From “Responding to the Virtual Shock” to “Mastering the Virtual-Real Symbiosis”: Exploring the Social Quasi-Reality Turn in Ideological and Political Education

Whether it is the continuous rise in the average daily internet usage, the average daily frequency of unlocking mobile phones, and the time spent on social software among digital natives, or the burgeoning emergence of “two-dimensional existentialism,” all indicate that the ever-expanding cluster of digital-intelligent technologies is restructuring the underlying architecture of human practical activities through self-iteration and social penetration. The diverse, symbiotic, and constantly evolving new scenarios, new structures, and new cognitions it spawns have triggered changes in human interaction, and the phenomenon of ideological and political education “escaping from the real to the virtual” in space is becoming increasingly prominent. Beneath this surface of social quasi-reality, it signifies that digital-intelligent technology is becoming an important driving force for restructuring society. To achieve the civilizational goal of technology for good, ideological and political education workers urgently need to construct a mainstream ideology dissemination mechanism that “transcends the virtual.” In 2022, the Ministry of Education launched the national education digitalization strategic action, guiding ideological and political education to “respond to the virtual shock” and then “master the virtual-real symbiosis.” The “State Council’s Opinions on Deeply Implementing the ‘Artificial Intelligence +’ Action,” issued in August 2025, proposed a timetable for the普及率 (popularization rate) of new-generation intelligent terminals, intelligent agents, and other applications, as well as exploring the establishment of new organizational forms for philosophical and social science research adapted to the era of artificial intelligence, expanding research perspectives and observational horizons. Facing the new situation, the proposal of the social quasi-reality turn is timely, aiming to reconstruct the integrated concept of space-time encompassing both the实体 (physical entity) and the virtual, to cover the complete experience of human communication, and thereby provide important theoretical foundations and practical nourishment for the spatial turn and rise of ideological and political education. Although the current academic research on the phenomenon of social quasi-reality is not yet theoretically mature, “social quasi-reality” as a phenomenon has already arrived. Based on this, we propose a new set of conceptual propositions and analytical frameworks for the social quasi-reality turn in ideological and political education, hoping to open a new window for research on ideological and political education in the digital-intelligence era.

无论是数字原住民日均触网量、日均手机解锁频率、社交软件访问时间等的不断攀升,还是“二次元存在主义”的日臻涌现,皆表明持续扩充的数智技术集群正通过自我更新迭代与社会化渗透对人类实践活动底层架构进行重构。其所催生出的多元共生且持续更迭的新场景、新结构与新认知,引发了人类交往的变革,思想政治教育由“实”向“虚”的“空间逃逸”现象日渐显著。在这种社会拟现实表象之下,表征着数智技术正在成为重构社会的重要推动力。而为了通达技术向善的文明目标,思想政治教育工作者亟需建构“超越虚拟”的主流意识形态传播机制。2022年,教育部启动实施国家教育数字化战略行动,牵引着思想政治教育“应对虚拟冲击”,进而“驾驭虚实共生”。2025年8月印发的《国务院关于深入实施“人工智能+”行动的意见》,提出了新一代智能终端、智能体等应用普及率之时间表,以及探索建立适应人工智能时代的新型哲学社会科学研究组织形式,拓展研究视野和观察视域。面对新形势,社会拟现实转向的提出正当其时,旨在重构包含着实体和虚拟的时空一体化概念,以覆盖人类交流的完整经验,进而为思想政治教育的空间转向和兴起提供重要的理论依据与实践滋养。当前学界关于社会拟现实现象的研究尽管理论成熟度不高,但作为一种现象的“社会拟现实”已然到来。基于此,我们提出一套新的思想政治教育之社会拟现实转向概念命题和分析框架,以期为数智时代思想政治教育研究打开一扇新的窗户。

I. The Virtual Shock: Piercing the Cognitive Boundaries of the Space-Time View of Ideological and Political Education

一、虚拟冲击:刺穿思想政治教育时空观的认知边界

Along with the development of exploring the behavioral relationships among people, ideological and political education, and digital-intelligent space, the gradual enhancement of willingness such as emotional reliance and trust construction, and the synchronous development of the theoretical foundation construction of ideological and political education and the refinement of visual intelligent tools, research on the quasi-reality turn of human society has gradually become a hot topic. It has been placed into people’s field of vision through a complete set of problem systems, impacting the cognitive territory of the existing problem domain of ideological and political education: Can the concept of social quasi-reality, initially set based on the virtual, adequately cover the complex and diverse interpersonal (including human-machine) communication practices in reality? Are there still a large number of invisible communicative actions occurring in the underlying technological environment, unfolding in more subtle ways? How to reconstruct the integrated virtual-real symbiosis and pierce the boundaries of the space of ideological and political education?

伴随着探索人、思想政治教育与数智空间之间的行为关系发展,情感依托、信任建构等意愿的逐步增强,以及思想政治教育基础理论建构和可视化智能工具精致化的同步发展,人类社会的拟现实转向研究逐渐成为热点,并通过一整套问题体系置入人们的视野,冲击了思想政治教育既有问题域的认识疆域:以虚拟为基准初步设定的社会拟现实概念是否足以涵盖现实中复杂多元的人际(包含人机)交往实践?是否还存在大量隐形的交往行动发生在底层技术环境中,并以更微妙的方式展开?如何重构虚实共生的一体化,刺穿思想政治教育空间的边界?

(I) Tracing the Origin: Social Quasi-Reality as a New Form of Human Practice Mediated by Technology

(一)本源追溯:社会拟现实作为一种技术中介下的人类实践新形态

Modern information technology has rewritten the dependence of space and time on reality and materiality. The interactive penetration of the real world and virtual space has continuously strengthened the intensity of the integration of the virtual and the real in society. The social quasi-reality combining the virtual and the real has become a new reality. It includes both the mirror image of reality from the “real” to the “virtual” and the dynamic simulation returning from the “virtual” to the “real,” directly intervening in all aspects of human social practice.

现代信息技术改写了空间和时间对于实在性和物质性的依附,实在世界和虚拟空间的交互渗透,使社会虚实交融的力度不断加强。虚实结合的社会拟现实成为一种新现实。它包含由“实”向“虚”的现实镜像与由“虚”返“实”的动态拟真,并直接介入到人类社会实践的方方面面。

Regarding whether it possesses reality and how it represents reality, social quasi-reality is a new reality generated by the intervention of digitalization and intelligence into human society and people’s daily lives, distinct from traditional reality. The structure of social quasi-reality differs from traditional social structures. It is a deep integration of virtual space and real space, forming virtual-real intertwined social relations and lifestyles (as shown in Figure 1). The complexity of its structure lies in: it does not erase or subvert existing social structures and historical memories, nor does it create a completely new social structure outside the traditional social structure. Instead, it comprehensively permeates new social scenarios and embeds new social structures within the existing real world—that is, social quasi-reality is complexly interwoven with real society. In social quasi-reality, digital-intelligent technology becomes an indispensable force connecting social subjects and social scenarios, endowing people with more choices and practical possibilities. Here, people’s disembedded actions become freer, and the boundaries between reality and the virtual become more blurred, causing a massive expansion of the space for social interaction and making the variables of social relations exceptionally complex. It is precisely because “new technological media make new forms of social interaction possible, change or break old forms of interaction, and create new centers and places for behavior and interaction.” [1]1 This is a paraphrase of a concept from Manuel Castells’s *The Rise of the Network Society* (1996), referring to how new media technologies transform social interaction.

就其是否具有现实性、何以表征现实性而言,社会拟现实是由数字化、智能化介入人类社会与人的日常生活而生成的有别于传统现实的一种新现实。社会拟现实结构不同于传统社会结构。它是虚拟空间和现实空间的深度融合,形成虚实交织的社会关系和生活方式(如图1所示)。其结构复杂性在于:它并非清空和颠覆既有的社会结构和历史记忆,不是在传统社会结构之外再造一个全新的社会结构,而是在既有的现实世界之中全面渗透了新的社会场景、嵌入了新的社会结构,即社会拟现实与现实社会复杂地套嵌在一起。在社会拟现实中,数智技术成为连接社会主体和社会场景的不可或缺的力量,赋予了人们更多的选择空间和实践可能性。在这里,人的脱域行动变得更加自由,现实与虚拟的边界也更加模糊,造成社会交往空间的天量级拓展,社会关系变量也变得异常复杂。正是由于“新技术媒体使得新形式的社会互动成为可能,改变或破除旧形式的互动,为行为和互动创造新的中心和场所”。

Regarding its relationship with technology, social quasi-reality is a technologically derived social structure. It is shaped by digital-intelligent technology and becomes an important space-time domain for human habitation and practice. It must be clarified that social quasi-reality is not a simulated reality based on technology. Simulated reality is a digital scene or mirror space built by VR, AR, MR, and digital twins, whose purpose is to replicate the real world 1:1, thereby providing new virtual fields for entertainment, cultural consumption, and interactive communication. In contrast, social quasi-reality is a deep integration of the virtual and the real catalyzed by technology. Its emergence does not stem from some intentional construction, but rather, along with the deep intervention of digital-intelligent technology into human modes of existence, it forms a production and lifestyle paradigm interwoven with the virtual and the real. If simulated reality focuses on whether the visual effect is realistic and the interactive experience is rich, representing the construction of virtual space achieved by humans actively mastering technology, then social quasi-reality focuses on how the relational and practical dimensions of social reality are mapped into virtual space, and to what extent and for what reasons this mapping encounters distortion and variation. Therefore, it represents the “projection” of human society between the virtual and the real under the reflection of the technological survival paradigm. Its internal elements come from the subjective construction carried out by human individuals manipulating technology, while the interaction, collision, rupture, and fusion between these elements do not come from deliberate subjective depiction, but rather from the symbolic representation of the technological survival paradigm. Thus, from a technological dimension, social quasi-reality is closely related to the simulated reality constructed by multi-dimensional digital-intelligent technologies, yet the two must never be equated (as shown in Figure 2).

