地具有很强的抽象性。这样的理论抽象性对教育对象而言难度较大，这是因为对于普通群众，他们的理论思维并没有受过系统和专门的训练，日常关心和聚焦的多是在追求美好生活目标的实现上，精神生活上更多侧重于休闲娱乐消遣，乐于接受立体、鲜活的形象表达，因而对于学习和掌握思想政治教育理论内容，特别是那些蕴含抽象性较强的理论内容有较大难度。同样，理论的抽象性对于教育者也是一种难度，因为它要求教育者既要深入学习和科学掌握马克思主义的抽象理论，又要把抽象的知识体系通过通俗化、形象化以及生活化的说理方式予以表达和阐述，但“并不是所有的理论工作者都擅长于理论通俗化，也并不是所有的教师都善于把抽象道理形象化”。

Second, the theoretical content of ideological and political education possesses a systematic character, making it not easy to study comprehensively, and the transition from the systematic nature of the theory to a thorough grasp is rather difficult. The basic theories of Marxism and the Party’s innovative theories constitute a complete set of thought systems with profound connotations and comprehensive theoretical systems. It is not a matter of the educational target simply mastering a few concepts, categories, and principles and then smugly claiming to have fully grasped the fundamental skill of Marxism. For example, from the perspective of the thought system, the Party’s innovative theories, especially Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era, conduct comprehensive and in-depth research and elaboration on issues in all aspects and fields of upholding and developing socialism from the dimensions of history and reality, theory and practice, and domestic and international contexts, forming systematic ideological viewpoints, and thereby constructing the “subsystems” of this thought’s “total integration.” In this sense, how difficult it is for educators to read and thoroughly study all the important speeches and documents of General Secretary Xi Jinping in a short time, and then faithfully convey to the educational target the profound ideological power and mighty truth force manifested by this systematic thought system! Admittedly, although in reality the reasoning of ideological and political education does not need to cover every aspect, if one cannot comprehensively and systematically understand and thoroughly grasp the basic theories of Marxism and the Party’s innovative theoretical achievements, then how can we scientifically grasp and integrate their theoretical essence and core viewpoints? Especially for educators, they should comprehensively and systematically study, comprehend, master, and integrate Marxism.

其二，思想政治教育理论内容葆有系统性，不容易全面学习，从理论的系统性到贯通性的掌握较为艰难。马克思主义基本理论和党的创新理论，是一整套内涵博大厚重、理论系统全面的思想体系，并非教育对象简单地掌握几个概念、范畴和原理，就能洋洋得意地自诩为全面掌握了马克思主义的看家本领。例如，从思想体系来讲，党的创新理论特别是习近平新时代中国特色社会主义思想从历史和现实、理论和实践以及国内和国际等维度，对坚持和发展社会主义各方面、各领域问题进行了全面深入的研究和阐述，形成了系统化的思想观点，进而构筑成了这一思想“总集成”的“子系统”。从这个意义上讲，教育者要想短时间阅读和精读完所有习近平总书记系列重要讲话文献，以及再把这一系统的思想体系所彰显的深厚的思想伟力和强大的真理力量如实地向教育对象讲授出来是何其艰难！诚然，尽管现实中思想政治教育说理不必要做到面面俱到，但试问如果不能全面系统地了解并透彻地理解和把握马克思主义基本理论和党的创新理论成果，那我们又怎么能够科学把握和贯通其理论精华与核心观点呢？特别是对于教育者而言，应当全面系统地学习、体悟、掌握并融会贯通马克思主义

Although this is a basic and professional requirement for educators, it is not something that can be done easily or in a short time. This requirement for integration poses a great challenge to both educators and educational targets.

理论，尽管这是对教育者的一项基础性和专业性要求，但这也不是很轻松、短时间就能做到的。这一贯通要求对教育者和教育对象都具有很大挑战性。

Third, it is inherently not easy to explain, thoroughly analyze, and enliven the theoretical content of ideological and political education itself, and it is even more difficult for theoretical reasoning to connect with practice and align with reality. If theoretical reasoning fails to connect effectively with reality, it will reduce the educational target’s acceptance of the ideological theory. In fact, most of the time, during the process of ideological and political education, educators find it relatively easy and less prone to error to connect theoretical reasoning with reality. For example, when we theoretically explain to the educational target the principles that the economic base determines the superstructure and that the productive forces determine the relations of production, in reality our country and society are indeed committed to continuously promoting stable economic growth and vigorously developing the productive forces, especially at present in developing new quality productive forces. These theoretical teaching contents align well with social reality. However, theoretical reasoning in ideological and political education also includes theoretical content such as class struggle and communism, which cannot be completely and one-to-one aligned with the current social reality of China. Yet, “any ideology, if it is not connected with the objective and actual things, if it does not meet the objective needs of existence, and if it is not grasped by the masses of the people, even the best thing, even Marxism-Leninism, will be ineffective.”[16]16 Mao Zedong, “The Bankruptcy of the Idealist Conception of History,” *Selected Works of Mao Zedong*, Vol. 4, Beijing: People’s Publishing House, 1991, p. 1515. Therefore, we cannot only look at the thoroughness of the theory and the coercive force of logic; we must also look at the penetrating power and force of the theory and how the theory observes and connects with practice. This is because theoretical reasoning is not merely about demonstrating the thoroughness of the theory and the coercive force of logic to the educational target; it also needs to be linked with the educational target’s self-cognition and ideological world, and it requires strong support from the educational target’s life world. This can be said to place higher demands on educators to carry out creative educational activities that integrate theory with practice.

