Feng Gang and Cao Heming: The Construction of Modernity in Ideological and Political Education Amidst the Process of Modernization
The construction of modernity for ideological and political education unfolds within the process of Chinese-path modernization. First, in its practice, Chinese-path modernization has gradually formed a modernity distinct from the original modernity represented by Western capitalist countries; this provides the situational context and anchors the constructive orientation for the modernity of ideological and political education. Second, the construction of this modernity is a reflective, critical, and conscious process based on the current developmental needs of society and ideological and political education itself. It requires achieving the self-confirmation [1] of modernity within Chinese-path modernization and clarifying the constituent elements and primary dimensions of its construction. Finally, through this construction, ideological and political education can provide a solid political guarantee, profound cultural nourishment, and continuous spiritual strength for the comprehensive build-out of a great modern socialist country, the achievement of the Second Centenary Goal [2], and the comprehensive advancement of the great rejuvenation of the Chinese nation.
I. Clarifying the Generative Logic of the Modernity of Ideological and Political Education within Chinese-path Modernization
(1) Defining the concepts of modernization and modernity is the prerequisite for exploring the modernity of ideological and political education
First, grasp the distinction and connection between modernization and modernity. Modernization and modernity are key concepts for understanding modern social development, belonging to two different categories. Modernization is a sociological or economic category; it is the process of transformation from traditional agricultural society to modern industrial society. It changes modes of production and lifestyle, social relations and structures, and ways of thinking and values, creating a modern civilization distinct from traditional civilization. Furthermore, there is an intrinsic link between the two: modernity is the qualitative determinacy of the process and results of modernization, while modernization is the generative process of modernity.
Second, Chinese-path modernization and its construction of modernity. In practice, as an overarching concept, Chinese-path modernization includes modernization in various fields such as politics, economy, and culture. The modernity of Chinese-path modernization is generated under the impetus of this process. The construction of modernity includes, but is not limited to, the practical exploration of modernization in the aforementioned aspects; it also involves tasks such as theoretical research, the establishment of discourse, value judgments, and spiritual cultivation. The modernity of Chinese-path modernization is a "new modernity." It must be grounded in the orientation of the era, focused on the reality of national conditions, cognizant of developmental goals, and anchored in value judgments. It seeks construction amidst the diverse interweaving and dynamic flux of tradition, modernity, and postmodernity on a global scale.
Third, the modernity of ideological and political education and its construction. This is a frontier issue in the field of ideological and political education studies. It refers to the disciplinary development and basic theoretical research of the field, and concerns the high-quality development of ideological and political education. It is an important theoretical and practical proposition; the conceptual definition and theoretical research of this modernity must be integrated with Chinese-path modernization. Based on following the laws of Chinese-path modernization, this construction involves critiquing and inheriting traditional education while innovating its development. This happens alongside the modernization of the discipline, theoretical research, and elements such as methods, subjects, and carriers, while dynamically and scientifically adjusting its own developmental path.
(2) The clarification of the meaning of "new modernity" creates the situational context for the emergence of modernity in ideological and political education
First, the modernity of Chinese-path modernization is a new reality. Following the laws of socialist development and integrating with China's national conditions, Chinese-path modernization exhibits distinct uniqueness in terms of "what kind of modernization to achieve" and "how to achieve it." Under the leadership of the CPC, and together with the people of all ethnic groups, China has transitioned toward modernization. In resolving the inherent tensions of modern society, it has forged a path characterized by initiative rather than passiveness, autonomy rather than dependence, and innovation rather than convergence. This makes the modernity of Chinese-path modernization a new reality, providing the practical foundation and intrinsic support for the construction of modernity in ideological and political education.
Second, the modernity of Chinese-path modernization is a new narrative discourse. On one hand, it enriches the human imagination regarding modernization and modernity. Through the experience of Chinese-path modernization and the modern experience of the Chinese people, a modern narrative discourse with Chinese style has been formed. This achieves a "disenchantment" of Western modernity discourse and a de-masking of ideology [3], contributing Chinese wisdom to the construction of modernity in other countries. On the other hand, it presents urgent and important tasks for the construction of modernity in ideological and political education.
Third, the modernity of Chinese-path modernization is a new theoretical exploration. Regarding the two basic questions of "what kind" and "how," different countries should engage in theoretical construction around modernity based on different starting backgrounds and paths. We must summarize new practices characterized by regularities from the great practice of socialism with Chinese characteristics and the realistic development of Chinese-path modernization. We must extract new theories characterized by academic rigor, using complete and accurate Marxism to guide theoretical exploration, thereby providing solid theoretical support for the modernity of ideological and political education.
(3) The basic characteristics of "new modernity" anchor the constructive orientation of modernity in ideological and political education
First, the modernity of Chinese-path modernization provides a foothold through its universality and particularity. Modernity is not an abstract universality; it is the product of specific historical modernization activities and the mode of existence and core characterization of human civilization at a specific historical stage. Chinese-path modernization shares common features with the modernization of all countries (universality), but also possesses a path designed and chosen based on national conditions (particularity). This dialectical relationship imparts new characteristics to Chinese modernity. Ideological and political education must face the reality of Chinese-path modernization and fully consider its particularity as the foothold for construction.