就其与技术的关系而言,社会拟现实是一个技术衍生的社会结构。它由数智技术形塑,并成为人类栖身与展开实践的重要时空之域。必须澄清的是,社会拟现实并非一种基于技术而产生的拟真现实。拟真现实是由VR、AR、MR、数字孪生搭建的数字场景或镜像空间,其目的在于对现实世界进行1∶1复制,从而为娱乐活动、文化消费、互动交往提供新的虚拟场域。而与之相较,社会拟现实则是一种技术催化下虚拟与现实的深度融合,其诞生并未出于某种有意而为之的建构,而是伴随着数智技术对人类生存方式的深度介入,形成的一种虚实交织的生产生活范式。如果说拟真现实关注视觉效果是否逼真、互动体验是否丰富,代表着人类主动驾驭技术而实现的虚拟空间建构;那么社会拟现实则关注社会现实的关系维度与实践向度如何映射于虚拟空间之中,关注这种映射在何种程度上、缘何因由遭遇了扭曲与变异,因而其所代表的则是技术生存范式的映照下人类社会在虚拟与现实之间的“投影”,其内部元素来自于人类个体操纵技术而进行的主观构建,而其元素之间的交互、碰撞、断裂与交融则并不来自于刻意的主观摹写,而是技术生存范式的符号表征。因此,从技术维度观之,社会拟现实与多元多维的数智技术构造的拟真现实息息相关,却又绝不可将二者等同(如图2所示)。

Figure 1 Defining Social Quasi-Reality from the Perspective of Its Relationship with Reality

图1 从与现实性关系角度界定社会拟现实

Figure 2 Defining Social Quasi-Reality from the Perspective of Its Relationship with Technology

图2 从与技术关系角度界定社会拟现实

Regarding how it serves as a new field for human practice, practice in virtual space still belongs to a special form of human objectifying activity; indeed, the virtual is even an important dimension for understanding life itself. Whether quasi-reality can establish a connection with traditional reality and human practice depends on whether it “is based on traditional reality, interacts with it in real time, and has human practice running through it.” [2]2 This is a direct quotation from a Chinese academic source; the original author and publication are not specified in the text. In social quasi-reality, although interpersonal communication has great freedom of choice and convenience, allowing people to disembed and travel through dematerialized, space-time-unbound spaces to conduct interactions and actions, because human interactions and actions are social, it is impossible to clear all their social experience and socialized learning, nor can they remove people’s pre-social memory. People situated in virtual space will still carry existing social experience and structural memory into new scenarios and engage in new interactions. This new scenario and new interaction herald an important adjustment and turn in structured production within human practice. The dominant position originally occupied by structured production, which relied more on visible structural resources and elements of reality, begins to shift towards structural elements from the technological system based on digital-intelligent technology. The broad connection and empowerment of digital-intelligent technology break the traditional social structure’s stipulations on space and time. Social scenarios, social roles, social actions, and long-evolved institutions and cultures all undergo structural transformation. This entirely new social interaction scenario, with the integration of the virtual and the real under the加持 (endorsement/support) of digital-intelligent technology, causes social quasi-reality to become actualized.

就其何以作为人类实践之新场域而言,虚拟空间中的实践仍属于人类对象化活动的特殊形式,甚至虚拟更是理解生活本身的重要维度。拟现实是否能与传统现实和人类实践建立关联,在于它能否“立足于传统现实且与之实时交互,并有人的实践贯穿其间”。在社会拟现实中,人与人的交往虽然具有极大的选择自由度和便捷性,可脱域穿行在去物质化、去时空牵绊的时空里展开交往和行动,但由于人的交往和行动都是社会性的,不可能清空其所有的社会经验和社会化习得,也不可能祛除人的前社会记忆。身处虚拟空间的人,依旧会带着既存的社会经验和结构记忆进入新场景、开展新交往。这种新场景、新交往预示着人类实践中结构化生产的重要调整和转向,原本更多以现实可见的结构性资源与要素为主的结构化生产所占据的主导地位,开始向来自以数智技术为依托的技术体系的结构要素转移。数智技术的广义联结和赋能,打破了传统社会结构对于空间和时间的规定,社会场景、社会角色、社会行动以及长期演化的制度和文化均出现了结构性的转化,这种全新的社会交往场景,在数智技术加持下虚实融合,致使社会拟现实现实化了。

(II) Boundary Delineation: Differences and Boundaries between Social Quasi-Reality and the Virtualization of Social Reality

(二)边界厘定:社会拟现实与社会现实虚拟化差异与界限

The concept of the social simulated-real is not a tree without roots; its theoretical roots are deeply embedded in Marxist praxis and historical materialism. From a practical perspective, the social simulated-real is a new form of social existence under technological media; from a theoretical perspective, we do not follow Baudrillardian “hyperreal” nihilism by declaring the death of the “real.” On the contrary, we insist that the “simulated-real” is the product and field of a new type of human practical activity in the digital-intelligent era. It is not a pure game of signs detached from the material base, but a profound reflection of digital capital, digital-intelligent technology, platform economy, etc., in the sphere of the superstructure. Virtual practice remains a human objectifying activity and must be understood within the dialectical-materialist cycle of “practice—cognition—re-practice.”

社会拟现实概念并非无根之木,其理论之根正深植于马克思主义的实践论与唯物史观之中。从现实角度而言,社会拟现实是技术媒介下的新的社会存在;而从理论角度而言,我们并非追随鲍德里亚式的“超真实”虚无主义,宣告“真实”的死亡,恰恰相反,我们坚持认为,“拟现实”是人类在数智时代新型实践活动的产物与场域。它并非脱离了物质基础的纯粹符号游戏,而是数字资本、数智技术、平台经济等在上层建筑领域的深刻反映。虚拟实践仍是人的对象化活动,必须置于“实践—认识—再实践”的唯物辩证法中理解。

First, the social simulated-real turn manifests itself in the prominence of symbolic force and energy fields it triggers. As software coding bridges humans and machines, creating a human-machine inter-embedded social system, the structure of humans and their environment (natural objects, artificial objects) gradually becomes a dynamic holistic system of connection, transformation, and generation. It integrates into society through immaterial symbolic technologies, expanding the human experiential world and reconstructing a dematerialized field. Human interaction shifts from “material-tool”-oriented technology to “culture-symbol”-oriented technology, with the “symbol system” becoming a new characteristic of the human life-world system. “Man no longer lives in a purely physical universe, but in a symbolic universe,” [3]3 Ernst Cassirer, *An Essay on Man* (1944). The original quote is: “Man no longer lives in a merely physical universe, he lives in a symbolic universe.” weaving “an interwoven web of human experience.” It is precisely through “culture-symbol”-oriented technology that humans use symbols to transcend the individual and construct larger networks of meaning. What must be clarified is that the social simulated-real is not a simple replication of physical space, but the generation of new meaning networks through the re-encoding of symbols. As digital objects increasingly become the practical foundation of daily human life, salvaging fragments of civilization from the digital torrent by means of symbols is a reconstruction of another form of multi-perspectival vision. In this process, the energy field serves both as an amplifier of symbolic force and as a buffer layer resisting symbolic alienation.

首先,社会拟现实转向表现为其所引发的符号力与能量场的凸显。随着软件打码打通了人与机器,创造了人机互嵌的社会系统,人与环境(自然物、人造物)构造逐步成为连接、转换、生成的动态整体系统,并以非物质性符号型技术融入社会,扩展了人类经验世界,重构了去物质性的场域。人类交往从“物质—工具”导向型的技术转向“文化—符号”导向型的技术,“符号系统”成为人类生命体新特征的系统。“人不再生活在一个单纯的物理宇宙中,而是生活在一个符号宇宙之中”,构建了“人类经验的交织之网”。正是借助于“文化—符号”导向性的技术,人类利用符号超越个体建构了规模更大的意义之网。而必须澄清的是,社会拟现实并非对物理空间的简单复刻,而是通过符号的再编码生成新的意义网络。伴随着数码物愈发成为人的日常实践的现实基础,依靠符号在数字洪流里打捞文明的碎片,是在重构另一种形式的多视点透视。能量场在此过程中既是符号力量的放大器,又是抵抗符号异化的缓冲层。

Second, if symbolic force shapes the cognitive dimension of simulated-real space and the energy field endows it with dynamic characteristics, then the social simulated-real turn of ideological and political education aims to continuously reconstruct the mode of action of symbols and the manifestation of energy. When the density of symbols in virtual space exceeds a critical threshold, the self-organizing properties of the energy field will catalyze a paradigm shift in cognition—this is precisely the core mechanism of the simulated-real turn in ideological and political education. The emotional resonance generated by digital symbols, transcending physical space, constructs an invisible magnetic field of consciousness; even Durkheim’s “collective effervescence” [4]4 A concept from Émile Durkheim’s *The Elementary Forms of Religious Life* (1912), referring to a heightened collective emotional state experienced during rituals. undergoes a digital translation here. In this context, social media is no longer a cold information pipeline but an energy furnace cultivating community spirit. Every forward and every like superimposes lines of magnetic induction onto the electromagnetic field of ideology, converging individual weak currents into the thunder of the era. The internet is no longer a carrier for transmitting information, but a problem field into which we pour our intellectual concern. Here, symbolic force and the energy field can trigger the fission and rebirth of carriers; here, revealing truth, confronting problems, and seeking possible purposes of ideological and political education flow with mobile symbols, carrying the genetic code of ideology to sprout new green shoots in the cognitive soil of digital natives.