其三，讲深讲透讲活思想政治教育理论内容本身实属不易，而理论说理必须联系实际和对接现实则更为困难。理论说理如若同现实的对接不力就会降低教育对象对思想理论的接受度。实际上，多数时候教育者在思想政治教育过程中，将理论的说理与现实的对接是较为容易而且不易出错的，譬如我们在理论上给教育对象讲经济基础决定上层建筑、生产力决定生产关系的原理，在现实中我们的国家和社会确是致力于持续推动经济稳定增长和大力发展生产力，特别是在当下发展新质生产力。这些理论讲授内容和社会现实对接较好。然而，思想政治教育理论说理中还有诸如阶级斗争、共产主义等理论内容，并不能与当前中国社会现实完全一一相对接，而“任何思想，如果不和客观的实际的事物相联系，如果没有客观存在的需要，如果不为人民群众所掌握，即使是最好的东西，即使是马克思列宁主义，也是不起作用的”。因此，我们不能只看理论的彻底性和逻辑的强制力，还要看理论的渗透力和穿透力以及理论何以观照和联系实际，因为理论说理并非只是向教育对象展示理论的彻底性和逻辑的强制力就了事，它既需要与教育对象的自我认知和思想世界串联起来，也需要教育对象生活世界的有力支撑。这可以说对教育者实现理论联系实际的创造性教育活动提出了更高的要求。

(3) The Dimension of Reality: The Function of Ideological and Political Education Indeed Has a Limitation in Value, and It Is Rather Difficult to Eradicate the Real Social Relations That Give Rise to People’s Erroneous Ideological Concepts

（三）现实之维：思想政治教育功能确有价值的有限性，铲除人们错误思想观念的现实的社会关系较为艰难

Practice has proven that “ideological and political education is a social practice activity that constructs and disseminates the mainstream ideology of society, shaping and cultivating people’s ideological and political qualities. It has important value for the construction and governance of the country, the maintenance and operation of society, and the survival and development of individuals.”[17]17 Feng Gang, “On the Value of Ideological and Political Education,” *Teaching and Research*, 2017, No. 4, p. 87. Of course, “the weapon of criticism cannot, of course, replace criticism of the weapon; material force must be overthrown by material force.”[18]18 Karl Marx, “Critique of Hegel’s Philosophy of Right: Introduction,” *Marx and Engels Collected Works*, Vol. 3, Beijing: People’s Publishing House, 2002, p. 207. Ideological and political education is not omnipotent; it indeed has a limitation in its functional value.

实践证明，“思想政治教育是建构、传播社会主流意识形态，对人的思想政治素质进行塑造和培养的一种社会实践活动，它对于国家的建设与治理、社会的维系与运行、个体的生存与发展都具有重要价值。”当然，“批判的武器当然不能代替武器的批判，物质力量只能用物质力量来摧毁”，思想政治教育也并不是万能的，确有功能价值的有限性。

