Theoretical Interpretation and Enhancement Pathways of the Vitality of Ideological and Political Education

In the course of the theoretical and practical development of ideological and political education, vitality, as a dynamic creative energy and a driving spiritual force, runs through the entire life activity of ideological and political education, continuously impelling it to engage in knowledge production, disciplinary construction, and practical innovation. However, current research on “how to maintain,” “how to manifest,” and “what utility it has” regarding the vitality of ideological and political education remains at a preliminary stage of “unawareness” or “awareness without self-consciousness,” and has not yet reached the ideal state of systematic, scientific theoretical research that guides practice. Along with the development of disciplinary theory, the vitality of ideological and political education, as an important research topic, has been brought into the purview of theoretical research, becoming a subjective force that assists the modern transformation of ideological and political education. Therefore, this article, centering on the research topic of “the vitality of ideological and political education,” attempts to reveal its connotation, constituent elements, and generative dynamics at the disciplinary and theoretical levels, and on this basis to propose corresponding enhancement pathways, providing theoretical reflections for a comprehensive understanding of the vitality of ideological and political education.

在思想政治教育理论和实践发展历程中，生命力作为一种能动性创造活力和驱动性精神力量贯穿于思想政治教育生命活动始终，推动思想政治教育不断进行知识生产、学科建设和实践创新。然而，目前对于思想政治教育生命力“如何保持”“何以展现”及“效用如何”等研究仍处于“不自知”或“知而不自觉”的初步认识阶段，尚未达到系统化、科学化的理论研究和指导实践的理想状态。伴随学科理论发展，思想政治教育生命力作为一项重要的研究议题被纳入理论研究的视野，成为助力思想政治教育现代转型的主体性力量。因此，本文围绕“思想政治教育生命力”这一研究议题，尝试从学科和学理层面揭示其内涵、构成要素和生成动力，并在此基础上提出相应的提升路径，为全面理解思想政治教育生命力提供理论思考。

I. The Theoretical Connotation of the Vitality of Ideological and Political Education

一、思想政治教育生命力的理论内涵

The vitality of ideological and political education, as an important category in disciplinary theoretical research, is an inevitable outcome of the development of ideological and political education theory and practice. Reviewing existing research, there are mainly three representative viewpoints: First, the theory of resultant dynamics. Some scholars, starting from the driving sources of disciplinary development, argue that the vitality of ideological and political education comes from the internal impetus of knowledge production and disciplinary construction, the social impetus that promotes the development of ideological and political education, and the spiritual impetus that enriches the spiritual world of ideological and political education. Second, the theory of proactive adaptation. Some scholars, based on the requirements of the development of the times, advocate that research on ideological and political education in the New Era should uphold fundamental principles and break new ground, demonstrating strong vitality in “connecting the past, present, and future, and rushing toward the distant horizon of scholarship, theory, and methodology.” Third, the theory of external manifestation. Some scholars emphasize the core competitiveness of the discipline of ideological and political education from four aspects: the teaching faculty, scientific research, talent cultivation, and consulting services, intuitively displaying the life force and development status of ideological and political education in these areas. The above viewpoints provide a certain cognitive foundation and theoretical reference for this study. However, overall, research on this topic remains at the stage of intuitive summarization and has not yet deeply revealed its profound connotation and basic spirit.

思想政治教育生命力作为学科理论研究的重要范畴，对这一论题的探讨是思想政治教育理论和实践发展的必然结果。回顾既有研究，主要有3种代表性观点：一是合力动力论。有学者从学科发展的动力源出发，认为思想政治教育生命力来自知识生产和学科建设的内在动力、推动思想政治教育发展的社会动力以及丰富思想政治教育精神世界的精神动力。二是主动适应论。有学者立足于时代发展要求，主张新时代思想政治教育研究要坚持守正创新，在“连结过去、现在与未来，奔向学术的远方、理论的远方和方法的远方”中展现强大生命力。三是外在表征论。有学者从教师队伍、科学研究、人才培养、咨询服务4个方面强调思想政治教育学科核心竞争力问题，直观展现了思想政治教育在上述方面的生命力量和发展状况。以上观点为本研究提供了一定的认知基础和理论借鉴。但整体来看，关于该议题研究仍停留在直观总结阶段，尚未深入揭示其深刻内涵和基本精神。

To fully reveal the theoretical connotation of the vitality of ideological and political education, this article attempts to start with an explanation of the concept of “vitality.” The term “vitality” originated in the natural sciences, where in disciplines such as biology and medicine it generally refers to the ability of an organic living being to maintain its own existence and development, i.e., survivability. With the development of disciplines, “vitality” has gradually been adopted by social sciences such as philosophy, psychology, and pedagogy. However, the concept of “vitality” in ideological and political education is neither the same as the biological description of cell reproduction and metabolism in organic living beings in the natural sciences, nor is it identical to the understanding of vitality in other social science disciplines, such as the philosophical meaning of life value, the psychological meaning of inner motivation, or the pedagogical meaning of life growth. Rather, it is a life force inherent to ideological and political education itself, a value attribute of dynamic creative energy and driving spiritual force. Marx and Engels, using the basic principles of historical materialism, opened up new approaches to the theoretical explanation of vitality. First, vitality signifies the state of existence of things; “the existence of living human individuals” [4]4 Deng Xiaoping, “Emancipate the Mind, Seek Truth from Facts, and Unite as One in Looking to the Future” (December 13, 1978).519 is the basic premise of human historical development. Life existence is the prerequisite of vitality, survival is the foundation of vitality, and development is the root of vitality; vitality is the unity of survival and development. Second, vitality has a profound practical character. Labor practice, as the most basic form of vitality, forms various social relations through the bond of relations of production, thereby endowing vitality with the essential determination of humanity in the practical sense. Third, vitality is closely linked to social and historical development, embodied in its relational and connective mechanisms with the real world. The state of existence and operational state of vitality can only be examined within “common modes of activity or specific stages of society” to truly explore the life force in the transformation of the material world. In summary, vitality is the survival ability and developmental potential that humans display in the process of transforming the objective world.