其次,如果说符号力量塑造拟现实空间的认知维度,能量场赋予其动力学特征,那么思想政治教育的社会拟现实转向旨在不断重构符号与凸显能量的作用方式。当虚拟空间的符号密度超越临界阈值时,能量场的自组织特性将催生认知范式的变革,这正是思想政治教育拟现实转向的核心机制。由数字符号催生的超越物理空间的情绪共振构建起无形的意识磁场,就连涂尔干笔下的“集体欢腾”也在此完成数字化转译。在这里,社交媒体不再是冰冷的信息管道,而是培育共同体精神的能量熔炉。每一次转发、点赞都在为意识形态的电磁场叠加磁感线,让个体的微弱电流聚变为时代的雷霆。互联网不再是传递信息的载体,而是我们倾其智识关怀于中的问题场域。在这里,由符号力与能量场能引起载体的裂变与重生;在这里,凸显真相、直面问题,寻找可能的思想政治教育目的与流动的符号,以搭载意识形态的遗传密码,在数字原住民的认知土壤中萌发新绿。

Finally, incorporating the social simulated-real into the research horizon of ideological and political education is precisely a faithful implementation and development of the fundamental principle that social being determines social consciousness in the contemporary era. The simulated-real turn of ideological and political education aims to open up technology, reconstruct scenes, re-engineer processes, and reshape narratives. This turn is a systemic transformation rather than a technological overlay; it involves the following questions: Does the simulated-real turn of ideological and political education remain faithful to the rules of ideological and political education in the traditional sense? What impact does the prevalence and even mainstreaming of the social simulated-real have on ideological and political education? When ideological and political education connects with the masses and presents an aesthetic or even sensational experience, is it still the ideological and political education of traditional understanding and definition? The social simulated-real turn of ideological and political education brings significant changes, such as the diversification and virtualization of subjects, the fragmentation and customization of educational content, and the double-edged sword effect of value guidance. How to enable people to avoid replacing embodied interaction with symbolic interaction in the interweaving of the virtual and the real, thereby preventing the educated from gradually losing their capacity for critical reflection in the data flow and falling into a state of suspended meaning and dispersed values, has become an urgent problem to be solved and an opportunity for the development of ideological and political education research. In the social simulated-real turn of ideological and political education, the reconstruction of its subject capacity is essentially a revolution in human digital survival capability. When educators and the educated jointly navigate the cognitive interface of the virtual-real fusion and realize the dialectical unity of Marxist human theory and technological rationality in a digital twin society, ideological and political education completes a paradigm shift from “subjectivity” to “inter-subjectivity,” an elevation of the digital literacy of educational subjects, and an awakening of critical capacity.

最后,将社会拟现实纳入思想政治教育的研究视野,正是对社会存在决定社会意识这一基本原理在当代的忠实贯彻与发展。思想政治教育拟现实转向旨在开放技术、重构场景、再造流程、重塑叙事。这种转向是系统性转型而非技术叠加,它涉及到如下问题:思想政治教育拟现实转向是否仍忠实于传统意义上的思想政治教育规则?社会拟现实的流行乃至主流化对思想政治教育有着怎样的影响?当思想政治教育与大众连接时,呈现出审美甚至煽情的体验时,思想政治教育还是传统认识和界定的思想政治教育吗?思想政治教育的社会拟现实转向,给思想政治教育带来显著的变化,诸如主体多元化与虚拟化、教育内容碎片化与定制化、价值观引导的双刃剑效应等等。如何让人们在虚实交织中规避以符号化互动替代具身性交往,致使教育对象在数据流中逐渐丧失批判性反思能力,陷入意义悬浮与价值离散的现象,成为亟待解决的难题,也是思想政治教育研究发展的机遇。思想政治教育社会拟现实转向中,其主体能力的再造本质是人的数字化生存能力革命。当教育者与教育对象共同驾驭虚实融合的认知界面,并在数字孪生社会中实现马克思主义人学理论与技术理性的辩证统一时,思想政治教育便完成了从“主体性”到“主体间性”的范式跃迁、教育主体的数字素养升维与批判能力的觉醒。

(III) Horizon Extension: The Spatiotemporal Expansion of the Research Paradigm of Ideological and Political Education by the Social Simulated-Real

(三)视域延伸:社会拟现实对思想政治教育研究范式的时空拓展

The more realistic and immersive experiences brought by digital-intelligent technology advance ideological and political education from narrative practice to sensory experience, from a single physical field to a composite field integrating the virtual and the real, coordinating the interactive relationship between real and virtual spaces, and forming a three-dimensional educational network. The “education-innovation space” has evolved from “entity-real space” to “virtual-fluid space” and then to “virtual-real integrated space.” Therefore, the social simulated-real turn of ideological and political education is driven by the times and necessitated by its own development.

数智技术带来的更真实、更具沉浸感的体验,推进了思想政治教育从叙事实践走向感官化,从单一实体场扩展至虚实交融的复合场域,并协调现实与虚拟空间的互动关系,形成立体化教育网络。“育人—创新空间”经历了从“实体—现实空间”到“虚拟—流动空间”再到“虚实结合空间”的演进。因此,思想政治教育的社会拟现实转向是时代所致,由其自身发展使然。

On the one hand, the simulated-real turn of ideological and political education is driven by the development of the digital-intelligent era. Along with the expansion of the “social space for subjects to freely express, display, and release themselves,” and the weakening of mainstream ideological integration caused by the value conflict between virtual and real spaces, individuals fall into cognitive drift and meaning deconstruction in digital mimicry. Traditional research on ideological and political education takes communication in physical space as its core problem domain, meaning that “being physically present is regarded as the only way to ensure the quality of communication as much as possible, endowing ‘physical presence’ with significant meaning” [5]5 This appears to be a paraphrase or quotation from a Chinese scholar, but the specific source is not identified in the original text. —that is, the subject is present and connected to the field. However, as some scholars have pointed out, smartphones have made being present without communicating a new feature of offline social interaction among young people, which demonstrates the possibility of physical presence but mental absence. As for semi-presence, it lies between presence and absence, an intermediate state. This change in communicative subjects—presence, absence, and semi-presence—is not at the individual level but “moves toward a holistic process of socialization.” [6]6 This appears to be a paraphrase or quotation from a Chinese scholar, but the specific source is not identified in the original text. Emphasizing the social nature of humans rather than their technological nature is a deep-level reflection on the concept of communication through communicative action. Therefore, the social simulated-real turn and the fluidity of the body compel the social simulated-real turn of ideological and political education.

一方面,思想政治教育拟现实转向是数智时代发展所致。伴随着交往主体自由“表达、展现与释放自我的社会空间”的拓展,以及虚实空间的价值对冲导致主流意识形态整合力弱化,个体在数字拟态中陷入认知游离与意义解构之中。传统的思想政治教育研究将实体空间中的交流作为核心问题域,意味着“将‘亲临而在场’视作尽可能地保证交流质量的唯一途径,赋予了‘身体在场’重要的意义”,即主体在场,并与场发生联系。但正如有学者指出,智能手机让在场而不交流成为年轻人线下社交的新特征,这申明了身体在场、思想缺场的可能性。至于半在场则介于在场与缺席之间,是一种中间状态。在场、缺场、半在场这种交往主体的改变并非是个体层面的,而是“走向了一种整体性的社会化过程”。强调人的社会性而非技术性,是交往行为对交往这一概念所进行的深层次思考。因此,社会拟现实转向与身体具有流动性的特点倒逼着思想政治教育的社会拟现实转向。

On the other hand, the quasi-real turn in ideological and political education is a result of its own development. “The space of primitive man was a space of action”; humanity “only obtained the concept of abstract space through a very complex and difficult thought process — it was precisely this concept that not only opened up a path for humanity to a new field of knowledge, but also opened up an entirely new direction for human cultural life,” and the value of physical space subsequently began to shrink. Since humans were defined as symbolic animals and began to focus on the vast world of thought, “to the extent that human symbolic activity progresses, physical reality seems to recede correspondingly.” [7]7 The quotation is from Ernst Cassirer, *An Essay on Man* (1944), discussing the symbolic nature of human cognition and the retreat of physical reality as symbolic activity advances. It is worth noting that this phenomenon of “spatial escape” dissolves the spatiotemporal boundaries and subject authority of ideological and political education, and the physical space of traditional ideological and political education faces a crisis of deconstruction. On the one hand, excessive indulgence in virtual space can lead to self-loss among educational subjects, trapping them in a mirror world, thereby causing confusion in cognition and values regarding the real world; on the other hand, multi-directional information infiltration under technological empowerment subjects the educator’s discursive power to the continuous erosion of algorithmic black boxes and circle-layer barriers, [8]8 “Algorithmic black boxes” refer to opaque decision-making processes in AI systems; “circle-layer barriers” (圈层壁垒) denote information cocoons or echo chambers formed by algorithmic recommendation systems that isolate users from diverse viewpoints. allowing non-mainstream ideologies to infiltrate and form cognitive undercurrents, while the educator’s discursive power suffers sustained dilution amid the tension between the virtual and the real. This inevitably requires ideological and political education to break through the limitations of linear spatiotemporal boundaries, shift toward multi-dimensional spatial construction, and, on the basis of coordinating the interactive relationship between real and virtual spaces, reconstruct a value consensus of virtual-real symbiosis, thereby resolving the risk of alienation in the virtual space of ideological and political education. Therefore, within a three-dimensional social quasi-real scene that integrates physical space, psychological space, and virtual space into a virtual-real integration, interpreting the quasi-real turn of ideological and political education and the objective value, experiential value, and constructive value it integrates is a requirement of its own development.