Second, the modernity of Chinese-path modernization provides a starting point through its continuity and discontinuity. There is no pure, complete rupture between traditional and modern society as historical morphology [4] might emphasize; rather, they present a continuous relationship. This continuity provides the starting point. Ideological and political education must uphold the fundamentals and break new ground, focusing on historical evolution. it must engage in the Aufheben (sublation) [5] of education from ancient and modern society, inheriting and promoting the fine traditions of the CPC's ideological and political education, and grasping the path of construction through the dialectics of continuity and discontinuity.
Third, the modernity of Chinese-path modernization provides a growth point through its dynamism and stability. As socialism with Chinese characteristics has entered the New Era, the profound change in the principal contradiction [6] of our society has established a new problem-orientation for Chinese-path modernization and clarified developmental goals for the new journey. Discussing modernity requires focusing on its dynamism while grasping its unchanging essential prescriptions—the key qualities that make modernity "modern." From the dialectical relationship between dynamism and stability, we grasp the reality and generativity of Chinese-path modernization, providing a growth point for construction with a keynote of "seeking progress while maintaining stability, seeking change within progress, and seeking stability within change."
II. Grasping the Logical Path of the Modernity Construction of Ideological and Political Education within Chinese-path Modernization
(1) The Essence of Construction: Achieving the Self-Confirmation of Modernity in Ideological and Political Education
First, the modernity of ideological and political education possesses historical necessity. Attaching great importance to ideological and political education is a fine tradition formed by the CPC in leading the people to realize the historical leap from "standing up" to "becoming rich" and "becoming strong" [7]. It is inextricably linked to the Party's centenary journey, performing the role of a "lifeline" [8] and shouldering major responsibilities and missions of the era. Upholding the fundamentals and breaking new ground, while realizing the modernization of all elements of education, naturally possesses legitimacy in the historical dimension.
Second, it possesses theoretical necessity. Insisting on Marxism as the guiding theory and applying Marxist positions, viewpoints, and methods throughout the entire process is a key manifestation of the political and scientific nature of ideological and political education; it is its "root" and "soul." As a major theoretical innovation of Marxism, Chinese-path modernization necessitates a theoretical review using modern thinking in research, interpretation, and armed-with-theory efforts [9] to resolve the contradiction between theoretical innovation and practical needs.
Third, it possesses practical necessity. In the process of promoting major propositions—such as modernizing the national governance system and capacity, building the "new development pattern," and constructing the modern civilization of the Chinese nation—Chinese-path modernization always faces the contradiction between realistic circumstances and long-term planning. There is an urgent need for Chinese youth in the New Era to exercise subjective initiative and devote their wisdom and talent to modernization, which grants legitimacy to the construction of modernity in this field.
(2) The Foundation of Construction: Clarifying the Constituent Elements
First, take Marxism as the guiding ideology. Marx believed the development of modern society was a contradictory process. From the perspective of the dialectical development of productive forces and relations of production, he affirmed the positive role of capitalism in promoting modern civilization, while also profoundly pointing out the tearing of modern society by the "logic of capital." Marx's thoughts on modernity are of great significance for guiding this construction. Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era is the latest theoretical achievement of the Sinicization and modernization of Marxism. Grounded in the era and answering its questions, it proposes a series of new concepts for state governance—including implementing the new development philosophy and building a community with a shared future for humanity—providing a Chinese solution for resolving the problems of modernity that plague all countries.
Second, take the realization of the free and well-rounded development of individuals as the fundamental goal. The generation of the concept of modernity always revolves around human subjectivity. The issue of subjectivity runs through the entire process and is a key factor. Marx used "the realization of free and well-rounded development" as the entry point for his critique of capitalist modernity and as the value goal for transcending it. This is the fundamental goal of both ideological and political education and its modern construction. Furthermore, we must reflect on whether the "individual" in this context is an "abstract person" or a "real person," and whether they are a "single individual" or a "collective individual."
(3) The Dimension of Construction: Grasping the Primary Directions
First, promote the innovative development of the discourse of ideological and political education. This requires using modern thinking to transform the form and content of discourse, actively reflecting the theoretical achievements of Sinicized Marxism, and telling the story of the history, achievements, and goals of Chinese-path modernization. We must form a modern discourse that is mutually transformative, open, inclusive, and Chinese in style to lead the construction of the discourse system.
Second, promote the high-level integration of ideological and political education with information technology. The internet has changed traditional production and lifestyles, becoming the "greatest variable" [10] facing ideological and political education. At the application level, IT is key to modernization, enriching teaching methods and broadening the space-time of education, providing technical support for "nurturing people in all aspects" [11], the integration of ideological and political education, and the construction of "Great Ideological and Political Courses." At the conceptual level, it facilitates transitions toward "precision" and "digital" ideological and political education.