为了完整揭示思想政治教育生命力的理论内涵，本文尝试从“生命力”这一概念入手加以阐释。“生命力”这一术语肇始于自然科学领域，在生物学、医学等学科中泛指有机生命体维持自身存在和发展的能力，即存续力。伴随学科发展，“生命力”逐渐被哲学、心理学、教育学等社会科学所运用。然而，思想政治教育中的“生命力”概念既不同于自然科学中对有机生命体进行细胞繁衍和新陈代谢的生命描述，也有别于社会科学中其他学科对生命力的理解，如哲学意义的生命价值、心理学意义的内心动力、教育学意义的关乎生命成长等，而是思想政治教育自身持有的一种生命力量，是一种能动性的创造活力和驱动性精神力量的价值所属。马克思、恩格斯运用唯物史观的基本原理展开了对生命力理论阐释的新思路。一是生命力表征着事物的存在状态，“有生命的个人的存在”[4]519是人类历史发展的基本前提。生命存在是生命力的前提，生存是生命力的基础，发展是生命力的根本，生命力是生存和发展的统一体。二是生命力具有深刻的实践性。劳动实践作为生命力最基本的表现形式，并以生产关系为纽带结成各种社会关系，从而使生命力获得了实践意义上的人的本质规定。三是生命力与社会历史发展紧密相连，体现为与现实世界的关系性和联结机制。生命力的存在状况和运行状态只有放置于“共同的活动方式或一定的社会阶段”中去考察，才能够在物质世界变革中探寻真正的生命力量。综上分析，生命力就是人在改造客观世界过程中所展现的生存能力和发展潜能。

Based on this understanding of the connotation of vitality, the vitality of ideological and political education is the life force manifested by the subjects of ideological and political education in the life activities that promote the formation and development of ideological and political education. It is a dynamic force that impels ideological and political education to continuously achieve self-renewal and value creation. First, the vitality of ideological and political education is continuously constructed and displayed by the subjects of ideological and political education in engaging in specific activities, possessing a distinct subjective initiative. Ideological and political education cannot be separated from “actual, active human beings”; thus, vitality is endowed with the essential power of humanity, a dynamic force formed on the basis of life reflection and the awakening of life consciousness to transform the objective world and the subjective world of humans. Second, the vitality of ideological and political education is a kind of overall resultant force, the effect of which is jointly influenced by internal activities and external factors. Vitality is a processual presentation of continuously achieving self-renewal and meaning construction in grasping relational connections and controlling dynamic equilibrium. Third, the essence of the vitality of ideological and political education is a kind of ideological kinetic energy or spiritual force, possessing the dual functions of value guidance and spiritual shaping. Through the spiritual lineage and core socialist values, it guides and shapes people’s ideological character and spiritual outlook, radiating vitality and vigor in continuously transforming people’s subjective world, elevating their spiritual realm, and enriching their spiritual life. Fourth, the soul of the vitality of ideological and political education lies in concrete action oriented toward practice. Only by engaging in the concrete practice of transforming the world can one uphold truth and solve practical problems, thereby demonstrating strong vitality. Fundamentally, the vitality of ideological and political education reveals the dynamic power of human subjects in the life course of ideological and political education, indicating that its future development is no longer a passive process of reception but a subjective construction process integrated into the entire life cycle of the individual. This will fully release the creative energy and developmental potential of ideological and political education, promoting its movement toward a free and self-conscious state of life.

基于对生命力内涵的理解，思想政治教育生命力是思想政治教育主体在推动思想政治教育形成发展的生命活动中所彰显出来的生命力量，是促进思想政治教育不断实现自我革新和价值创造的能动性力量。一是思想政治教育生命力是思想政治教育主体在从事具体活动中不断建构和展现的，具有鲜明的主体能动性。思想政治教育离不开“从事实际活动的人”，因而生命力被赋予了人的本质力量，是人基于生命反思和生命意识觉醒而形成的改造客观世界和人的主观世界的能动性力量。二是思想政治教育生命力是一种总体性合力，合力效果受内部性活动和外部性因素共同作用。生命力就是在把握关系联结和控制动态平衡中，不断实现自我更新和意义建构的过程化呈现。三是思想政治教育生命力本质是一种思想动能或精神力量，具有价值引领和精神塑造双重功能。经由精神谱系、核心价值观来引领和塑造人的思想品格和精神风貌，在不断改造人的主观世界、提升人的精神境界和丰富人的精神生活中焕发生机与活力。四是思想政治教育生命力的灵魂在于面向实践的具体行动。只有投身于改造世界的具体实践，才能坚持真理并解决现实问题，展现强大生命力。从根本上说，思想政治教育生命力揭示了人在思想政治教育生命历程中的能动性力量，表明其未来发展不再是被动接受过程，而是融于个体整个生命周期的主体性建构过程，这将充分释放思想政治教育创造活力和发展潜能，促进思想政治教育走向自由自觉的生命状态。

II. The Systemic Composition of the Vitality of Ideological and Political Education

二、思想政治教育生命力的系统构成

The vitality of ideological and political education, as a systemic concept, is manifested in terms of its constituent elements mainly through disciplinary construction, theoretical research, practical activities, and discursive image. It is the essential force driving the life development of ideological and political education. Exploring its state of existence and operational state within the above elements is key to understanding and grasping the vitality of ideological and political education.

思想政治教育生命力作为一个系统性概念，从构成要素看，主要通过学科建设、理论研究、实践活动和话语形象所展现，是推动思想政治教育生命发展的本质力量。探究其在上述要素的存续状况和运行状态，是认识和把握思想政治教育生命力的关键。

(I) The Vitality of Disciplinary Construction in Ideological and Political Education

（一）思想政治教育学科建设生命力

The vitality of the disciplinary construction of ideological and political education is the internal driving force for the discipline’s survival, concerning foundational issues of disciplinary construction. From the perspective of the discipline’s developmental history, over more than 40 years of development, the vitality of the disciplinary construction of ideological and political education has injected a continuous stream of life energy into its sustained development, gradually moving the discipline from experience to science, from spontaneity to self-consciousness, and from fragmentation to systematization. Importantly, disciplinary construction must “not forget basic historical connections”; the discipline’s history and traditions, as important “life imprints” in the course of its development, are preserved through history, culture, memory, and habitus, thereby making the life activities of ideological and political education a component of “disciplinary facts.” From the perspective of the discipline’s developmental impetus, vitality is characterized as the dialectical unity of maintaining the discipline’s own survival and responding to complex real-world circumstances. Since the internal impetus for disciplinary development “originates from within the discipline of ideological and political education, that is, within the system of ideological and political education,” [1]1 The “New Era” (新时代) refers to the period following the 19th National Congress of the CPC in 2017, characterized by Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era. the key to manifesting disciplinary vitality lies in understanding and grasping the discipline’s attributes and regularities, especially the reflexive construction of important problem domains such as concepts and categories, viewpoints and methods, truth and value, theory and practice, social laws and epochal tasks, continuously injecting momentum for disciplinary development in the process of recognizing truth and grasping laws. At the same time, ideological and political education is constantly situated in the complex circumstances of an “open ideological and political education environment, a risk-laden ideological and political education situation, and a multi-layered ideological and political education context”; [2]2 “Core socialist values” (社会主义核心价值观) are a set of 12 values promoted by the CPC: prosperity, democracy, civility, harmony, freedom, equality, justice, rule of law, patriotism, dedication, integrity, and friendship. all these facts require ideological and political education to confront them head-on, adapt proactively, and display life vitality and forward momentum in the torrent of the times. From the perspective of the discipline’s developmental potential, interdisciplinary communication capacity, the quality of talent cultivation, social service capacity, and the discipline’s global perspective and international vision all have far-reaching and lasting impacts on the discipline’s future development. If the discipline of ideological and political education can occupy developmental advantages and demonstrate developmental potential in the above aspects, it will certainly exert a sustained influence on the discipline’s future development.