另一方面,思想政治教育拟现实转向是其自身发展使然。“原始人的空间是一种行动的空间”,人类“靠着一个非常复杂和艰难的思维过程,才获得抽象空间的观念———正是这种观念,不仅为人开辟了通向一个新的知识领域的道路,而且开辟了人的文化生活的一个全新方向”,实体空间的价值随之也开始萎缩。自从人被定义为符号化的动物,并开始专注于巨大的思想世界时,“人的符号活动能力(symbolicactivity)进展多少,物理实在似乎也就相应地退却多少”。值得注意的是,这种“空间逃逸”现象消解了思想政治教育的时空边界与主体权威,传统思想政治教育的物理空间面临解构危机。一方面,对虚拟空间的过度沉迷,会带来教育主体的自我迷失,陷入镜像世界,进而产生对现实世界的认知和价值观念混淆;另一方面,技术赋权下的多向度信息渗透,使教育者的话语权面临算法黑箱与圈层壁垒的持续性消融,非主流意识形态乘机渗透形成认知暗涌,教育者的话语权在虚实张力间遭遇持续性稀释。这势必要求思想政治教育突破线性时空局限,转向多维空间建构,并在协调现实与虚拟空间的互动关系的基础上,重构虚实共生的价值共识,破解思想政治教育的虚拟空间异化风险。因此,在一个由物理空间、心理空间、虚拟空间复合的虚实一体化的三维的社会拟现实场景中,解读思想政治教育的拟现实转向及其所融合的客观价值、体验价值与建构价值等意蕴是其自身发展要求使然。

II. The Interweaving of the Virtual and the Real: Promoting Academic Innovation in the Virtual-Real Integration of Ideological and Political Education

二、虚实交织:推动思想政治教育虚实一体化的学术创新

The interdisciplinary knowledge diffusion of ideological and political education is the result of its own development and the action of external driving forces such as intelligent technology. New digital systems are becoming the guiding force that governs and constructs society, and they serve as the indispensable foundation and driving system for all other human practices. “Many of the narrow and misleading assumptions of old theories still profoundly influence our thinking, when in fact they should not. These assumptions, once considered liberating for thought, have today become core rational obstacles to our useful analysis of society.” [9]9 The quotation is from Anthony Giddens, *The Consequences of Modernity* (1990), critiquing outdated assumptions in social theory. As the specific targets of ideological and political education change, the chain of cultivating people also undergoes corresponding changes. We attempt to provide a solution — returning to the virtual-real integrated space, constructing a social quasi-real turn in ideological and political education, and using it as a path to explore virtual space communication, so as to break through the limitations of traditional linear spatiotemporal boundaries, allowing the vitality of ideological and political education to gradually emerge amid constant dislocation and reconstruction, and continuously promoting academic innovation in ideological and political education.

思想政治教育跨学科知识扩散是其自身发展与智能技术等外部动力系统作用的结果。新的数字系统正在成为统领和构造社会的引导力量,并成为其他人类一切实践不可或缺的基座和驱动系统。“旧理论的很多既狭隘又具误导性的假说依然深刻影响着我们的思维,而实际上本不该如此。这些曾经被认为是思想解放的假说,今天已经成为我们对社会进行有用的分析的核心理性障碍”。随着思想政治教育目标的具体靶标变化,培养人的链条也会发生相应的变化。我们尝试提供了一个方案———回到虚实一体化空间,建构思想政治教育的社会拟现实转向,并将之作为探究虚拟空间交流的路径,以突破传统线性时空的局限,让思想政治教育生命力在不断错位与重构中逐渐显现,不断推动思想政治教育学术创新。

(I) New Logic: Reproducing the Paradigm Shift of Ideological and Political Education through the “Pattern” of Virtual-Real Integration and Digital Twins

(一)新逻辑:以虚实融合与数字孪生之“式”再现思想政治教育范式变革

The new logic and cognitive leap in ideological and political education catalyzed by digital-intelligent technology empowerment is not merely a technological overlay but a paradigm revolution in ideological and political education, enabling it to always ride the crest of the wave and enhance intelligence across modalities. The new logic is embodied in reshaping the theoretical and practical forms of ideological and political education through the “pattern” of virtual-real integration and digital twins, and anchoring the essence of education in people-oriented value as the “essence.” The cognitive leap is manifested in activating critical cognition, dissolving the opposition between the “virtual” and the “real,” expanding the educational field to a “digital twin society,” and dedicating itself to the construction of thinking ability in virtual-real interaction.

数智技术赋能所催生的思想政治教育新逻辑与认知跃迁,不仅是技术叠加,更是思想政治教育范式革命,让思想政治教育始终在浪尖弄潮,跨模态增智。新逻辑体现为以虚实融合与数字孪生之“式”重塑思想政治教育理论与实践形态,以人本价值之“是”锚定育人本质。认知跃迁则表现为激活批判性认知,消解“虚”与“实”的对立,将教育场域拓展至“数字孪生社会”,致力于虚实交互中思维能力的建构。

Internally, space carries rich social relations; “the social classes, class strata, and other group boundaries we are concerned with, as well as the social power relations between them, are all embedded in a certain space.” [10]10 The quotation is from Henri Lefebvre, *The Production of Space* (1974), emphasizing that social relations are embedded in spatial structures. Digital-intelligent technology releases individual vitality, breaking through spatiotemporal limitations, allowing individuals to move across digital scenes and forge new social relations. Digital-intelligent technology stimulates the re-socialization of individuals in digital space, expands the fields of individual speech and action, and increases the power to construct the self and social relations. The subjects of interaction possess significant mobility; therefore, when individuals break through specific spatiotemporal limitations and limited relational constraints and turn toward the social quasi-reality facilitated by Web3.0 and artificial intelligence technology, their individuality is no longer blurred, their subjectivity becomes increasingly prominent, and their self-visibility is amplified. From a social perspective, due to technological self-construction, individuals can present themselves multi-dimensionally, bringing about enhanced mobility of interacting subjects, more diverse relationships forged, and even the phenomenon of human-machine collaborative learning, thereby enhancing subject vitality.

从内在来看,空间承载着丰富的社会关系,“我们所关切的社会阶层、社会阶级和其他群体界线,以及其间的社会权力关系,都镶嵌在一定的空间里”。数智技术释放了个体活性,个体的能见度已突破时空局限,转场于数字场景中,并重新缔结新的社会关系。数智技术激发个体在数字空间的再社会化,扩大了个体言说与行动领域,增大了建构自我和社会关系的力量。交往主体所具有显著的流动性,因此当个体突破特定的时空局限与有限的关系束缚、转向由Web3.0与人工智能技术促成的社会拟现实时,其个性不再模糊、主体性愈发凸显、自我能见度实现放大。从社会层面看,由于技术化的自我建构,个体能多维呈现自身,并带来交往主体流动性增强,缔结的关系更加多元,甚至缔结成人机协同学习的现象,增强主体活性。

With the interactive integration of space and technology, virtual existence and virtual action are increasingly prominent in social practice. The body in virtual space presents two forms: digital avatars and digital personas. The former is a simulation and imitation of real identity, a stand-in for coping with multi-task challenges or alleviating work and social pressure; the latter is more directly related to the body, bearing the heavy imprint of the real body. In the process of interacting with objects through digital-intelligent media, the subject can transform its own life activities into objects of will and consciousness, releasing its creative thinking, abstract thinking, artistic aesthetics, and emotional consciousness, and affirming itself in the object world through all its senses. This means that in the flood of interwoven virtual and real information, the core of subject capacity reconstruction lies in cultivating algorithmic immunity and value discernment. Through virtual simulation experiments, ideological and political education gradually forms autonomous identification with the mainstream ideology, transforming the educated from passive recipients into meaning producers in the virtual-real field, thereby aiding the awakening of the educated’s critical ability.

随着空间与技术的交互融合发展,虚拟存在与虚拟行动在社会实践中日渐凸显。虚拟空间中的身体呈现出数字分身与数字化身两种形态。前者是对真实身份的模拟与仿真,是应对多任务挑战或缓解工作和社交压力的替身;后者则更多与身体产生直接关联,带有真实身体的浓重印记。主体在运用数智媒介与对象进行交往的过程中,能把自身的生命活动转变成为意志和意识的对象,使自身的创造思维、抽象思维、艺术审美和情感意识得到释放,并以全部感觉在对象世界中肯定自己。这意味着在虚实交织的信息洪流中,主体能力再造的核心在于培育算法免疫力与价值辨识力。思想政治教育通过虚拟仿真实验,逐步形成对主流意识形态的自主性认同,使受教育者从被动接受者转变为虚实场域的意义生产者,助力受教育者的批判能力觉醒。

Furthermore, digital-intelligent technology gives rise to a new “human-machine-human” interaction paradigm, making it possible to establish digital empathic connections between subjects. Exploring the quantified self and shaping digital humans in the field of ideological and political education aims not only to understand oneself through data but also, starting from interpersonal interaction, to broaden the ability and methods of constructing relationships, as well as to expand the ways individuals engage in social practice and connect with the external world, reshaping subjects’ behavioral habits and cognitive patterns. Educators jointly construct cognitive landscapes with students through virtual-real mixed narratives, such as body data practices using digital devices like smart rings and collection software for behavioral, locational, and physiological tracking, thereby expanding participation in ideological and political education activities and the digitalization process of subject participation in these activities. This pattern of virtual-real interembedding and digital twins not only brings about the reconstruction of the theoretical form of ideological and political education but also triggers the empirical reinforcement of its paradigm’s experience orientation and the return to the educational essence of its critical function.

进而数智技术催生“人-机-人”新型交互范式,使得主体间建立数字共情联结成为可能。在思想政治教育领域发掘量化自我、形塑数字人,其目的不仅是通过数据认识自己,更是从人际互动出发,拓宽构建关系的能力和方式,以及扩展个体的社会实践方式及其与外部世界的连接方式,重塑主体的行为习惯与认知模式。教育者通过虚实混合叙事与学生共同建构认知图景,如智能环、收集软件等数码进行行为、位置、生理追踪的身体数据实践,拓展了人们对思想政治教育实践活动的参与度与思想政治教育活动主体参与的数字化进程。这种虚实互嵌与数字孪生之“式”,不仅带来了思想政治教育理论形态的重构,而且也引起了其范式之经验导向的实证强化与批判功能的育人本质回归。

(II) New Structure: Reshaping the Spatiotemporal Relations of Ideological and Political Education through the “Field” of Social Quasi-Reality

(二)新结构:以社会拟现实之“场”重塑思想政治教育时空关系

Digital-intelligent technology, as a new element entering the discourse of ideological and political education, not only causes changes in educational space but also changes in the relationships among its elements. However, no element can be separated from the specific social context and the social relationship networks and structures formed within that context. Proposing a social quasi-real turn aims to tap social potential, enhance social vitality, and form a development pattern that is “for society,” “through society,” and “belongs to society.”