On the one hand, ideological and political education transmits and integrates correct ideological theories, discovered, refined, and summarized by the classical writers of Marxism, the leading figures of the Communist Party of China, and scholars of ideological and political education, which conform to the laws of human social development, to the entire masses of the people through positive education, thereby arming the mind and guiding practice with scientific ideological theories. On the other hand, ideological and political education also disseminates Marxist theory and the Party’s innovative theories through criticism and struggle against various erroneous viewpoints and trends of thought, especially by clearly analyzing and criticizing the erroneous ideas in people’s minds, and promoting the true, the good, and the beautiful in the criticism of social phenomena of the false, the evil, and the ugly and people’s erroneous value tendencies. However, although ideological and political education, as a “spiritual weapon of criticism,” can directly attack people’s erroneous conceptual consciousness from the perspective of spiritual criticism, it is rather difficult to transform this “spiritual criticism” into “material force” to completely overthrow the real social relations that give rise to these erroneous ideas and fallacies. This is because “all forms and products of consciousness cannot be dissolved by spiritual criticism, by resolution into ‘self-consciousness’ or transformation into ‘apparitions,’ ‘specters,’ ‘fancies,’ etc., but only by the practical overthrow of the actual social relations which gave rise to these idealistic humbugs.”[19]19 Karl Marx and Friedrich Engels, *The German Ideology*, *Marx and Engels Collected Works*, Vol. 1, Beijing: People’s Publishing House, 2009, p. 544. Engels, when analyzing the important influence of economic issues on morality, also pointed out, “All efforts to abolish prostitution are futile; the main mistake lies in not wanting to grasp the root of the evil; and this evil is mainly an economic problem that produces moral problems. As long as people still rely on administrative measures, police suppression, amendments to a certain legal provision, or emotional declarations to eradicate this evil, it will continue to exist because its root cause continues to exist.”[20]20 Friedrich Engels, “Speeches in Elberfeld,” *Marx and Engels Collected Works*, Vol. 2, Beijing: People’s Publishing House, 2005, p. 370. The difficulty of ideological and political education is similar. Ideological and political education aims to shape and transform people’s ideological concepts, political viewpoints, ideals and beliefs, and value concepts. These concepts and ideas of people change with changes in their living conditions, social relations, and social existence. Moreover, the different social statuses and experiences of each individual determine the diversity, variability, and complexity of the social relations behind people’s thoughts. For example, ideological and political education can, from the dimension of spiritual criticism, thoroughly expose and refute erroneous trends of thought in people’s minds, such as money worship, hedonism, extreme individualism, and historical nihilism. However, if the social basis of existence and the real relations that give rise to these trends of thought are not thoroughly eradicated at the social level, then “all the old filthy stuff will flare up again.”[21]21 Karl Marx and Friedrich Engels, *The Communist Manifesto*, *Marx and Engels Collected Works*, Vol. 2, Beijing: People’s Publishing House, 2009, p. 63. This undoubtedly illustrates the tortuousness and arduousness of ideological and political education.

一方面，思想政治教育是把马克思主义经典作家、中国共产党领袖人物以及思政学人发现、提炼和总结的符合人类社会发展规律正确的思想理论，通过正面教育的方式传导和贯通到全体人民群众，从而用科学的思想理论武装头脑、指导实践；另一方面，思想政治教育也是在同对各种错误观点和思潮的批判与斗争中传播马克思主义理论和党的创新理论，特别是要旗帜鲜明地对人们头脑中的错误思想进行剖析与批判，在对社会假恶丑现象和人们错误价值倾向的批判中弘扬真善美。然而，尽管思想政治教育作为“精神的批判武器”，能够从精神的批判角度直击人们错误的观念意识，但如若要实现由“精神批判”变成“物质力量”以彻底推翻这些错误思想和谬论所由产生的现实的社会关系则较为艰难，这是因为“意识的一切形式和产物不是可以通过精神的批判来消灭的，不是可以通过把它们消融在‘自我意识’中或化为‘怪影’、‘幽灵’、‘怪想’等等来消灭的，而只有通过实际地推翻这一切唯心主义谬论所由产生的现实的社会关系，才能把它们消灭”。恩格斯也在分析经济问题对道德产生的重要影响时指出，“消灭卖淫现象的努力全都是徒劳的，主要错误在于不想抓祸害的根源；而这种祸害主要是产生道德问题的经济问题，只要人们还靠行政的措施、警察的镇压、某个法律条文的修改或是感情用事的声明来铲除这个祸害，它就还会继续存在，因为它的根源照旧继续存在。”思想政治教育的艰难性亦是如此。思想政治教育旨在塑造和转变人们的思想观念、政治观点、理想信念、价值理念等，而人们的这些观念和想法又随他们的生活条件、社会关系和社会存在的改变而改变，加之每个人的社会地位、阅历不同，都决定着人们思想背后的社会关系的多样性、多变性和复杂性。例如，思想政治教育可以从精神批判维度对人们头脑中的拜金主义、享乐主义、极端个人主义、历史虚无主义等错误思潮进行彻底的揭露与批驳，但是社会层面如若没有彻底铲除这些思潮的社会存在基础和现实关系，那“全部陈腐污浊的东西又要死灰复燃”。无疑说明了思想政治教育的曲折性和艰巨性。

(4) The Dimension of the Target: The Targets of Ideological and Political Education Have Selectivity in Their Interest Demands, and It Is Rather Difficult to Effectively Satisfy the Individual Perceptions and Realistic Interests of the Educational Targets