思想政治教育学科建设生命力是学科存续的内在动力，关乎着学科建设的基础性问题。从学科发展史看，在40多年的发展历程中思想政治教育学科建设生命力为其学科持续发展注入了源源不断的生命活力，使学科逐渐由经验走向科学、由自发走向自觉、由零散化走向体系化。重要的是，学科建设“不要忘记基本的历史联系”，学科历史和学科传统作为学科发展历程中重要的“生命印记”，经由历史、文化、记忆和惯习得以保存，从而使思想政治教育生命活动成为“学科事实”的组成部分。从学科发展动力看，生命力表征为维护学科自身存续和应对复杂现实境遇的辩证统一。由于学科发展的内在动力“源于思想政治教育学科内部，即思想政治教育系统之中”，因此，彰显学科生命力关键在于对学科属性和学科规律性问题的认识和把握，尤其对概念与范畴、观点与方法、真理与价值、理论与实践、社会规律与时代课题等重要问题域的反思性建构，在认识真理、把握规律中不断注入学科发展动能。同时，思想政治教育时刻都处在“开放性思想政治教育环境、风险性思想政治教育情境和多重性思想政治教育语境”的复杂境遇中，种种事实均要求思想政治教育必须正面应对、主动适应，在时代洪流中展现生命活力和前进动力。从学科发展潜力看，跨学科交流能力、人才培养质量、社会服务能力以及学科的世界眼光和国际视野等，对学科未来发展具有深远性和持久性影响。思想政治教育学科若能够在上述方面占据发展优势和展现发展潜力，定会对学科未来发展产生持续性影响。

(II) The Vitality of Theoretical Research in Ideological and Political Education

（二）思想政治教育理论研究生命力

Starting from the theoretical implications of vitality, the vitality of theoretical research focuses on disciplinary knowledge production, and through systematic theoretical construction, theoretical innovation, and theoretical application, it manifests its own life energy and capacity for survival. The vitality of theoretical research is the internal driving force for constructing the disciplinary knowledge system; it is not a simple, mechanical repetition of theory or accumulation of knowledge, but rather, in the dynamic mutual construction that resonates with the times, it continuously carries out self-renewal and self-improvement, driving theoretical iteration and knowledge increment to develop in depth and expand outward. From the perspective of theoretical construction, scientific theoretical construction can provide concrete logical pathways and knowledge frameworks for theoretical research. The focus should be on the rational optimization of theoretical abstraction and the structure of the theoretical system, further exploring meta-theories and meta-problems in the process of theoretical development, clarifying core concepts, basic concepts, and important concepts in theoretical research, grasping fundamental propositions such as the ontology, origin, and essence within disciplinary development, refining original theories and leading topics that manifest disciplinary characteristics and scholarly quality, and continuously advancing the systematization, systematization, and scientification of theoretical research. From the perspective of theoretical development, “the vitality of theory lies in continuous innovation,” [3]3 Xi Jinping, “Speech at the Conference Celebrating the 40th Anniversary of the Reform and Opening Up” (December 18, 2018). manifested as new breakthroughs in the original theoretical system or knowledge framework, new developments in original paradigms and methods, and explorations and attempts in uncharted fields. It is necessary to occupy new theoretical heights through critical thinking and creative knowledge production, highlighting the explanatory and predictive power of ideological and political education in facing major theoretical propositions and epochal tasks. From the perspective of theoretical value, the vitality of theory lies in its “usefulness.” “If Marxism-Leninism and Mao Zedong Thought are not combined with actual circumstances, they have no vitality.” [4]4 Deng Xiaoping, “Emancipate the Mind, Seek Truth from Facts, and Unite as One in Looking to the Future” (December 13, 1978). Theoretical research is not “suspended in the high altitudes of thought,” but is a “practical theory” that can guide and serve practice, solving real social problems. This requires relying on the basic theories of the discipline, constructing a system of principles for ideological and political education oriented toward practice on the basis of “practical theoretical abstraction,” manifesting the applied value of theory, achieving “thought grasping the masses,” and enhancing the social service capacity and social recognition of ideological and political education.

从生命力的理论意蕴出发，理论研究生命力聚焦于学科知识生产，并通过系统的理论建构、理论创新和理论应用表征着自身的生命能量和存续能力。理论研究生命力是构建学科知识体系的内在动力，它不是简单的、机械的理论重复或知识叠加，而是在与时代同频共振的动态互构中不断进行自我革新和自我完善，推动理论迭代和知识增量向纵深发展、向外部拓展。从理论构建看，科学的理论建构能够为理论研究提供具象化的逻辑思路和知识框架。要以理论抽象与理论体系结构的合理优化为着力点，进一步探究理论发展过程中的元理论和元问题，明确理论研究中的核心概念、基本概念和重要概念，把握学科发展中的本体、本源、本质等基础性命题，锤炼展现学科特质和学理品质的原创性理论和引领性议题，不断推进理论研究的系统化、体系化和科学化。从理论发展看，“理论的生命力在于不断创新”，表现为对原有理论体系或知识框架的新突破、对原有范式和方法的新发展以及对未竟领域的探索和尝试，必须以批判性思维和创造性知识生产来占领新的理论高地，彰显思想政治教育在面向重大理论命题和时代课题的解释力和预测力。从理论价值看，理论的生命力在于“有用性”。“马列主义、毛泽东思想如果不同实际情况相结合，就没有生命力了。”理论研究并不是“悬浮于思想的高空”，而是能够指导并服务于实践，解决社会现实问题的“实践的理论”。这就需要以学科基础理论为支撑，在“实践的理论抽象”基础上构建面向实践的思想政治教育原理体系，彰显理论的应用价值，实现“思想掌握群众”，增进思想政治教育的社会服务力和社会认同度。

(III) The Vitality of Practical Activities in Ideological and Political Education

（三）思想政治教育实践活动生命力

The vitality of practical activities is the endogenous driving force for the development of ideological and political education, occupying a foundational position in the life activities of ideological and political education. As an object-oriented activity in which people transform the objective world, the practical activities of ideological and political education are subjective activities that are manifested in the objective, essentially achieving the ideological transformation of educational objects through diverse forms of practical activities, thereby revitalizing life energy. Top-down forms of practical activity run through people’s activities throughout, mainly including national propaganda and education activities, social production activities, school education activities, daily communication activities, and online virtual practices. In this process, factors such as the educational subject’s own scholarly competence, the educational object’s initiative in participating in practical activities, the richness of activity forms, the attractiveness of activity content, the effectiveness of activity space utilization, the scientificity and feasibility of activity methods, and the effects and impacts of practical activities become comprehensive indicators for evaluating the vitality of practical activities in ideological and political education. Currently, practical activities are facing a transformation from form to content, from effect to efficacy, from integrating resources to innovating mechanisms. Enhancing the vitality of practical activities requires effectively combining the laws of social development, the laws of practical activity, and the laws of the transformation of people’s thoughts and behaviors, creating new vitality in the vivid practice of advancing Chinese-path modernization, drawing immense life force and rich nourishment from the Two Integrations, [5]5 The Two Integrations refers to the integration of the basic tenets of Marxism with China’s specific realities and with the best of traditional Chinese culture. continuously opening up new realms for the development of ideological and political education in the New Era, and providing a solid ideological foundation and practical efficacy for realizing the great rejuvenation of the Chinese nation.