数智技术作为新要素进入思想政治教育论域,不仅引起教育空间的变化,其要素关系也发生变化。然而任何要素都不能脱离特定的社会情境以及在此情境下形成的社会关系网络和结构。提出社会拟现实转向,旨在挖掘社会潜力,提升社会活力,形成“为了社会”“通过社会”和“属于社会”的发展格局。

The foundation lies in the fact that the social simulated-real turn reshapes the field of social interaction through digital-intelligent technological revolution. Individuals rebuild social relations in virtual scenes, increasing the complexity of social relations. Beyond the authoritative interpretation of mainstream ideology, spaces for popular and individualized interpretation have been unleashed to an unprecedented degree. The social simulated-real extends the subjects of ideological and political education to multiple identities such as digital persons in virtual space; subjects can transcend the boundary between the real and the virtual, participating in ideological and political education activities through identities such as digital twins and virtual digital persons, thereby enriching educational subjectivity and advancing the personalized and intelligent development of the educational process. Technology has also shifted from its former mediating role to a practical object or even subject, achieving spatial expansion, temporal extension, and functional extension. It has also caused ideological and political education to shift from authority-led to multi-stakeholder contestation, from one-way transmission to two-way interaction. However, excessive reliance on technology and algorithms to conduct ideological and political education may also lead to the replacement of genuine interaction between educators and educatees by data mediation, resulting in the weakening of the central position of traditional educators and the dissolution of their subjectivity. In particular, non-mainstream ideological content in cyberspace spreads through algorithms, forming a deconstructive force against mainstream discourse, all of which brings risks to ideological and political education to a certain extent.

基础在于,社会拟现实转向通过数智技术革命重塑社会交往场域,个体在虚拟场景中重建社会关系,增加了社会关系的复杂性,在主流意识形态的权威阐释之外,大众化、个性化的阐释空间得到了前所未有的释放。社会拟现实使得思想政治教育主体扩展到虚拟空间的数字人等多重身份,主体可以超越现实与虚拟的界限,通过数字孪生、虚拟数字人等身份参与思想政治教育活动,丰富了教育主体性,推进教育过程个性化与智能化发展。技术也从既往的中介角色转变为实践客体甚至主体,实现了空间扩容、时间延长、功能延展,也使得思想政治教育从权威主导转向多元博弈,从单向传导转向双向互动。但过度依赖技术与算法展开思想政治教育也可能导致教育者与教育对象的真实互动被数据中介替代,出现传统教育者的中心地位被削弱、主体性被消解的现象。尤其是网络空间中非主流意识形态内容通过算法扩散,形成对主流话语的解构力量,这都在一定程度上给思想政治教育带来风险。

At the same time, the new scenes and boundless immersion created by artificial intelligence not only enable a wavering between “presence” and “absence” but also advance ideological and political education from physical space to digital narrative, broadening the research domain of ideological and political education. The power of digital-intelligent technology has changed the constituent conditions of the environment for ideological and political education, overturning human modes of scene perception. People’s free connection and switching between online and offline make possible face-to-face, many-to-many, and time-space-spanning interactive communication between the two sides of education. The characteristics of information sharing and fluidity not only enhance people’s convenience in accessing information but also quietly alter people’s cognitive channels, making it difficult for traditional ideological and political education spaces to cover fragmented and fluid modern life scenes, manifesting multi-dimensional significant changes such as the “spatial escape” of physical scenes and the “value suspension” of virtual spaces. The essence of this is the mismatch between the educational paradigm of the industrial era and the structure of the digital-intelligent society. Traditional educational models find it difficult to establish deep connections with everyday life experiences, resulting in a cognitive disconnection among theory, practice, and life in ideological and political education. In virtual communities, ideological and political education is no longer the authoritative proclamation of capital letters but the fragmented collage of lowercase lives, a spiral interactive chain of “emotional resonance – rational deliberation – value clarification” formed through two-way dialogue. This interactive reconstruction shifts ideological dissemination toward “meaning negotiation,” advancing the reconstruction of the “intersubjective” interactive model and the pursuit of quality growth and companionship. The social simulated-real turn causes ideological and political education to shift from simply resisting threats in virtual space to actively exploring the possibilities of virtual-real integration.

与此同时,人工智能打造的新场景与无界沉浸不仅实现了“在场”与“缺席”间的游移,也推进了思想政治教育从物理空间转向数字叙事,拓宽了思想政治教育研究论域。数智技术力量改变了思想政治教育环境构成的要素条件,颠覆了人类的场景感知方式。人们在线上和线下的自由连接与切换,使得教育双方面对面、多对多、跨越时空的互动交流成为可能。信息共享性与流动性特点,不仅增进了人们获取信息的便利性,也在悄无声息地改变着人们的认知渠道,使传统思想政治教育空间难以覆盖碎片化、流动化的现代生活场景,呈现出物理场景的“空间逃逸”、虚拟空间的“价值悬浮”等多维度的显著变化特点。其本质是由于工业时代教育范式与数智社会结构的不适配。传统教育模式难以与日常生活体验构建深刻关联,致使思想政治教育呈现出理论、实践、生活之间的认知断层现象。思想政治教育在虚拟社群中,不再是大写字母的权威宣告,而是小写生命的碎片化拼贴,是双向对话形成“情感共振-理性思辨-价值澄明”的螺旋式交互链。这种交互再造使意识形态传播转向“意义协商”,推进了“主体间性”的交互模式重构与有质量的成长与陪伴。社会拟现实转向使得思想政治教育从单纯抵制虚拟空间威胁转向主动探索虚实融合的可能性。

Therefore, the value of discovering the simulated-real field for ideological and political education lies in the fact that, through grasping and intervening in this intermediary level, we can better understand how the real acts on the virtual and how the virtual affects the real, and then fully leverage various technological means and potentials within the simulated-real field to better achieve cognition and intervention. After all, directly intervening in “real society” is beyond the reach of education and difficult to accomplish comprehensively, especially in a highly complex compressed modern society; while directly intervening in “virtual society” is simplistic and crude, treating symptoms rather than root causes, and may provoke resistance. The “simulated-real society” is precisely the interface and crucible where the two undergo chemical reactions and mutual transformation. Here, values are encoded into symbols, experience is translated into narrative, and real contradictions are shaped into spectacles. If ideological and political education stubbornly clings to traditional physical space, it is tantamount to abandoning this crucial new frontier of ideological struggle. Grasping this interface means grasping the switch that influences virtual-real transformation, and ideological and political education transforms from a passive responder into an active architect and guide. It no longer pursues a holistic, one-size-fits-all solution but, through precisely intervening in key intermediary nodes (i.e., the various narratives, symbols, and spectacles in the simulated-real field), leverages the entire system to guide its evolution in the desired direction.

因而,拟现实场域的发觉对于思想政治教育的价值在于,我们可以通过对于这个中介层级的把握和干预,更好地认知实在如何作用于虚拟,虚拟又如何影响实在,进而在拟现实这个场域之中充分发挥种种技术手段与技术潜能,更好地实现认知与干预。毕竟,直接干预“实在社会”非教育所能及,难以做到整全,特别是对于复杂性极高的压缩现代性社会;而直接干预“虚拟社会”则简单粗暴,治标不治本,且可能引发抵触。而“拟现实社会”正是二者发生化学反应、相互转化的接口和熔炉。在这里,价值观被编码成符号,经验被转译为叙事,现实矛盾被塑造成景观。若思想政治教育固守于传统的物理空间,无异于放弃了这一至关重要的意识形态斗争新前沿。抓住了这个接口,就抓住了影响虚实转化的开关,思想政治教育就从被动的应对者,转变为主动的架构师和引导者。它不再是追求一种整体性的、一刀切的解决方案,而是通过精准地干预关键的中介节点(即拟现实场域中的各种叙事、符号、景观),来撬动整个系统,引导其向期望的方向演进。

(III) New Nodes: Activating the Potential of Ideological and Political Education to Steer Virtual-Real Symbiosis through the “Techniques” of Digital-Intelligent Mimetic Applications

(三)新节点:以数智拟态应用之“术”激活思想政治教育虚实共生驾驭潜能

The virtual world is not a haven for escaping reality but a prism for re-understanding the world. Transcending the virtual aims to form a new pattern of virtual-real integration in ideological and political education, which helps to innovate the research paradigm of ideological and political education and promote a leap in its cognitive logic. The impetus for this academic innovation stems from the coupling effect of behavioral data aggregation, emotional algorithm analysis, and value consensus generation between educational subjects and objects in virtual-real space. This breakthrough innovation marks the shift of ideological and political education from “responding to the virtual shock” to “steering the virtual-real symbiosis,” injecting new life into the theory of ideological and political education.

虚拟世界不是逃避现实的港湾,而是重新理解世界的棱镜。超越虚拟,旨在形成思想政治教育虚实一体化的新格局,有助于实现思想政治教育研究范式创新,推动其认知逻辑跃迁。其学术创新的推动,源于教育主客体在虚实空间的行为数据聚合、情感算法解析与价值共识生成的耦合效应。这种突破性创新,标志着思想政治教育从“应对虚拟冲击”转向“驾驭虚实共生”,为思想政治教育理论注入新的生命。

The virtual itself is an important dimension for understanding real life itself. When the sensory density of a scene exceeds the threshold of reality, virtual existence can also stimulate genuine life experience. The current application of simulated-real technologies such as virtual simulation teaching and immersive experiences does not change the goal of ideological and political education to cultivate core socialist values; rather, it enhances educational appeal through technological means, prompts the educational model to shift toward interactive participation, and finds a balance between the virtual and the real. Thus, the social simulated-real turn of ideological and political education is the process by which we extract information from mobile devices, social media, and sensor transaction data, establish application scenarios for ideological and political education, then conduct dialogue and deep collaboration in near-real scenes, create cognitive models and modes of thinking for ideological and political education that match the intelligent era, and propose innovative models of ideological and political education suitable for the development of the digital-intelligent era.