（四）对象之维：思想政治教育对象具有利益需求的选择性，切实满足教育对象个体感知和获得现实利益较为艰难

The individual interests of the educational object are closely related to the effectiveness of ideological and political education. From a value perspective, the educational object participates in ideological and political education activities with initial expectations and needs for interest value, and perceives in educational practice whether and to what extent they have obtained interests. Only when the educational object perceives and obtains actual interests in the educational activity do they identify with ideological and political education; otherwise, it may become a "useless study" in their minds. Marx pointed out, "'Ideas' which have not been won by 'interest' inevitably put themselves to shame." [22]22 Karl Marx, "Debates on the Law on Thefts of Wood," *Rheinische Zeitung*, 1842. The full quote is: "'Ideas' which have not been won by 'interest' inevitably put themselves to shame." Engels emphasized, "Moralizing to the capitalist, whose moving effect immediately evaporates when it encounters private interest, and when necessary, competition." [23]23 Friedrich Engels, *Anti-Dühring*, 1878. The full quote is: "Moralizing to the capitalist, whose moving effect immediately evaporates when it encounters private interest, and when necessary, competition." As far as ideological and political education is concerned, people's ideological activities absolutely cannot ignore the demands of actual interests, and must also be convertible into actual interests to be effective; otherwise, ideas "would be merely an object that stirs up a temporary enthusiasm and raises a superficial uproar." [24]24 Karl Marx and Friedrich Engels, *The Holy Family*, 1845. The full quote is: "Ideas which have not been won by 'interest' would be merely an object that stirs up a temporary enthusiasm and raises a superficial uproar." So, what actual interests can ideological and political education bring to the educational object? To be honest, it cannot directly provide the educational object with obvious material interests, such as providing job positions or issuing material subsidies. Rather, it mostly provides nourishment in knowledge, spirit, and mind, such as through resolving ideological doubts, value guidance, political direction, life inspiration, and psychological counseling in the process of transmitting doctrines, imparting knowledge, and resolving doubts, thereby achieving the goals of communicating with the mind, enlightening wisdom and nurturing the heart, and inspiring fighting spirit.

教育对象个体利益与思想政治教育实效密切关联。从价值意义上看，教育对象是带着最初的利益价值期待和需要参与思想政治教育活动的，并在教育实践中感知自己是否获得利益以及获得利益程度如何。只有当教育对象在教育活动感知并获得现实利益方才认同思想政治教育，否则思想政治教育在他们心中可能会变成“无用之学”。马克思指出，“‘思想’一旦离开‘利益’，就一定会使自己出丑。”恩格斯强调，“向资本家作道德说教，而这种说教的动人作用一碰到私人利益，必要时一碰到竞争，就又会立刻烟消云散。”就思想政治教育来讲，人们的思想活动绝不能无视现实利益需求，也必须能够转换为现实利益方可有效，否则思想“也就是仅仅包含一个激起暂时热情和掀起表面风潮的对象罢了”。那么，思想政治教育究竟能够给教育对象带来哪些实际利益？实事求是地讲，它并不能直接为教育对象提供显而易见的物质利益，如提供就业岗位、发放物质补贴等，更多的还是为教育对象提供知识、精神、心灵方面的滋养，如在传道授业解惑中通过思想解惑、价值引领、政治指导、人生启迪、心理疏导等方式，达至沟通心灵、启智润心、激扬斗志的目的。

However, the current social structure is undergoing profound changes, with various interest contradictions and relationships intertwined, overlapping, and complex. The diversity of interest demands and the practical difficulty of balancing interests indeed affect people's thoughts, values, and beliefs. Yet some people simply and crudely only want to obtain explicit material interests. The result is that the content the educator speaks about is considered by the educational object as unable to solve actual interest problems, so they do not want to listen; what the educational object wants to hear, the educator cannot speak about, speaks poorly, or cannot resolve the complex social interest relationships behind the thoughts. Ultimately, this leads to "the speaker is earnest, but the listener is indifferent." [25]25 A classical Chinese idiom from the *Book of Songs* (《诗经》), meaning the speaker is earnest but the listener is indifferent or inattentive. It can be said that, faced with complex actual interest needs and diverse choices, the unique difficulty of ideological and political education is constantly highlighted. Especially when people one-sidedly pursue the perception and acquisition of material interests, doing ideological and political education well becomes quite difficult.

然而，当前社会结构深刻变动，各种利益矛盾和关系交织叠加、错综复杂，利益诉求多样化与利益平衡的现实难题着实影响着人们的思想、价值和信仰，但有些人就是简单粗暴地只想要获得外显的物质利益，结果就是教育者讲的内容教育对象认为不能解决实际利益问题不想听，教育对象想听的教育者不会讲、讲不好或者不能解决思想背后的复杂社会利益关系问题，最终弄得“言者谆谆，听者藐藐”。可以说，面对现实复杂的利益需要和多样选择，思想政治教育特有的难度问题不断凸显，特别是当人们片面地追求感知和获得物质利益的时候，做好思想政治教育就比较有难度。

III. The Difficulty of Ideological and Political Education: A Development Path to Resolve the Problem of Difficulty

三、思想政治教育的艰难性：破解艰难性问题的发展之道

Acknowledging the difficulty of ideological and political education, laying out and clearly explaining the unique difficulty of ideological and political education, is by no means a pessimistic questioning or denial of the status and role of ideological and political education, nor is it about abandoning the responsibilities and pursuits of ideological and political education workers. Rather, it means that doing ideological and political education well is a complex systemic project, requiring us to put in more arduous efforts and gather more educational forces.