实践活动生命力是思想政治教育发展的内源性动力，在思想政治教育生命活动中占据基础性地位。思想政治教育实践活动作为人们改造客观世界的对象性活动，是主观见之于客观的能动性活动，本质上是通过形式多样的实践活动来实现对教育对象的思想改造，从而焕发生命活力。自上而下的实践活动形式贯穿于人的活动始终，主要包括国家宣传教育活动、社会生产活动、学校教育活动、日常交往活动和网络虚拟实践等。在此过程中，实践主体自身的学识素养、教育对象参与实践活动的能动性、活动形式丰富性、活动内容的吸引力、活动空间运用的有效性、活动方法的科学性和可行性、实践活动效果及其影响等要素，成为评判思想政治教育实践活动生命力的综合指标。当前，实践活动正面临着从形式向内容、从效果向效能、从整合资源向机制创新转型，增强实践活动生命力必须将社会发展规律、实践活动规律和人的思想行为转化规律有效结合，在推进中国式现代化的生动实践中创造崭新活力，在“两个结合”中汲取生命伟力和丰厚滋养，不断开辟新时代思想政治教育发展新境界，为实现中华民族伟大复兴提供坚实的思想基础和实践效能。

(IV) The Vitality of the Discourse Image of Ideological and Political Education

（四）思想政治教育话语形象生命力

The vitality of the discourse image is the external manifestation of the life activities of ideological and political education, expressed as the attractiveness, cohesion, and influence it displays in discourse content, discourse interaction, and discourse dissemination. Discourse, as an interpretive tool for “the world of thought descending to the real world,” [6]6 A paraphrase of a concept from Marx and Engels’ *The German Ideology*, where they describe language as “the immediate actuality of thought.” contains rich theoretical connotations, presents a profound ideological core, and possesses unique artistic expression. Such discourse can reach deep into people’s hearts and resonate, displaying vigorous vitality through a favorable discourse image. From the perspective of discourse content, the vitality of discourse lies in cultural empowerment and upholding fundamental principles while breaking new ground. Culture is the value symbol of ideology, carrying deep historical memory, national sentiment, and moral traditions. Integrating cultural elements into discourse content, promoting cultural inheritance and mutual learning among civilizations while upholding fundamental principles and breaking new ground, enhances the cultural depth and interpretive effect of discourse, and strengthens the creativity and vitality of discourse. From the perspective of discourse interaction, the vitality of discourse lies in active dialogue and equal consultation. Discourse interaction is a form of life activity, with the core being ideological interaction and discourse expression. Active dialogue can eliminate misunderstandings and enhance understanding, creating a favorable atmosphere for discourse interaction. Equal consultation is based on mutual respect, and through rational speech and reasonable interest demands, it achieves value consensus, transforming discursive power into interactional capital, manifesting the ideological power and material energy of discourse. From the perspective of discourse efficacy, the vitality of discourse lies in discourse dissemination and international influence. Discourse dissemination, as a narrative practice, is both a process of reproducing mainstream ideology and a process of objectified interpretation and construction. It is necessary to deeply grasp the narrative logic of discourse dissemination, properly handle the relationships between historical narrative and modern narrative, grand narrative and subtle narrative, national narrative and international narrative, actively construct a Chinese discourse and Chinese narrative system, and continuously enhance the efficacy of discourse dissemination and international influence.

话语形象生命力是思想政治教育生命活动的外在表征，是其在话语内容、话语交往和话语传播中表现出来的吸引力、凝聚力和影响力。话语作为“思想世界降到现实世界”的解释工具，蕴含丰富理论内涵、呈现深刻思想内核和富有独特艺术表达的话语，能够直抵人们心灵深处并产生共鸣，以良好的话语形象展现蓬勃生机。从话语内容看，话语生命力在于文化赋能和守正创新。文化是意识形态的价值符号，承载着深厚的历史记忆、民族情感和道德传统。将文化元素融入话语内容之中，在守正创新中促进文化传承和文明互鉴，提升话语的文化底蕴和阐释效应，增强话语的创造性和生命力。从话语交往看，话语生命力在于积极对话和平等协商。话语交往是生命活动的表现形式，核心在于思想互动和话语表达。积极对话能够消除误解、增进理解，为话语交往营造良好氛围。平等协商基于彼此尊重，并通过理性言说和合理利益诉求进而达成价值共识，将话语力量转化为交往资本，彰显话语的思想力量和物质能量。从话语效能看，话语生命力在于话语传播和国际影响。话语传播作为一种叙事实践，既是主流意识形态的再现过程，也是对象化的解意和建构过程。要深刻把握话语传播的叙事逻辑，处理好历史叙事与现代叙事、宏大叙事与精巧叙事、民族叙事与国际叙事的关系，积极构建中国话语和中国叙事体系，不断增强话语传播效能和国际影响力。

III. The Generative Impetus of the Vitality of Ideological and Political Education

三、思想政治教育生命力的生成动力

From the perspective of generative impetus, the internal contradictory movement of ideological and political education, changes in the social environment, and the needs of human growth and development provide a solid ideological foundation and conditional support for the generation, stimulation, and reinforcement of this impetus.

从生成动力看，思想政治教育内部矛盾运动、社会环境变迁以及人的成长发展需要为其动力生发、动力激发和动力强化提供了有力的思想基础和条件支持。

(I) The Internal Contradictory Movement of Ideological and Political Education and the Generation of Impetus

（一）思想政治教育内部矛盾运动与动力生发

From the perspective of dialectical materialism, discipline construction, theoretical research, practical activities, and discursive image, as the overall composition of the ideological and political education system, have their internal contradictory movements and mutual relations as the fundamental driving force for the generation of the vitality of ideological and political education. Grasping the internal characteristics of the system and their mutual relations is the key to exploring the dynamic source of life for ideological and political education. On the one hand, a two-way mutual promotion is achieved in the value attribution and logical interconnection of worldview and methodology. Worldview focuses on the fundamental question of “what ideological and political education is,” involving thinking activities and cognitive systems concerning origins, essence, and categories, aimed at constructing an explanatory system about the knowledge system. Methodology emphasizes the question of “how it should be done,” being a tool system that links specific operational ideas, implementation plans, and effect evaluations in practice, aimed at better transforming the world. The former is the cognitive foundation of the latter, and the latter is the value orientation of the former. Only by effectively combining cognitive logic with value logic and achieving “two-wing drive” in two-way mutual promotion can life nourishment and developmental momentum be drawn from internal contradictory movements. On the other hand, in the functional differences and meaning interembedding of truth and value, reasonable transformation is regulated. The issue of truth, as a factual judgment, is a scientific rational understanding of the objective world and its laws; the issue of value, as a value judgment, is a subjective understanding and choice of relational problems among things. Truth and value, as two value orientations of ideological and political education, although their functional directions differ, essentially have meaning interembedding. Truth contains specific value concepts or value beliefs, and even truth itself represents a certain value orientation; the nature of value determines the mode of existence of value, and positive value itself also contains the measure of truth; understanding and grasping objective truth are crucial for the realization of value. Only by adhering to the dialectical unity of the two can ideological and political education be continuously promoted to develop and advance in the contradictory movement of truth and value.