虚拟本身就是理解现实生活本身的重要维度,当场景的感官密度超越现实阈值时,虚拟存在同样能激发真实生命体验。当前虚拟仿真教学、沉浸式体验等拟现实技术的应用并未改变思想政治教育培育社会主义核心价值观的目标,而是通过技术手段增强教育感染力,促使教育模式转向互动参与,并在虚实之间找到平衡。由此,思想政治教育的社会拟现实转向是我们从移动设备、社交媒体、传感器交易数据中提炼信息,确立思想政治教育应用场景后,在近乎真实的场景中进行对话与深度协作,创建与智能时代相匹配的思想政治教育认知模型和思想方式,以提出适于数智时代发展的思想政治教育创新模式。

In fact, the application of VR technology in ideological and political education has brought about a shift toward “dematerialized” scenes. However, people’s qualitative environmental perception still plays an irreplaceable role in value internalization, emotional resonance, and other aspects. In particular, the material environment continuously acts on human cognition through geographical space, cultural symbols, and the like. This penetrating effect of “moistening things silently” [11]11 “Moistening things silently” (润物细无声) is a classical Chinese poetic allusion from Du Fu’s poem “Happy Rain on a Spring Night,” describing the subtle, imperceptible influence of things, often used metaphorically for the gradual, non-coercive effect of education or moral cultivation. is difficult for short-term virtual experiences to fully replicate. Since perception is inherently built on interaction, it requires a more complete real material space to nourish the thickness of life. This necessitates shifting from “responding to the virtual shock” to “steering the virtual-real symbiosis,” in order to change the mode of thinking of subjects, break through traditional educational models, promote the transformation of value cultivation toward thinking innovation and capacity building, and achieve a cognitive leap in ideological and political education—that is, breaking free from the shackles of traditional educational models and turning toward the generation of critical thinking in “human-machine-human” interaction. Because the one-dimensional theoretical critique of traditional ideological critique paradigms finds it difficult to penetrate the cognitive fog interwoven with the virtual and the real, revealing methodological limitations when capturing virtual community behavior and quantifying ideological flux, in the cognitive field interwoven with the virtual and the real, ideological and political education must both critique the deconstruction of mainstream values by algorithmic echo chambers and rebuild theoretical explanatory power within fragmented experience, facilitating a leap in new logic and new cognition.

其实,VR技术在思想政治教育中的应用带来了“去物质化”场景的转向,然而人们的质性环境感知在价值内化、情感共鸣等方面仍具有不可替代的作用。尤其是物质环境通过地理空间、文化符号等持续作用于人的认知,这种“润物细无声”的渗透效应,是短期虚拟体验难以完全复现的。由于感知本就建立在交互上,它需要一种更完整的真实物质空间来滋养生命厚度。这就需要从“应对虚拟冲击”转向“驾驭虚实共生”,以改变主体的思维方式,突破传统教育模式,推动价值观培养向思维创新与能力培养转型,实现思想政治教育的认知跃迁,即突破传统教育模式的桎梏,转向“人-机-人”交互中的批判性思维生成。由于传统意识形态批判范式单向度的理论批判难以穿透虚实交织的认知迷雾,在捕捉虚拟社群行为、量化意识形态流变时显现方法论局限,在虚实交织的认知场域中,让思想政治教育既需批判算法茧房对主流价值的解构,又须在碎片化经验中重建理论解释力,促成新逻辑、新认知飞跃。

Overall, the intertwining of different technologies produces a synergistic effect of “1+1>2,” unfolding through an integrated model of technological clusters. As it advances the leap of the structure of ideological and political education from linear improvement to exponential change, technology itself also shifts from linear technological iteration to a networked innovation ecosystem. It transcends superficial technological stacking, giving rise to new structures in ideological and political education, promoting pictorial narrative and multimodal interaction in ideological and political education, and reshaping cognitive pathways. Through the dual expansion of subject vitality and spatiotemporal structure, we focus on new structures, identify the crux of structural problems brought by new fields, and enrich and substantiate the toolbox for innovation research in ideological and political education. Thus, the simulated-real turn of ideological and political education, through the resonance mechanism of “scene-emotion-cognition,” constructs an observation system for practical activities interwoven with the virtual and the real, achieving a deep coupling of historical memory and value identification.

总体来看,不同技术相互交织产生“1+1>2”的协同效应,是以技术丛的整合模式展开的。它在推进思想政治教育结构从线性改进转向指数级变革的跨越时,技术自身也从线性技术迭代转向网络化创新生态系统。它超越了表层技术叠加,催生出思想政治教育新结构,促成思想政治教育图像化叙事与多模态交互,重塑认知路径。我们则通过主体活性与时空结构的双重拓展,聚焦新结构,找准新场域带来的结构性问题症结,丰富和充实思想政治教育创新研究的工具箱。由此,思想政治教育的拟现实转向通过“场景-情感-认知”的共振机制,构建虚实交织的实践活动观测体系,实现历史记忆与价值认同的深度耦合。

III. The Symbiosis of the Virtual and the Real: Reconstructing the Realistic Picture of the Simulated Reality Turn in Ideological and Political Education

三、虚实共生:重构思想政治教育拟现实转向的现实图景

Ideological and political education, in its essence, promotes the exchange and interaction of mind-to-mind and emotion-to-emotion between the two sides of education through the physical space of co-presence. The mind-to-mind dialogue and emotional exchange between entities cannot be replaced by virtual space; it endows ideological and political education with the warmth of presence, and its emotional interaction is the understanding and dialogue between life and life. Whether it is the simulated reality or entity nature of ideological and political education, or its presence, the core lies in strengthening the “real” with the “virtual,” rather than replacing the “real” with the “virtual,” thereby extending the educational function of physical space.

思想政治教育究其本质,通过共同在场的实体空间来促进教育双方之间心灵与心灵、情感与情感之交流与互动。实体间的心灵对话与情感交流是虚拟空间无法取代的,它赋予思想政治教育在场的温度,其情感交互是生命与生命之间的理解与对话。无论是思想政治教育的拟现实或者实体性,还是在场性,其核心在于以“虚”强“实”,而非以“虚”代“实”,进而延伸物理空间的育人功能。

(1) The Integrated Dissemination of Multiple Narratives: The Broadening of the Discourse Domain of Ideological and Political Education

(一)多元叙事的融汇传播:思想政治教育话语域的拓宽

Daily touchscreen life is increasingly becoming a virtual existence floating in the air, accelerating and rushing forward with new scenes in the data stream, crossing boundaries and integrating, giving rise to an educational ecosystem linked across multiple fields. When various social trends of thought also take the opportunity to surge in, filling the gaps between each scene with fast-food-style content, those ideals that make one’s blood boil, viewpoints worth repeated chewing, and so on, will also drift away from us. This requires weaving a web of meaning for ideological and political education that interweaves the virtual and the real, forming an endlessly circulating background color.

日常的触屏生活日益成为一种浮在空中的虚拟存在,与新场景在数据流中加速狂奔、跨界融合,催生了多领域联动的教育生态圈。当各种社会思潮也乘机涌入,以快餐式的内容填满每个场景之间的缝隙时,那些热血沸腾的理想、值得反复咀嚼的观点等等也会远离我们。这就需要编织虚实交织的思想政治教育意义之网,形成生生不息的循环底色。

Since social simulated reality is a process of complex interface integration and mutual construction, the turn toward social simulated reality has enabled ideological and political education to break through the rigid framework of traditional solid texts and transform toward embodied, scenario-based liquid narratives. It has undergone a process from text narrative to digital narrative, from abstract theory to concrete scenario visualization. This fluid narrative possesses temporal-spatial elasticity, morphological plasticity, and emotional stickiness; it is a dialectical unity of the liquid and the solid. That is, it transforms the content of ideological and political education into interactive, iterable “information flows” and “meaning flows,” dispersing them within the field of social simulated reality, thereby ensuring that ideological and political education turns toward “meaning weaving.”

由于社会拟现实是一个复杂界面融合和互构过程,社会拟现实转向使思想政治教育突破了传统固态文本的刚性框架,向具身化、场景化的液态叙事转型。它经历了从文本叙事转向数字叙事、从抽象理论转向情景具象化的过程。这种流动性叙事具备时空弹性、形态塑性、情感黏性,是液态与固态的辩证统一。即将思想政治教育内容转化为可交互、可迭代的“信息流”“意义流”,并弥散在社会拟现实场域中,进而确保思想政治教育转向“意义编织”。

The difficulty lies in the fact that in liquid narratives, it is even more necessary to focus on the anchoring of solid values, that is, to delineate the narrative boundary with the core socialist values, and to establish meta-propositions such as the essence and laws of ideological and political education as the narrative genes. The new structure of ideological and political education triggered by the turn toward social simulated reality is essentially a dialectical process in which symbolic power reconstructs the order of meaning within an energy field. It is precisely because social simulated reality, through technologies such as digital twins and the metaverse, deterritorializes physical space into a fluid symbolic matrix that ideological and political education is no longer confined to the physical field but constructs a hyper-real cognitive interface through symbolic systems such as code, images, and virtual avatars. When symbols penetrate the boundary between the virtual and the real, the energy field exhibits dynamic characteristics akin to quantum entanglement. In the immersive experience of the educational object, cognitive penetration of value concepts occurs for the educational object, preserving the red genes of solid values forever amidst the surging of liquid carriers. Through the unveiling of the technological interface, analyzing the logic of value penetration within algorithmic recommendation mechanisms, identifying the motivation of information sources, and establishing a dual-track thinking of information screening and value judgment, the interface between the theory and practice of ideological and political education is connected, promoting the transformation of people’s critical ability from virtual cognition to real action.

而难点在于,在液态叙事中更需注重固态价值的锚定,即以社会主义核心价值观划定叙事边界,将思想政治教育本质、规律等元命题确立为叙事基因。社会拟现实转向引发的思想政治教育新结构,本质上是符号力量在能量场中重构意义秩序的辩证过程。正是由于社会拟现实通过数字孪生、元宇宙等技术,将物理空间解域化为流动的符号矩阵,才使思想政治教育不再局限于实体场域,而是通过代码、图像、虚拟化身等符号系统,构建出超真实的认知界面。当符号穿透虚实边界时,能量场呈现出量子纠缠般的动态特性。在教育对象的沉浸体验中,对教育对象进行价值观念的认知渗透,在液态载体的涌动中永葆固态价值的赤色基因。通过技术界面解蔽、解析算法推荐机制中的价值渗透逻辑,识别信息源动机,建立信息筛选与价值判断的双轨思维,实现思想政治教育理论与实践界面贯通,推动人们的批判能力从虚拟认知到现实行动的转化。

It needs to be clarified that the social simulated reality turn in ideological and political education is committed to expanding the world of human experience, covering the digital symbol system over the scenes of human life, and opening up entirely new incisions in narrative strategy. Since pure language models are difficult to fully express human social existence, digital-intelligent carriers also need to include non-linguistic modalities such as images and videos. Therefore, with the help of wearable devices, the specific forms of social existence are promoted to transform toward visualization and multi-modality, allowing multi-modal knowledge expression systems to break through the barriers of language, thereby providing concrete carriers for the value guidance of ideological and political education. Thus, building a bridge integrating technology and ideological and political education, allowing social simulated reality to bridge the distance between the virtual and the real, reducing obstacles to spatial communication, providing carriers and spaces for deepening the emotional projection of ideological and political education, and realizing a paradigm shift from knowledge transmission to meaning construction in the mutual construction of the virtual and the real.