承认思想政治教育的艰难性，把思想政治教育特有的难度问题摆出来、讲清楚，绝不是悲观论者式的质疑和否定思想政治教育的地位作用，更不是要放弃思想政治教育工作者的责任和追求，而是说做好思想政治教育是一个复杂的系统工程，需要我们付出更多艰辛努力、汇聚更多育人力量。

(I) Continuously Enhance the Academic Power of Ideological and Political Education, Realizing the Cultivation of People with Thorough Ideological Theory

（一）不断增强思政学术力，实现以彻底的思想理论铸魂育人

Promoting the innovative development of ideological and political education cannot be separated from the strong support of academic power. Academia is the activity of scholars seeking the Dao [26]26 "Dao" (道) here refers to the fundamental way, principle, or truth, a key concept in Chinese philosophy. through professional expertise. The academic power of ideological and political education should be based on the principle that "theory, as long as it is thorough, can convince people," [27]27 A reference to Karl Marx's *Critique of Hegel's Philosophy of Right* (1843): "Theory is capable of seizing the masses as soon as it demonstrates *ad hominem*, and it demonstrates *ad hominem* as soon as it becomes radical. To be radical is to grasp things by the root. But for man the root is man himself." emphasizing the educator's ability to use academic methods to study ideological and political education and teach ideological theory. General Secretary Xi Jinping pointed out: "Empty preaching of values, without the support of scientific knowledge, will greatly diminish the effect of values education." [28]28 Xi Jinping, speech at a symposium on school ideological and political theory courses, March 18, 2019. Some scholars also emphasize: "In the actual teaching process, there is still a phenomenon of neglecting the academic logic in explaining political logic, causing political logic to appear abstract and hollow, lacking scientific interpretation, resulting in insufficient appeal and persuasiveness, greatly weakening the role of political logic." [29]29 The source of this quote is not specified in the original text. It can be said that although political nature is the essential regulation of ideological and political education, and political guidance is its basic function, emphasizing the ideological nature or political guidance function of ideological and political education does not mean turning it into simple political propaganda or hollow political education. Ideological and political education not only has technique and learning but should also have the Dao. The education of Marxist theory and the Party's innovative theory, as well as the critique of erroneous social trends, must withstand the educational object's various "why" questions, requiring the educator to respond, convince, and guide the educational object with thorough theoretical analysis. To do ideological and political education well in the New Era, we must eliminate people's political prejudice against it, especially by attaching importance to enhancing its academic power, "adhering to the Two Integrations, [30]30 The Two Integrations (两个结合): The integration of the basic tenets of Marxism with China's specific realities and with the best of traditional Chinese culture. This concept was formally proposed by Xi Jinping. taking root in China's soil, continuing the Chinese cultural lineage, deepening the academic foundation, and deeply studying the major issues in the practice of comprehensively advancing the construction of a strong country and the great rejuvenation of the Chinese nation through Chinese-path modernization," [31]31 A paraphrase of a statement from the Third Plenary Session of the 20th Central Committee of the CPC (July 2024), which emphasized deepening reform and advancing Chinese-path modernization. accelerating the construction of an independent knowledge system for ideological and political education, using academia to improve its quality, prestige, and dignity, following the research path from problem to proposition to topic, from the perspective of theoretical inquiry and explanation, based on daily life experience and people's rational thinking, deeply revealing the causal connections of the political theories, viewpoints, and conclusions contained in ideological and political education to form rational cognition and scientific explanation, thereby enhancing the logic and truth of political ideas, political propositions, and political demands, and then truly realizing the cultivation of people with scientific ideological theory.

推动思想政治教育创新发展离不开学术力的鼎力支撑。学术是学人依靠专业本领求道的活动。思政学术力要立足“理论只要彻底，就能说服人”，强调教育者运用学术的方式研究思政教育和讲授思想理论的能力。习近平总书记指出：“只有空洞的价值观说教，没有科学的知识作支撑，价值观教育的效果也会大打折扣。”有学者也强调：“在实际教学过程中，依然会有忽视学术之理对政治之理阐释的现象，致使政治之理显得抽象空洞、缺乏科学解读，造成吸引力和说服力不足，极大地弱化了政治之理的作用。”可以说，尽管政治性是思想政治教育的本质规定，政治引导是思想政治教育的基本功能，但强调思想政治教育的意识形态性或政治引导功能，并不是要把思想政治教育讲成简单的政治宣传和空洞的政治教育。思想政治教育不仅有术、有学，还应当有道，马克思主义理论和党的创新理论教育以及对错误社会思潮的批判要经得起教育对象各种“为什么”的追问，需要教育者以透彻的学理分析来回应、说服和引导教育对象。做好新时代思想政治教育，要摒除人们对思想政治教育的政治偏见，特别是要重视增强思政学术力，“坚持‘两个结合’，扎根中国大地、赓续中华文脉、厚植学术根基，深入研究以中国式现代化全面推进强国建设、民族复兴伟业实践中的重大问题，”加快建构思想政治教育自主知识体系，用学术来提升思想政治教育的质量、声望和尊严，遵循从问题到命题再到课题的研究思路，从学理探究和阐释的角度，以日常生活经验和人们理性思维为基础，深刻揭示出思想政治教育所蕴含的政治理论、观点、结论的因果联系以形成理性认知和科学阐释，从而增强政治思想、政治主张以及政治要求的逻辑性和真理性，继而真正实现用科学的思想理论铸魂育人。