从唯物辩证法角度出发，学科建设、理论研究、实践活动和话语形象等作为思想政治教育系统的总体构成，其内在的矛盾运动及相互关系是思想政治教育生命力生发的根本动力。把握系统的内在特性及其相互关系，是探究思想政治教育生命动力源的关键。一方面，在世界观与方法论的价值归属与逻辑互联中实现双向互促。世界观关注“思想政治教育是什么”的本源性问题，是关涉起源、本质、范畴的思维活动和认知系统，旨在构建关于知识体系的解释系统。方法论强调“应该怎么做”问题，是联系实践中具体操作思路、运行方案和效果评价的工具系统，旨在更好地改造世界。前者是后者的认知基础，后者是前者的价值旨归。只有将认知逻辑与价值逻辑有效结合，在双向互促中实现“两翼驱动”，才能在内部矛盾运动中汲取生命养料和发展动力。另一方面，在真理性与价值性的功能互异与意义互嵌中调控合理转化。真理性议题作为一种事实判断，是对客观世界及其规律的科学理性认识；价值性议题作为一种价值判断，是对事物间关系性问题的主观理解和选择。真理性与价值性作为思想政治教育的两种价值取向，尽管功能指向不同，但本质上存在意义互嵌。真理中蕴含着特定的价值理念或价值信仰，甚至真理本身就代表着某种价值取向；价值的性质决定价值的存在方式，正向性价值本身也蕴藏着真理尺度，认识和把握客观真理对价值实现至关重要。只有坚持二者的辩证统一，才能够在真理与价值的矛盾运动中推动思想政治教育不断发展前进。

(II) Changes in the Social Environment and Motivation Stimulation

（二）社会环境变迁与动力激发

Marx believed that “people create the environment, and likewise, the environment creates people.” [7]7 Marx and Engels, *The German Ideology* (1845-1846). The life activities of ideological and political education are equally inseparable from the influence and shaping of the social environment. In the process of adapting to, transforming, and utilizing the environment, educators and educational objects also create new ideological relations, interest relations, and social relations, thereby promoting the continuous development of ideological and political education. In other words, the stimulation of vitality motivation is, under specific conditions, actively adapting to the development of the times and changes in the environment while producing new content, manifesting the shaping of the life activities of ideological and political education by the social environment.

马克思认为，“人创造环境，同样，环境也创造人”，思想政治教育生命活动同样离不开社会环境的影响和塑造。教育者、教育对象在顺应、改造和利用环境的过程中，也创造出新的思想关系、利益关系和社会关系，从而推动思想政治教育不断向前发展。换言之，生命力的动力激发，就是在特定条件下，主动顺应时代发展和环境变迁并生产出新的内容，彰显社会环境对思想政治教育生命活动的塑造。

The motivation stimulation of the vitality of ideological and political education by the social environment mainly comes from the influence of conditional elements, technical elements, and normative elements in the social environment on the formation and development of ideological and political education. Conditional elements in the social environment that play a foundational or supporting role in the development of ideological and political education continuously shape new social functions and social relations through economic structural adjustments, policy orientation regulation, value concept changes, and lifestyle transformations, thereby affecting the operation of the ideological and political education system as well as people’s ideological concepts and behavioral choices; technical elements, including technical infrastructure, technical scenario applications, technical innovation mechanisms, technical ethical challenges, and technical risk governance, both enrich the life meaning of ideological and political education through technical empowerment and bring new technical challenges to the life development of ideological and political education; normative elements marked by legal systems, policy regulations, moral standards, social customs, and disciplinary norms not only serve as the foundation for maintaining good social order but also provide a “reasonable framework” for the life expansion of ideological and political education. In summary, the conditional elements, technical elements, and normative elements in the social environment do not exist in isolation but construct the overall “resultant force” for the survival and development of ideological and political education in an intertwined and interactive manner. On the one hand, through element connection, element integration, and element upgrading, the social environment is overall characterized as a supportive force for the life activities of ideological and political education. This supportive force is not a purely mechanical operational process but an “elastic supportive force” or “environmental tension” that promotes the transformation of ideological and political education, formed by relying on social development conditions, effectively utilizing technical tools, and following reasonable norms. On the other hand, in its development, the social environment also faces the real situation of element differentiation, element alienation, and element reconstruction, indicating that ideological and political education must seek reasonable balance in development. In fact, to display vigorous vitality amid changes in the social environment, it is necessary not only to rely on and effectively utilize the supportive force from various elements in the social environment but also to enhance one’s own adaptability and creativity in actively responding to changes in environmental elements. Only this adaptability and creativity can truly stimulate the internal driving force and life potential of ideological and political education, promoting its continuous development.

社会环境对思想政治教育生命力的动力激发，主要来自社会环境中的条件性要素、技术性要素和规范性要素对思想政治教育形成发展所产生的影响。社会环境中对思想政治教育发展起基础性或支撑性作用的条件性要素，通过经济结构调整、政策导向调控、价值观念变革和生活方式变迁等不断塑造新的社会功能和社会关系，进而影响思想政治教育系统运行以及人的思想观念和行为选择；以技术基础设施、技术场景应用、技术革新机制、技术伦理挑战与技术风险治理等为内容的技术性要素，既以技术赋能的形式丰富了思想政治教育的生命意义，又为思想政治教育生命发展带来新的技术挑战；以法律制度、政策规章、道德准则、社会习俗、学科规范等为标志的规范性要素，既是维持良好社会秩序的基础，又为思想政治教育生命拓展提供了“合理框架”。总而言之，社会环境中的条件性要素、技术性要素和规范性要素并不是孤立存在的，而是以相互交织、相互作用的方式建构着思想政治教育存续的整体“合力”。一方面，社会环境经由要素连结、要素整合和要素升级，总体性地表征为对思想政治教育生命活动的支持力。这种支持力并不是纯粹机械运行过程，而是立足社会发展条件、有效运用技术工具并遵循合理规范而形成的推动思想政治教育变革的“弹性支持力”或“环境张力”。另一方面，社会环境在发展中也面临着要素分化、要素疏离和要素重构的现实境况，昭示着思想政治教育必须在发展中寻求合理平衡。事实上，要想在社会环境变迁中展现旺盛的生命力，不仅要依靠并有效运用来自社会环境中各要素的支持力，还要增强自身主动应对环境要素变化的适应性和创造力。只有这种适应性和创造力才能够真正激发思想政治教育的内在动力和生命潜力，推动其不断向前发展。