需要明确的是,思想政治教育的社会拟现实转向致力于人类经验世界的扩充,把数字化符号系统覆盖到人类生活场景中,在叙事策略上打开全新的切口。由于纯粹的语言模型难以完整表达人类的社会存在,数智载体还需包含图像、视频等非语言模态,因此借助可穿戴设备推动社会存在的具体形态向视觉化、多模态化转型,让多模态知识表达系统突破语言藩篱,进而为思想政治教育价值引导提供具象化载体。因此,搭建融合技术与思想政治教育的桥梁,让社会拟现实弥补虚实距离,减少空间交流的阻碍,为思想政治教育情感投射提供载体与可深化的空间,并在虚实互构中实现从知识传递向意义建构的范式跃迁。

(2) The Boundless Shaping of Immersive Scenes: The Extension of the Perceptual Domain of Ideological and Political Education

(二)沉浸场景的无界形塑:思想政治教育感知域的延展

The digitalization process is deeply reconstructing human life scenes and systems of knowledge and experience, making it possible for ideological and political education to break through the limitations of time and space. The VR/AR multi-dimensional virtual-real fusion spaces constructed by digital-intelligent technologies provide a practical foundation for the boundless immersion of ideological and political education. The turn toward social simulated reality helps ideological and political education to emit a greater and louder voice in new scenes, allowing respect for life and the retention of the educational foundation to become the background color of an endlessly circulating ring chain of ideological and political education.

数字化进程正深度重构人类生活场景与知识经验体系,使思想政治教育突破时空限制成为可能。数智技术构建的VR/AR多维虚实融合空间,为思想政治教育提供了无界沉浸的实践基础。社会拟现实转向助力思想政治教育在新场景中发出更多更大的声量,让尊重生命、留住教育基座成为生生不息的思想政治教育环形链之底色。

On the one hand, the social simulated reality of ideological and political education focuses on how to use simulation technology means to construct embodied educational scenes with multi-dimensional perceptual collections, enhancing the immersion, interest, and attractiveness of ideological and political education. The subject of perception is an embodied subject; human conscious activity cannot exist independently of the body’s perceptual system. “The Way is in the body” and “fulfilling the body to the utmost to realize one’s nature” both indicate that moral cultivation is achieved through the actions of the body. In material space, people not only participate in the complete construction of life experience through multi-dimensional senses such as touch and smell but also nourish the spiritual thickness of the individual through the spatial atmosphere. From the perspective of spatial expansion, since the transmission of values must be anchored in time and space through the body to complete the landing of meaning, it is necessary to balance digital presence and physical presence, deepen presence, and demonstrate the embodied experience of expanding from the body to space, returning to the educational essence of real people. Through the construction of embodied scenarios, debugging the experience of the digital-intelligence era can accurately grasp the emotional experience and practical insights of individuals in specific life scenarios, helping ideological and political education pay attention to the individual’s living conditions. For example, when VR technology expands the two-dimensional screen to a 360-degree panoramic view by constructing a “digital twin society,” it not only means that reality has a broader presentation surface but also means that the observer has a more complete body, which is no longer simplified into the rational observation of the eyes but is a thinking organ with various perceptions and movements. This dissolves the traditional boundary of “virtual” and “real” in education, achieving the deconstruction and cognitive resonance of the virtual and real fields, and concretizing abstract value cognition into perceptible temporal-spatial experiences.

一方面,思想政治教育的社会拟现实化关注如何通过拟真技术手段,构建多维感知集合的具身化教育场景,增强思想政治教育的沉浸感、趣味性与吸引力。知觉的主体是肉身化的主体,人的意识活动无法脱离身体的感知系统而独立存在。“即身而道”“践形尽性”皆表明道德修养是通过身体的行动来实现的。人在物质空间里不仅通过触觉、嗅觉等多维感官参与形成对生命经验的完整建构,更通过空间氛围滋养个体的精神厚度。从空间拓展上,由于价值观传递必须经由身体的时空锚定,才能完成意义落地,这就需要平衡数字化在场与身体在场,深化在场性,展现以身体为主体向空间拓展的具身经验,回归现实的人的教育本质。通过具身化的情景建构,对数智时代的体验进行调试,可以精准把握个体在具体生活情景中的情感体验与实践体悟,助力思想政治教育关注个体生存境遇。例如,当VR技术通过构建“数字孪生社会”使二维屏幕扩展到360度全景时,不仅意味着现实拥有了更广阔的呈现面,更意味着观察者有了更完整的身体,它不再被简化为眼睛的理性观察,而是一个具有各种感知、运动的思维器官。这消解了传统教育中“虚”与“实”的对立边界,实现了虚实场域的解构与认知共振,使抽象价值认知具象化为可感知的时空体验。

On the other hand, the social simulated reality of ideological and political education focuses on how to use digital-intelligent technology clusters to construct interactive educational scenes connecting “educator-agent-educatee,” achieving precision and personalization in ideological and political education. The scene is the educational site; the scene is the solution. Through the clear intelligent recommendation field and digital scenes created by injecting high-quality data into the selection pool, as well as the content supply of all-weather perception and algorithmic recommendation, it is like an accelerator of thought, “saving the user the active process of judgment, discrimination, and reflection in finding information.” This requires ideological and political education to use values as the engine to guide and empower, pushing the humanistic implications of new scenes to a higher level, making them permeate with cultural temperament, sway with ideological essentials, and nurture spiritual character, rather than being activities that “wet the ground only when it rains” and perfunctory “like a gust of wind.” In other words, technological empowerment, through scene stacking and element reorganization, forms an “ideological and political education + technological immersive experience.” On the one hand, it endows the educational scene with the ability for intelligent perception, intelligent analysis, and intelligent decision-making, promoting scene construction, problem identification, scene task design, and technological creation and transformation of results for application, improving the effectiveness and targeting of ideological and political education, forming a personalized ideological and political education demand of “one person, one policy.” On the other hand, it realizes the personalized supply of ideological and political education content, turning to release multiplier effects, promptly responding to extreme remarks on social platforms, and also transforming the educational object from a passive recipient of knowledge to a co-creator of ecological value, further activating a virtuous cycle where demand feeds back into supply, realizing a shift from one-on-one Q&A to emotional communication, dynamically generating “thousands of people, thousands of faces” solutions.

另一方面,思想政治教育的社会拟现实化关注如何通过数智技术集群,构建“教育者-智能体-受教育者”联通的互动性教育场景,实现思想政治教育的精准化、个性化。场景即教育现场,场景即解决方案,我们通过优质数据注入遴选池所营造的清朗的智能推荐场域与数字场景,以及全天候感知与算法推荐的内容供给,犹如思想的加速器,“省却了用户在寻找信息中判断、甄别、思辨的能动过程”。这就需要思想政治教育通过价值观这个引擎,引流赋能,将新场景的人文意蕴推向高层,使其弥漫文化气质、摇曳思想要义、孕育精神品格,而不是“雨过地皮湿”的活动与“一阵风”式的敷衍。换言之,技术赋能,通过场景叠加和要素重组所形成的“思想政治教育+科技沉浸式体验”,一方面,使得教育场景具备了智能感知、智能分析和智能决策的能力,推动了场景建构、问题识别、场景任务设计和技术创造与成果转化应用,提高了思想政治教育实效性与针对性,形成了一人一策的个性化思想政治教育需求;另一方面实现了思想政治教育内容的个性化供给转向释放乘数效应,及时应对社交平台出现极端言论,而且也使得教育对象从被动接受知识转变为生态价值共同创造者,进一步激活需求反哺供给的良性循环,实现从一对一问答转向情感化沟通,动态生成千人千面的解决方案。

(3) The Interactive Nesting of System Ecology: The Upgrading of the Practical Domain of Ideological and Political Education

(三)系统生态的互动嵌套:思想政治教育实践域的升维

The new scenarios and unbounded immersion of the social-imaginary [13]13 The term “社会拟现实” (shèhuì nǐ xiànshí) is rendered as “social-imaginary” to capture its meaning as a socially constructed, simulated reality that blurs the line between the virtual and the real, distinct from “virtual reality” (虚拟现实) as a purely technological concept. have unprecedentedly elevated the field of activity and the degree of freedom for behavioral subjects, and have also promoted the integration of online and offline, the linkage of theory and practice, forming an all-round, multi-level, and three-dimensional educational ecology. This allows ideological and political education to truly integrate into daily life, expand the practical space of ideological and political education, give rise to new models such as immersive experiences, and, through the solidity of practical implementation, manifest the strength of theoretical innovation.

新场景与无界沉浸的社会拟现实,让行为主体的活动场域和自由度空前提升,也推动了线上与线下融合、理论与实践联动,形成了全方位、多层次、立体化的教育生态,让思想政治教育真正融入日常生活,拓展思想政治教育实践空间,催生出沉浸式体验等新模式,以实践落地之实,呈现理论创新之强。

In the process of continuously absorbing the “digital dividend,” the engagement and integration of digital scenarios grant the field of ideological and political education an almost boundless potential for expansion. When digitalization becomes a ubiquitous practical tool and object in the lifeworld, people gain considerable freedom within space. Even if people’s bodies cannot escape from physical space, smart devices shift their attention to virtual space, so physical presence can also become spiritual absence. In virtual scenarios, people can participate in corresponding activities through text, images, videos, or even 3D methods, achieving “spiritual presence” or “partial physical presence” in various settings. This means that regardless of whether the body is present, people’s spiritual presence becomes possible. Moreover, people can appear simultaneously in multiple scenarios, allocate between physical presence and spiritual presence in multiple scenarios according to need, and closely connect the relationships among people, ideological and political education, platforms, objects, and other people, building a large platform of “Internet + intelligent scenario + ideological and political education” to increase the coverage of ideological and political education. Deeply cultivate subdivided tracks, strengthen the new structure of virtual-real integration, and then use digital-intelligent technology as the warp and weft to reconstruct the spatiotemporal coordinates of the ideological and political education ecology, use ubiquitous scenarios to catalyze the deterritorialization and reorganization of educational elements, and realize a qualitative change in educational supply from extensive flooding to targeted penetration.