(II) Strive to Strengthen the Guiding Force of Ideological and Political Education, Gathering the Spiritual Strength to Realize the Great Rejuvenation of the Chinese Nation

（二）着力强化思政引领力，汇聚实现中华民族伟大复兴的精神力量

The guiding force of ideological and political education provides direction and fundamental guidance for its innovative development. In 2024, General Secretary Xi Jinping, at the National Education Conference, designated having a strong guiding force in ideological and political education as the primary distinctive characteristic of an educational powerhouse. [32]32 The National Education Conference was held in Beijing on September 9-10, 2024. Xi Jinping's speech outlined the characteristics of an educational powerhouse. This is both an inheritance and promotion of our Party's fine tradition of valuing ideological and political education and a summary of experience in building an educational powerhouse in the New Era, marking a new height in our Party's understanding and grasp of the laws of ideological and political education. The report of the 20th National Congress of the CPC pointed out the need to "build a socialist ideology with strong cohesion and guiding force" and "enhance the spiritual strength to realize the great rejuvenation of the Chinese nation." [33]33 Report to the 20th National Congress of the Communist Party of China, October 16, 2022. In fact, ideological and political education is not only an important part of socialist education but also an important component of socialist ideological work. The guiding force of ideological and political education is both a significant marker and essential requirement for building an educational powerhouse and can be said to be a different expression of the same issue as the cohesion and guiding force of socialist ideology. Its essence points to guiding the course for building a modern socialist country and gathering strong spiritual strength for national rejuvenation. Further speaking, the guiding force of ideological and political education is mainly reflected in arming the mind, unifying thought, guiding practice, and resisting erroneous trends. It is the concentrated embodiment of the function of ideological and political education itself for the construction of an educational powerhouse and ideological construction, containing the great power of ideological and political education to guide, lead, and advance the construction of socialism with Chinese characteristics in the New Era and the practice of Marxist ideological construction, especially manifested as the power to set the course under the guidance of Marxism, the power to cultivate people with a focus on comprehensive human development, and the power of scientific guidance centered on "cognition, emotion, will, and action." [34]34 "Cognition, emotion, will, and action" (知情意行) is a framework in Chinese educational theory for understanding the psychological process of moral development. On the new journey, to play the fundamental role of education in national rejuvenation and consolidate and strengthen the mainstream ideological public opinion of striving in the New Era, it is urgent to strengthen the guiding force of ideological and political education, always adhere to the problem-oriented approach, build the mainstream socialist ideology around "raising the banner, gathering people's hearts, cultivating new people, promoting culture, and displaying the image," [35]35 A formulation from Xi Jinping's speech at the National Conference on Propaganda and Ideological Work, August 19, 2013, outlining the tasks of propaganda and ideological work. focus on solving the fundamental educational question of "what kind of people to cultivate, how to cultivate them, and for whom to cultivate them," [36]36 The fundamental question of education, repeatedly emphasized by Xi Jinping, particularly at the National Education Conference in 2018 and 2024. and continuously enhance the ability of ideological and political education in ideological creation, theoretical dissemination, psychological counseling, and practical transformation in the practice of building an educational powerhouse. This is the responsibility and mission entrusted to the vast number of ideological and political education workers by the times.

思政引领力为思想政治教育创新发展提供了方向指引与根本遵循。2024年，习近平总书记在全国教育大会上将具有强大的思政引领力作为教育强国的首要鲜明特质，这既是对我党重视思想政治教育优良传统的继承和弘扬，又是新时代建设教育强国的经验总结，标志着我党对思想政治教育规律的认识和把握又到一个新高度。党的二十大报告指出，要“建设具有强大凝聚力和引领力的社会主义意识形态”“增强实现中华民族伟大复兴的精神力量”。实际上，思想政治教育既是社会主义教育的重要组成部分，也是社会主义意识形态工作的重要构成内容，而思政引领力既是建设教育强国的显著标识和本质要求，也可以说同社会主义意识形态凝聚力和引领力是同一问题的不同表达，其本质都指向为建设社会主义现代化强国引领航向，为实现民族复兴汇聚强大精神力量。进一步讲，思政引领力主要体现在武装头脑、统一思想、指导实践以及抵御错误思潮等方面，是思想政治教育自身蕴含的对于教育强国建设和意识形态建设功能的集中体现，内含着思想政治教育引导、带领和推进新时代中国特色社会主义建设和马克思主义意识形态建设实践的伟大力量，特别是表现为以马克思主义为指导的举旗定向力、以人的全面发展为观照的铸魂育人力、以“知情意行”为重点的科学引导力。新征程上，发挥教育之于民族复兴的基础性作用，巩固壮大奋进新时代的主流思想舆论，迫切需要强化思政引领力，始终坚持问题导向，围绕“举旗帜、聚民心、育新人、兴文化、展形象”建设社会主义主流意识形态，聚焦解决好“培养什么人、怎样培养人、为谁培养人”这个教育根本问题，在教育强国建设实践中不断增强思想政治教育的思想创造、理论传播、心理疏导和实践转化的能力，这是时代赋予广大思政教育工作者的责任使命。