(III) Human Growth and Development Needs and Motivation Reinforcement

（三）人的成长发展需要与动力强化

The vitality of ideological and political education has an inherent consistency with human growth and development needs. The reinforcement of the vitality motivation of ideological and political education is achieved in the transformation of interpersonal relations and their practical activities, continuously meeting new questions and new requirements raised by human growth and development needs. Human growth and development needs have roughly undergone a development process from passive needs to active needs, from focusing on group needs to focusing on individual needs, and from single needs to multiple needs. This process is precisely the innovative development process in which ideological and political education continuously meets different human needs. Human growth and development needs, as a subjective driving force, with their diversity, multi-layered nature, and multi-dimensionality, become the driving force for strengthening the life development of ideological and political education, promoting people’s yearning and pursuit of the world of meaning and the spiritual world. First, enhancing the innovation of individualized educational content. For ideological and political education content to meet human development needs, it must handle the relationship between top-level design and grassroots supply. It is necessary to transform overall, inherent content into individualized, flexible content, taking the actual thoughts of educational objects as the starting point, “focusing on the plasticity characteristics of the objects, carrying out education in a targeted manner, and insisting on specific analysis of specific problems,” accumulating energy and progressive momentum in grasping the balance between active needs and content supply. Second, promoting the transformation of differentiated educational methods. According to different development needs, adopting mass-differentiated educational methods to meet the differentiated hierarchical needs of totality, groups, and individuals, especially focusing on the specialized and individualized needs of “real individuals,” and carrying out flexible and targeted education, is a realistic manifestation of ideological and political education’s concern for individual needs. Third, promoting the renewal of diversified educational carriers. In addition to effectively utilizing traditional educational media, it is also necessary to make full use of modern technical tools such as new media, the internet, and cloud computing, to create educational channels combining virtual and reality, to carry out educational models connecting online and offline, and to expand educational influence and coverage. In summary, the life activities of ideological and political education are inseparable from human growth and development needs. Ideological and political education continuously draws life energy and forward momentum in answering people’s ideological confusions and meeting practical needs, thereby achieving its own development and improvement.

思想政治教育生命力与人的成长发展需要具有内在一致性。思想政治教育生命力的动力强化，就是在人与人的关系变革及其实践活动中，不断满足人的成长发展需要而提出的新问题和新要求中实现的。人的成长发展需要大致经历了从被动需要到主动需要、从关注群体需要到关注个体需要、从单一需要到多重需要的发展过程，这一过程，正是思想政治教育不断满足人的不同需要的创新性发展过程。人的成长发展需要作为一种主体性动力，以其多样性、多层次性、多向度性成为强化思想政治教育生命发展的驱动力量，推动着人对意义世界和精神世界的向往和追寻。一是增进个性化教育内容创新。思想政治教育内容要满足人的发展需要，就要处理好顶层设计与基层供给之间的关系。要将总体性、固有性内容转化为个体性、灵活性内容，以教育对象的思想实际为出发点，“着眼于对象的可塑性特点，有针对性地开展教育，坚持具体问题具体分析”，在把握主动需要与实现内容供给的供需平衡中积聚能量和进步动力。二是促进差异化教育方式转换。根据不同发展需要，采用分众化教育方式，以满足总体性、群体性和个体性的差异化层次需要，特别是要聚焦“真实个体”的特殊化、个性化需求，并开展灵活性、针对性教育，这是思想政治教育关切个体需要的现实表征。三是推动多样化教育载体更新。除有效运用传统教育媒介外，还要充分利用新媒体、互联网、云计算等现代技术工具，打造虚拟与现实相结合的教育渠道，开展网上网下互联的教育模式，扩大教育影响力和覆盖面。总而言之，思想政治教育的生命活动离不开人的成长发展需要，思想政治教育就是在解答人的思想困惑和满足实践需要中不断汲取生命能量和前进动力，并实现自身发展与完善。

IV. Enhancement Pathways for the Vitality of Ideological and Political Education

四、思想政治教育生命力的提升路径

To enhance the vitality of ideological and political education, it is necessary to continuously manifest life vitality, potential, and charm in theoretical consolidation, practical strengthening, technical empowerment, and institutional support, promoting ideological and political education towards a conscious realm of life.

提升思想政治教育生命力，要在理论固本、实践强基、技术赋能和制度支持中不断彰显生命活力、潜力和魅力，推动思想政治教育走向自觉的生命境界。

(I) Theoretical Consolidation: Achieving a Leap from “Interpretation” to “Guidance”

（一）理论固本：实现从“阐释”向“引领”跨越

Theoretical construction is a systematic project and also the foundation and root of enhancing the vitality of ideological and political education. Viewed from the life course of ideological and political education, the capacity of traditional ideological and political education to sustain itself in theoretical form often manifests as policy explanatory power and social responsiveness, easily falling into the predicament of passive interpretation. Entering the New Era, the Party Central Committee has taken “ideological and political work as an important means of governing the Party and the state,” marking a leapfrog transformation of ideological and political education at the theoretical level from “interpretation” to “guidance,” demonstrating a powerful theoretical vitality. Therefore, enhancing the vitality of ideological and political education must adhere to consolidating the theoretical foundation and developing in a “guidance-oriented” direction, improving the capacity for value guidance and active shaping by adhering to a problem-oriented approach, innovating discourse expression, and deepening disciplinary exchange. First, in terms of problem orientation, realize a shift from explaining hot topics to predicting trends. Problem orientation is the “direction indicator” for the life development of ideological and political education; moving from “passively explaining problems” to “actively foreseeing problems” is a process in which ideological and political education grasps the initiative of life and displays life vitality. It is necessary to actively shape the cognitive ability of subjects in ideological and political education, monitor and analyze public opinion dynamics and trends in real time, and proactively set agendas, making it an “observation platform” for the thought of the times. Second, in terms of discourse expression, grasp the delicate transformation between grand narrative and concrete narrative. Discourse expression is an artistic reproduction of theory; an artistic mode of expression can skillfully transform purely abstract concepts into everyday concrete images. However, concrete narrative does not mean diluting or weakening the theory itself, but rather a creative transformation based on grasping the deep connotation of the theory, thereby continuously enhancing the vitality of the theory through more figurative artistic expression. Third, in terms of disciplinary exchange, realize a shift from disciplinary separation to interdisciplinary dialogue. Disciplinary exchange is the living water for strengthening the theoretical foundation of the discipline and enhancing the vitality of ideological and political education; the capacity for interdisciplinary dialogue and international dialogue reflects the actual state of ideological and political education in the development of the times. It is necessary to actively construct an independent knowledge system for the discipline of ideological and political education, form a theoretical system of ideological and political education with Chinese characteristics, actively carry out interdisciplinary dialogue and comparative research, and promote the transformation of the vitality of ideological and political education from forming adaptation to an international image.