在不断吸收“数字红利”的过程中,数字场景的接洽与融通使得思想政治教育的场域获得近乎无垠的拓宽潜能。当数字化成为生活世界泛在的实践工具与对象时,人们在空间之中便获得了较大的自由。即便人们的身体无法从现实空间逃离,但智能设备也会使人们的注意力转移到虚拟空间,因此身体在场也可以变成精神上的缺场。而在虚拟场景中,人们可以通过图文、视频甚至3D方式参与相应活动,实现各种场合的“精神在场”,或者“部分身体在场”。这意味着无论身体是否呈现,人们的精神在场皆成为可能。且人们可以在多重场景中同时现身,能根据需要在多重场景中选择身体在场与精神在场的分配,并将人与思想政治教育、平台、物及人之间的关系紧密连接,建设“互联网+智能场景+思想政治教育”大平台,增大思想政治教育覆盖面。深耕细分赛道,强化虚实融合的新结构,进而以数智技术为经纬重构思想政治教育生态的时空坐标,以泛在化场景催化教育要素解域重组,实现教育供给从粗放漫灌转向靶向渗透的质变。

The free flow of people within space causes the dimension of subject-object relations in ideological and political education to expand from “person-person” relations to the multiple connections of “person-intelligence-object.” The Internet profoundly reconstructs the social relationship network of humanity; its characteristics of openness, equality, and interaction break the traditional hierarchical mode of communication, give voice to vulnerable groups, enable everyone to have the power to freely express themselves across the boundaries of time and space, and form a spiritual landscape of multiple dialogues and multi-directional interweaving. This new structure takes the traffic entrance of ideological and political education as the coordinate for people’s free and comprehensive development. The identities of educational subject and object collapse into a synchronic existence in virtual interaction, and emotional resonance and value identification form a superposition state through data flows. This non-localized energy exchange enables the theory and practical activities of ideological and political education to break through traditional spatiotemporal constraints and achieve wave-function-like probabilistic coverage. Both sides of education upgrade from key-to-key digital connections to heart-to-heart concrete interactions, achieving deep ideological collision within the virtual-real interwoven social relationship network.

而人在空间之中的自由流动致使思想政治教育的主体关系向度由“人-人”关系扩展为“人-智能-物”的多元联通。互联网深刻重构了人类的社会关系网络,其开放、平等、互动的特性打破了传统等级式交往模式,使弱势群体获得话语权,让每个人都拥有跨越时空界限自由表达的权力,形成多元对话、多向交织的精神图景。这种新结构把思想政治教育流量入口作为人的自由而全面发展的坐标。教育主体与客体的身份在虚拟交互中坍缩为共时性存在,情感共鸣与价值认同通过数据流形成叠加态。这种非定域化的能量交换,使得思想政治教育理论与实践活动突破了传统时空约束,实现波函数式的概率覆盖。教育双方从键对键的数字化连接升级为心连心的具象化互动,在虚实交织的社会关系网络中实现深度思想碰撞。

The fundamental point is that we should fully recognize that the social-imaginary is an extension of reality, a mobilization of multi-modal information dissemination to appear one after another, and, more importantly, based on the concept of “embodied cognition + social interaction,” it enhances the substantiality and presence of ideological and political education, thereby better realizing the goal of fostering virtue and nurturing talent [14]14 “立德树人” (lìdé shùrén), “fostering virtue and nurturing talent,” is a core educational principle in Chinese policy discourse, emphasizing moral cultivation as the foundation of talent development.. In fact, the issue of technological iteration is both a technological issue and a social issue; it is about reorganizing new social relations, social interactions, and social structures, finding the key logic, key problems, and core contradictions in the development of ideological and political education, and then launching breakthroughs in frontier technology clusters, creating application scenarios, forming multiple subjects, and realizing chain transformations of human-machine interaction, co-creation, and sharing. Therefore, through technological empowerment, we can achieve cross-system integration of ideological and political education resources, ensuring both adaptation to the intelligent forms of data-driven, human-machine collaboration, cross-border integration, co-creation, and sharing, and avoiding the weakening of the essential attributes of ideological and political education due to over-reliance on algorithms, thereby injecting vitality into the innovation of ideological and political education. For example, by leveraging virtual avatars and multi-dimensional interaction technologies, design cross-dimensional social practice tasks to concretely interpret the grand narratives of ideological and political education. Help transform traditional physical spaces of ideological and political education into “holographic interaction pods,” and forge each scenario into a fission device that enhances the effectiveness of ideological and political education, enabling it to leap from the transmission of knowledge and information to experience and exploration, and recreate new subjects and new digital education scenarios.

根本点在于,我们应充分认识到,社会拟现实是对现实的延展,是调动多模态信息传播相继登场,更是在“具身认知+社会互动”的理念上,增强思想政治教育的实体性和在场性,从而更好地实现立德树人的目标。其实技术的迭代问题,既是技术问题,也是社会问题,就是要重组新的社会关系、社会互动与社会结构,找寻思想政治教育发展的关键逻辑、关键问题与核心矛盾,进而展开前沿技术群突破,创设应用场景,形成多元主体,实现人机交互、共创分享的链式变革。因此,通过技术赋能实现思想政治教育资源的跨系统贯通,确保既适应数据驱动、人机协同、跨界融合、共创共享的智能形态,又能避免因过度依赖算法而导致思想政治教育本质属性的弱化,为思想政治教育创新注入活力。例如,借助虚拟化身与多维交互技术,设计跨维社会实践任务,具象化地解读思想政治教育宏大叙事。助力传统的思想政治教育物理空间改造为“全息交互舱”,并将每一场景锻造为提升思想政治教育效能的裂变器,使其从知识和信息的传递向体验与探索跨越,并再造新的主体与新的数字教育场景。

Conclusion

结语

Facing the era of booming digital-intelligent technology, the “Artificial Intelligence+” action aims to “promote the extensive and deep integration of artificial intelligence with various industries and fields of the economy and society, reshape the paradigm of human production and life, promote a revolutionary leap in productive forces and a deep-level transformation of relations of production, and accelerate the formation of a new form of intelligent economy and intelligent society characterized by human-machine collaboration, cross-border integration, co-creation, and sharing.” The social-imaginary is precisely the theoretical anchor point for the discourse domain of ideological and political education to conform to this trend, respond to its inquiries, and thereby seek to manifest its own epochal significance, reshape spatiotemporal relations, and expand the practical field. When revealing the social-imaginary turn of ideological and political education, it is necessary to incorporate fostering virtue and nurturing talent into the value ranking of ideological and political education innovation, to use interdisciplinary tools such as tracking the value changes of virtual communities and quantifying the acceptance of ideology as the technical support for the systematic innovation of ideological and political education, and to promote the transformation of ideological and political education from problems to potential. And in the continuous pursuit, continuous struggle, and continuous exploration of the relationship between technology and emotion, face the inner limitations and contradictions head-on, in order to draw nourishment and fuel for life. In short, the social-imaginary turn of ideological and political education, by reconstructing new educational scenarios, new logics, and new structures, and in mutual tempering with life and living, always integrates the precision of the digital with the density of meaning, is committed to subverting impetuosity, escaping assimilation, and resisting vulgarity, allowing the surging of emotion and the touching of spirit to pry open a crack in the hard real world — through this crack, the imaginary, which has long become a symbol of the times, acquires multiple references: from pointing to the state of existence in physical space to becoming a value carrier pointing to spiritual existence, and then using spatiotemporal topology to establish “blank space and innovation,” forming an independent knowledge system of ideological and political education that is suitable for the trends of the world and meets the needs of the people in terms of fostering virtue and nurturing talent, technological governance, and structural innovation.

面向数智技术蓬勃发展的时代浪潮,“人工智能+”行动旨在“推动人工智能与经济社会各行业各领域广泛深度融合,重塑人类生产生活范式,促进生产力革命性跃迁和生产关系深层次变革,加快形成人机协同、跨界融合、共创分享的智能经济和智能社会新形态”。社会拟现实正是思想政治教育论域顺应其趋势、回应其质询,进而谋求其自身彰显时代意义、重塑时空关系、拓展实践场域的理论锚点。在揭示思想政治教育的社会拟现实转向时,需将立德树人纳入到思想政治教育创新的价值排序中,把追踪虚拟社群价值流变、量化意识形态接受度等跨学科工具,作为思想政治教育系统性创新的技术支撑,推进思想政治教育从问题到潜能的转换。并在不断追寻、不断较劲、不断求索技术与情感裂变之间的关系时,直面内心的局限与矛盾,以汲取生命的养料与燃料。总之,思想政治教育的社会拟现实转向,通过重建教育新场景、新逻辑、新结构,并在与生命生活的相互砥砺时,始终将数字的精准与意义的浓密融为一体,致力于颠覆浮躁、逃避同化、反抗粗俗,让情感的奔流与精神的触动在坚硬的现实世界之中撬开一道裂缝———透过这道裂缝,那些早已成为时代符号的拟现实有了多重指涉:从指向现实空间生存状态变成一个指涉精神存在的价值载体,进而以时空拓扑来建立“留白与创新”,在立德树人、技术治理与结构创新上形成适于世界之潮流、合于人群之需要的思想政治教育自主知识体系。

Author’s Bio: Lu Lan, Professor, School of Marxism, University of Shanghai for Science and Technology.

作者简介：卢岚,上海理工大学马克思主义学院教授。