(III) Continuously Enhance the Appeal of Ideological and Political Education, Creating a New Situation for Ideological and Political Education in the New Era

（三）持续提升思政吸引力，开创新时代思想政治教育新局面

Enhancing the appeal of ideological and political education is the key focus of its innovative development in the New Era. It should be recognized that ideological and political education, as a political advantage and fine tradition of the Communist Party of China, has played a lifeline role in China’s revolution, construction, reform, and the undertaking of opening up a New Era — from the ideological propaganda at the Party’s founding to the military ideological and political work at the Sanwan Reorganization[n37] and the Gutian Congress[n38], from the “lifeline” thesis to the “central link” thesis, the “moral education first” thesis, and then to the “fostering virtue and nurturing talent” thesis and the “forging souls and educating people” thesis. At the same time, we must also see that there are still problems in ideological and political education work, such as insufficient affinity and appeal, and inadequate targeting and effectiveness, which urgently need to be solved. This requires focusing on enhancing the appeal of ideological and political education to further promote the Party’s innovative theories to take deeper root in people’s hearts. General Secretary Xi Jinping pointed out: “To do a good job of ideological and political work in colleges and universities, we must adapt to events, advance with the times, and innovate with the situation. We must follow the laws of ideological and political work, the laws of teaching and educating, and the laws of student growth. We should continue to use good methods, improve old methods, and explore new methods, constantly raising our work capacity and level.” Solving the problem of the difficulty of ideological and political education requires us to base ourselves on enhancing its appeal and continuously improving the capacity and level of ideological and political work. For example, regarding the educational object, we must persist in centering on, attending to, and serving the educational object, scientifically grasp the sequential, staged, differentiated, and unbalanced characteristics of the individual physical and mental development of the educational object, focus on analyzing the characteristics and realities of different educational objects, accurately diagnose the ideological dynamics and social concerns of the educational object, persist in combining the solution of ideological problems with practical problems, focus on resolving the practical perplexities faced by the educational object, and guide the educational object to achieve the integration and unity of the small self and the greater self. In terms of constructing the content of ideological and political education, we should take the world-renowned achievements of socialism with Chinese characteristics and the successful cases of the great transformations of the New Era as content support, take fine traditional Chinese culture, revolutionary culture, and advanced socialist culture as the foundation of strength, continuously expand the spaces and fronts of practical education, online education, and cultural education, and comprehensively reveal the truth, principles, reasoning, and philosophy contained in ideological and political theory. In terms of methods and approaches, we must base ourselves on forging souls and educating people with Marxist theory and the Party’s innovative theories, focus on the development of the times, especially the new developments in new media and new technologies, adhere to the principle method of the “eight unifications”[n39], practically adopt methods that are popular with the educational object, persist in explaining principles deeply, thoroughly, and vividly, both highlighting the problem orientation and strengthening reasoning based on facts, and also attaching importance to humanistic care and skillfully using language and rhetoric, thereby highlighting the evidential reality of reasoning, strengthening the subjective emotionality of reasoning, and consolidating the acceptability of the content of reasoning. In terms of building the ideological and political education team, we must focus on enhancing the self-confidence of ideological and political education, base ourselves on boosting the self-confidence of ideological and political educators, take the spirit of the educator as a guide to enhance the ability to teach and educate, infect, move, and win over the educational object with noble personality, and inspire and win over the educational object with the power of truth and profound theoretical foundation. In terms of guarantee work, the Party and the state’s emphasis and support for ideological and political education must be consistent. Party committees at all levels must place ideological and political education work on an important agenda, adhere to the guidance of the “grand ideological and political education” concept, vigorously support and promote the innovative development of ideological and political education in terms of work patterns, support guarantees, etc., and promote the formation of a good atmosphere for the whole Party and the whole society to strive to do a good job in ideological and political education.