理论建设是一项系统工程，也是提升思想政治教育生命力的基础和根本。从思想政治教育生命历程看，传统思想政治教育在理论形态的存续能力方面常常表现为政策解释力和社会回应力，易陷入被动阐释的困境之中。进入新时代，党中央将“思想政治工作作为治党治国的重要方式”，标志着思想政治教育在理论层面实现了从“阐释”到“引领”的跨越式转变，展现了强大的理论生命力。因此，提升思想政治教育生命力必须坚持理论固本并向“引领式”方向发展，在坚持问题导向、创新话语表达和深化学科交流中提升价值引领力和主动塑造力。一是在问题导向上，实现从解释热点向预判趋势转变。问题导向是思想政治教育生命发展的“方向标”，从“被动解释问题”到“主动预见问题”，是思想政治教育把握生命主动性并展现生命活力的过程。要积极塑造思想政治教育主体认知能力，实时监测、分析舆情动态和走向，主动设置议题，使之成为时代思想的“观测台”。二是在话语表达上，把握宏大叙事与具象叙事的精巧转化。话语表达是艺术化的理论再现，富于艺术化的表达方式能够巧妙地将纯粹抽象概念转化为日常化的具体形象。然而，具象叙事并非对理论本身的淡化或弱化，而是基于对理论深层内涵把握的创造性转化，进而以更具形象化的艺术表达不断增强理论的生命力。三是在学科交流上，实现从学科分立到跨学科对话转变。学科交流是强化学科理论基础和增进思想政治教育生命力的活水，跨学科交流能力、国际对话能力反映着思想政治教育在时代发展中的现实状况，要积极构建思想政治教育学科自主知识体系，形成具有中国特色的思想政治教育理论体系，积极开展跨学科对话和比较研究，推动思想政治教育生命力从形成适应向国际形象转变。

(2) Strengthening the Foundation through Practice: Promoting Transformation from “Cognition” to “Action”

（二）实践强基：推动从“认知”到“行动”转化

Strengthening the fundamental foundation of the vitality of ideological and political education through practice is a strategic choice for the innovative development of ideological and political education in the New Era. In current ideological and political education practice, phenomena of disconnection between knowledge and action have emerged, such as “check-in-style” practice of “skimming the surface” and “performative-style” practice of creating “real scenes,” posing practical challenges to the development of ideological and political education practice. Therefore, it is necessary to promote the transformation of practice from “cognition” to “action,” enhancing the vitality of ideological and political education through action-oriented practice. First, in terms of practice methods, shift from emphasizing form to refining content. It is necessary to break through the predicament of the separation of knowledge and action, grasping the dialectical unity of what ought to be and what is in practice. Inherit the revolutionary spirit in red cultural activities, strengthen the sense of responsibility in grassroots practice, promote the craftsman spirit in productive labor, and inspire the spirit of struggle in innovation and entrepreneurship, advancing the identity recognition and action transformation of practice subjects from participants to practitioners, allowing ideological and political education to demonstrate its vitality in solving practical problems. Second, in terms of practice evaluation, shift from an effect orientation to an efficacy orientation. The effect orientation mainly relies on quantitative explicit evaluation indicators, while the efficacy orientation focuses on qualitative evaluation of practical ability; the essential difference lies in the differing understanding of the essence of practice and its educational value. It is necessary to change the method of practice evaluation, construct a three-dimensional evaluation indicator system, promote the coordination of diversified evaluation subjects, cross-field cultivation models, and precise education paradigms, and facilitate the combination of process evaluation, outcome evaluation, and feedback evaluation, enhancing the vitality of ideological and political education by strengthening cognitive efficacy, value efficacy, and action efficacy. Third, in terms of practice strategy, shift from integrating resources to innovating mechanisms. Mechanism innovation is not an abandonment or denial of resource integration, but a paradigm upgrade based on improving the efficiency of resource utilization, breaking the practical predicament brought about by loose resource utilization methods, thereby enhancing the interactive capacity between people and society, and promoting “the social survival and development of human beings.” It is necessary to construct a practice mechanism featuring subject dialogue, process coordination, dynamic adjustment, resource sharing, and lifelong cultivation, promoting ideological and political education practice to display strong vitality in dynamic balance.

以实践强化思想政治教育生命力的根本基础，是新时代思想政治教育创新发展的战略选择。在当前思想政治教育实践中，出现“走马观花”的“打卡式”实践和营造“真实场景”的“表演式”实践等知行脱节现象，使思想政治教育实践发展面临现实挑战。因此，必须推动实践从“认知”向“行动”转化，以面向行动的实践提升思想政治教育生命力。一是在实践方式上，从重形式转向精内容。要突破知行割裂困境，在实践中把握应然与实然的辩证统一。在红色文化活动中传承革命精神，在基层实践中强化责任担当，在生产劳动中发扬工匠精神，在创新创业中激扬奋斗精神，推进实践主体从参与者到践行者的身份认同和行动转变，让思想政治教育在解决实际问题中彰显生命力。二是在实践评价上，从效果导向转向效能导向。效果导向以量化式的显性评价指标为主，效能导向则聚焦于质性的实践能力评价，本质区别在于对实践本质及其育人价值的差异性认识。要转变实践评价方式，构建立体式评价指标体系，推动多元化评价主体、跨场域培育模式和精准化育人范式相协调，促进过程性评价、结果性评价和反馈性评价相结合，在强化认知效能、价值效能和行动效能中提升思想政治教育生命力。三是在实践策略上，从整合资源向机制创新转变。机制创新并不是对资源整合的摒弃或否定，而是基于提高资源运用效率的范式升级，破解松散式资源利用方式带来的实践困境，进而增强人与社会的互动能力，促进“人的社会性生存和发展”。要构建主体对话、过程协同、动态调试、资源共享和终身培养的实践机制，促进思想政治教育实践在动态平衡中展现强大生命力。

(3) Empowerment through Technology: Enhancing Deep Integration of “Reality” and “Virtuality”

（三）技术赋能：增强“现实”与“虚拟”深度融合

Empowerment through technology has brought a new landscape to the formation and development of ideological and political education, expanding its life field and enabling it to radiate new vitality and charm in the digital age. However, empowerment through technology does not mean that the development of ideological and political education is “technology-centered”; rather, it requires greater vigilance and effective response to the challenges posed by technological risks, thereby achieving the enhancement of the vitality of ideological and political education through the deep integration of “reality” and “virtuality.” First, in terms of technological cognition, realize a transformation from knowledge acquisition to capacity generation. Empowerment through technology has increased the efficiency of knowledge acquisition, but “knowledge hoarding” does not necessarily lead to capacity improvement; instead, it more easily falls into the trap of knowledge consumption, forming algorithm dependence. Therefore, it is necessary to promote the mental leap of the cognitive paradigm of subjects, the effective improvement of subjects’ digital literacy, and the rational construction of human-machine relationships, realizing the identity transformation of subjects from “knowledge acquirers” to “value creators” through technological empowerment, adding subjective strength to the life development of ideological and political education. Second, in terms of technological application, focus on the reasonable combination of immersive experience and precise intervention. Digital scene settings and technological applications can bring immersive experiential feelings and stimulate deep emotional resonance through emotional projection, endowing the life activities of ideological and political education with profound emotional power. However, “the perceptual logic of scene setting disperses the guiding nature of ideological and political education,” and deep experience also depends on precise intervention and reasonable control of digital technology. Through predictive intervention mechanisms and personalized content generation mechanisms, use linear data analysis, figurative emotional maps, and dynamic development trends to analyze and assess individual needs and psychological states, enhancing the driving force and vitality of the life development of ideological and political education through appropriate emotional expression. Third, in terms of technological ethics, shift from tool dependence to ethical consciousness. Empowerment through technology has enhanced the deep dialogue between instrumental rationality and value education, providing instrumental value and rational support for the life development of ideological and political education, but it has also caused excessive dependence on tools. This indicates that empowerment through technology cannot be separated from the ethical guardianship of technology. It is necessary to promote the transformation of technological ethical cognition, the improvement of technological innovation mechanisms, and the governance of technological ethical risks, allowing ethical norms to run through the entire process of technological application, constructing an upward and good technological education pattern, and enabling ideological and political education with “life presence” to radiate lasting vitality.

技术赋能为思想政治教育的形成发展带来了崭新图景，拓展了思想政治教育的生命场域，使其在数字时代焕发新的活力与魅力。然而，技术赋能并不意味着思想政治教育发展“以技术为中心”，而是要更加警惕和有效应对技术风险带来的挑战，从而实现在“现实”与“虚拟”深度融合中增强思想政治教育生命力。一是在技术认知上，实现从知识获取向能力生成转化。技术赋能提高了知识获取效率，但“知识囤积”并不一定带来能力提升，反而更易陷入知识消费的陷阱，形成算法依赖。因此，要推进主体认知范式的思维跃迁、主体数字素养的有效提升和人机关系的理性建构，在技术赋能中实现主体从“知识获取者”向“价值创造者”的身份转换，为思想政治教育生命发展增添主体力量。二是在技术应用上，注重沉浸式体验与精准干预合理结合。数字场景设置和技术应用能带来沉浸式体验感受，并以情感投射激发深度情感共鸣，使思想政治教育生命活动被赋予深厚的情感力量。然而，“场景设置的感性逻辑弥散了思想政治教育的引领性”，深度体验也有赖于对数字技术的精准干预和合理把控。要通过预测性干预机制和个性化内容生成机制，运用线性化数据分析、形象化情感图谱和动态化发展态势来剖析和评估个体需求和心理状态，以情感的适恰性表达增进思想政治教育生命发展动力和活力。三是在技术伦理上，要从工具依赖向伦理自觉转变。技术赋能增进了工具理性与价值教育的深层对话，为思想政治教育生命发展提供工具性价值和理性支持力，但也造成对工具的过度依赖现象。这表明，技术赋能离不开对技术的伦理守护，要推动技术伦理认知转化、技术创新机制完善和技术伦理风险治理，让伦理规范贯穿于技术应用全过程，构建向上向善的技术育人格局，使“生命在场”的思想政治教育焕发持久生命力。

(4) Institutional Support: Promoting the Dialectical Unity of “Hard Constraints” and “Soft Guidance”

（四）制度支持：促进“硬约束”与“软引导”辩证统一

Xi Jinping emphasized: “Ideological education must be carried out in conjunction with the implementation of institutional regulations, grasping the principal contradiction and not engaging in empty talk.” [12]12 Xi Jinping’s remark emphasizes integrating ideological education with concrete institutional rules, avoiding abstract or purely theoretical approaches. The phrase “principal contradiction” (主要矛盾) is a standard Marxist term referring to the dominant contradiction in a given social context. This indicates that the linkage mechanism between ideological and political education and institutions is the key to handling the relationship between the two. Therefore, in institutional design, it is necessary both to highlight the regulatory and constraining role of institutions over people and to endow institutions with the warmth of humanity, achieving a coordinated unity of rigid norms and flexible liberation, external constraints and internal identification. This transforms institutions, in the process of regulating and constraining people’s external behavior, into value identification and emotional resonance that promote the development of ideological and political education, and internalizes them into a spiritual order and psychological motivation, realizing the transformation from heteronomy to autonomy. A system of institutional support that combines rigidity and flexibility should be constructed, so that ideological and political education can invigorate its vitality in the dialectical unity of “hard constraints” and “soft guidance.” First, a participatory mechanism for institutional setting should be established. The starting point of this institutional setting plan is to return rights to the subjects themselves; by participating in the institutional design process, subjects can physically experience the authority and rigor of the institution, and because of their “physical presence,” they gain a stronger sense of identification and action capacity, thereby achieving development in the dynamic balance between constraint and freedom. Second, an emotional mode of institutional transmission should be adopted. Emotional expression, as a mode of institutional transmission, is an innovative form for stimulating the vitality of ideological and political education. This mode transforms institutional norms into narrative expressions that can evoke emotional resonance, and through moral narratives, collective memory, and cultural symbols, it influences people’s thoughts and behaviors, promoting the effective transformation of ideological and political education from institutional constraint to emotional communication. Third, a flexible framework for institutional implementation should be established. The flexible mode of institutional implementation is an effective response to the implementation dilemma of “one-size-fits-all.” It both maintains the rigidity of institutional norms and reflects flexibility in the implementation process. The key is to reasonably grasp the scientific setting of the limits of institutional flexibility, so that institutions have strength, force, and warmth in implementation, promoting ideological and political education to release innovative vitality while maintaining order boundaries, and constructing a harmonious relationship between people and institutions.

习近平强调：“思想教育要结合落实制度规定来进行，抓住主要矛盾，不搞空对空。”这表明，思想政治教育与制度的关联机制，是处理二者之间关系的关键。因此，在制度设计中，既要彰显制度对人的规范和约束作用，又要赋予制度以人性的温度，实现刚性规范与柔性解放、外部约束与内在认同协调统一，使制度在规范约束人的外在行为过程中，将其转化为促进思想政治教育发展的价值认同和情感共鸣，并内化为一种心灵秩序和心理动力，实现从他律到自律的转化。应构建刚柔并济的制度支持系统，使思想政治教育在“硬约束”与“软引导”的辩证统一中提振生命力。一是构建参与式的制度设置机制。这种制度设置方案的出发点在于将权利交还于主体自身，通过参与制度设计过程，使主体具身感受制度的威严与严谨，又以“身体在场”之故更具认同感和行动力，从而在约束与自由的动态平衡中实现发展。二是采取情感性的制度传递方式。情感表达作为制度的一种传递方式，是激发思想政治教育生命力的创新形式。这种方式将制度规范转化为能够激发情感共鸣的叙事表达，并通过道德叙事、集体记忆和文化符号影响人的思想和行为，推动思想政治教育实现从制度约束到情感交流的有效转化。三是建立弹性化的制度执行框架。弹性化的制度执行方式是针对“一刀切”执行困境的有效应对，既保持制度规范的刚性，又体现执行过程中的柔性，关键是要合理把握制度弹性限度的科学设置，让制度在执行中有强度、有力度、有温度，推动思想政治教育在维护秩序边界中释放创新活力，构建人与制度的和谐关系。

(Author Dai Rui is a professor and doctoral supervisor at the School of Marxism, Hohai University)

（作者戴锐系河海大学马克思主义学院教授、博士生导师）

Online editor: Ma Jingren

网络编辑：马京仁