提升思政吸引力是新时代思想政治教育创新发展的着力重点。应当看到，思想政治教育作为中国共产党的政治优势和优良传统，从建党之初的思想宣传到三湾改编、古田会议的军队思想政治工作，从“生命线”说到“中心环节”说、“德育首位”说再到“立德树人”说、“铸魂育人”说等，对中国革命、建设、改革和开创新时代事业发挥了生命线作用。同时，我们也要看到，思想政治教育工作中还有一些诸如亲和力、感染力不强和针对性、实效性不足的问题亟待解决，迫切需要聚焦提升思政吸引力，进一步推动党的创新理论更加深入人心。习近平总书记指出：“做好高校思想政治工作，要因事而化、因时而进、因势而新。要遵循思想政治工作规律，遵循教书育人规律，遵循学生成长规律，沿用好办法，改进老办法，探索新办法，不断提高工作能力和水平。”破解思想政治教育的艰难性问题，需要我们立足提升思政吸引力，不断提高思政工作能力和水平。例如，在教育对象上，要坚持围绕、观照和服务教育对象，科学把握教育对象个体身心发展的顺序性、阶段性、差异性、不平衡性等特质，注重分析不同教育对象特点和实际，精准把脉教育对象的思想动态与社会关切，坚持解决思想问题和实际问题相结合，聚焦解决教育对象面临的现实困惑，引领教育对象实现小我与大我的融合统一；在思政内容建设上，要以中国特色社会主义取得举世瞩目成就和新时代伟大变革成功案例为内容支撑，以中华优秀传统文化、革命文化和社会主义先进文化为力量根基，不断拓展实践育人、网络育人、文化育人的空间和阵地，全面揭示思政理论中蕴含的真理、道理、事理和哲理；在方式方法上，要立足以马克思主义理论以及党的创新理论铸魂育人，着眼于时代发展特别是聚焦新媒体新技术的新发展，坚持“八个相统一”的原则方法，切实采用教育对象喜闻乐见的方式，坚持把道理讲深讲透讲活，既突出问题导向、加强因事言理，又重视人文关怀、巧用语言修辞，从而凸显说理的理据现实性、强化说理的主体情感性以及巩固说理的内容可接受性；在思政队伍建设上，要着眼于提升思政自信力，立足提振思政教育工作者的自信心，以教育家精神为指引提升教书育人能力，用高尚的人格感染、打动和赢得教育对象，用真理的力量和深厚的理论功底感召、赢得教育对象；在保障工作上，党和国家对思想政治教育的重视支持要一以贯之，各级党委要把思想政治教育工作摆上重要议程，坚持以“大思政”理念为指导，在工作格局、支持保障等方面大力扶持和推进思想政治教育创新发展，推动形成全党全社会努力做好思想政治教育的良好氛围。

Conclusion

结语

In the context of the New Era, the difficulty of ideological and political education can essentially be said to be a composite product of the transformation of the social structure and the reconstruction of the value order. It should be recognized that the exchange and confrontation of diverse cultural trends in the era of globalization, the dilemma of凝聚 value consensus caused by the continuous expansion of contemporary capital logic, the struggle for ideological discourse power against the backdrop of major-power games, the constant erosion of the human world of meaning by reified consciousness, the expansion of the subjectivity of the educational object and the dissolution of the authority of the educator — all these are profoundly influencing and even changing the ecological environment of ideological and political education, and are increasingly making the difficulty of ideological and political education more prominent from political, theoretical, practical, and object dimensions. Based on promoting the connotative high-quality development of ideological and political education in the New Era, to raise and clarify the difficulty of ideological and political education is by no means self-justification or retreating in the face of difficulties, but aims to凝聚 the strength of ideological and political education and find ways to solve the problem. Of course, the understanding of the difficulty of ideological and political education and the ways to solve it are certainly not limited to the theoretical elaboration of the four dimensions and the three development strategies in this article. To better play the important role of ideological and political education in forging souls and educating people in the New Era, it is even more necessary for the Party and the state to continuously emphasize and support the disciplinary construction and professional development of ideological and political education. It urgently requires the public to fully understand and strongly support the work of ideological and political educators, and ideological and political education practitioners must strive harder to improve their own abilities and levels.

新时代语境下思想政治教育的艰难性问题，本质上可以说是社会结构转型与价值秩序重构的复合性产物。应当看到，全球化时代多元文化思潮的交流与交锋，当代资本逻辑持续扩张引发的价值共识凝聚困境，大国博弈背景下的意识形态话语权争夺，物化意识对人类意义世界的不断侵蚀，教育对象的主体性膨胀与教育者的权威消解，都在深刻地影响甚至改变着思想政治教育的生态环境，也越发显性地从政治、理论、现实和对象等维度使得思想政治教育的艰难性愈加凸显。立足于推动新时代思想政治教育实现内涵式高质量发展，把思想政治教育的艰难性提出来、讲清楚，绝非自我辩护、知难而退，而是旨在凝聚思政力量、找寻破解之道。当然，对思想政治教育的艰难性认识和破解之道肯定不只限于文中四个维度的学理阐释与三个方面的发展之策，为了更好地发挥新时代思想政治教育铸魂育人的重要作用，更加需要党和国家持续重视和扶持思想政治教育学科建设和专业发展，迫切需要社会公众充分理解和大力支持思想政治教育者的工作，思想政治教育从业者则要更加努力提高自身的能力和水平。

(The author is an associate professor and master’s supervisor in the Department of Marxism, Northeast Normal University)

（作者系东北师范大学马克思主义学部副教授、硕士生导师）

Online editor: Ma Jingren

网络编辑：马京仁