Third, improving and optimizing the institutional design of ideological and political education. Ideological and political education requires scientific institutional design to make its processes more efficient and standardized; it also requires solid institutional guarantees to advance the systematic construction of all its constituent elements. Furthermore, promoting the governance of ideological and political education is the necessary path for the construction of its modernity. Modern governance modes—such as relational governance, holistic governance, and evidence-based governance—not only provide the basic logic and developmental direction for shifting ideological and political education from "management" to "governance," but also provide theoretical support for institutional design. These modes can effectively enhance the alignment of institutional design with both intended purposes and objective laws, seeking the optimal design and operational path.
III. Advancing Chinese-path Modernization through the Modernity Construction of Ideological and Political Education
(1) Providing a Solid Political Guarantee for Chinese-path Modernization
First, consolidating the Party’s leading position in Chinese-path modernization. Consolidating the Party’s leadership not only endows ideological and political education with a new mission and task, but is also the primary task for ideological and political education in providing a political guarantee for Chinese-path modernization. Through the modernity construction of ideological and political education, it is necessary to fully affirm the subjectivity of the educated. Diverse and multi-dimensional teaching methods should be used to enhance the educated's correct understanding of "why it must be the Communist Party of China," providing a profound response to the question of our times—"why the CPC can succeed"—drawn from the magnificent century-long history of the Party.
Second, promoting the publicity and interpretation of the theory of Chinese-path modernization. Within Chinese-path modernization, ideological and political educators shoulder the important mission of explaining theory with depth, thoroughness, and vitality. They must seek "small entry points" [12] for "big principles" and discover a "broad vision" within "small stories," ensuring that the educated truly study, understand, believe, and apply Marxism. The modernity construction of ideological and political education is the key practical path to achieving these requirements. This is mainly achieved by continuously stimulating the self-awareness of educators, enhancing their depth of understanding and seriousness regarding specific responsibilities in ideological and political work. This encourages them to consciously elevate their political standing, moral quality, and teaching standards, ensuring the successful completion of the important tasks of continuing the "red gene" [13] and educating people for the Party and talents for the country.
Third, cultivating qualified builders and reliable successors of socialism. People are the fundamental force for the continuous advancement of Chinese-path modernization, and the future of Chinese-path modernization rests upon contemporary Chinese youth. Specifically, we should provide youth with dynamic, precise, and high-quality supplies of ideological and political education content through the construction of a multi-dimensional ideological and political work system, the rational application of modern information technology, and the formation of a diversified educational workforce. This will cultivate "good youth of the New Era" who possess firm ideals and convictions, are willing to engage in tempered struggle [14], and resolutely support the leadership of the CPC.
(2) Providing Deep Cultural Nourishment for Chinese-path Modernization
First, achieving cultural self-awareness in ideological and political education. Achieving cultural self-awareness is an inherent requirement of cultural modernity. It requires active value filtering and judgment at the cultural level regarding the content, carriers, and environment of ideological and political education from a reflective perspective. One must grasp the modern laws of ideological and political cultural development and take the initiative to create a favorable cultural atmosphere, environment, and political ecosystem for ideological and political education, further manifesting its humanistic attributes.
Second, promoting the coordinated development of material and spiritual civilizations. The modernity construction of ideological and political education should actively assume the responsibility of promoting the coordinated development of material and spiritual civilizations. It must use the modernity of Chinese-path modernization as a yardstick to critically examine social trends such as consumerism, hedonism, and historical nihilism [15]. Based on current trends in cultural development and dissemination, ideological and political education should play its important role in public cultural services—specifically in the development of cultural industries and the production of cultural products—to meet the increasing spiritual and cultural needs of the educated. This will continuously enhance their sense of cultural gain, satisfaction, and happiness, promoting common prosperity at the level of spiritual life.
Third, extracting the modern value of fine traditional Chinese culture. Through its integration with the basic principles of Marxism, fine traditional Chinese culture can achieve a modern transformation, thereby forming the cultural modality of Chinese-path modernization. Modernity construction requires further excavating, inheriting, and promoting the intellectual essence of fine traditional Chinese culture that aligns with both the essential requirements and basic characteristics of Chinese-path modernization and the Core Socialist Values. On one hand, this can form corresponding content and cultural carriers for ideological and political education; on the other hand, it provides intrinsic support for the establishment of a "culturology" of ideological and political education.
(3) Providing Sustained Spiritual Strength for Chinese-path Modernization
First, consolidating ideological consensus and increasing identification with Chinese-path modernization. Increasing the educated's identification with Chinese-path modernization is a major goal of modernity construction. It is necessary to use modern information technology to select vivid and life-like practical cases, employ segmented and precise publicity methods, and utilize multiple dissemination channels to expand the reach and enhance effectiveness. This will authentically and intuitively demonstrate the historical, theoretical, and practical logic of Chinese-path modernization, gradually forming political, ideological, theoretical, and emotional identification with it.
Second, strengthening ideals and convictions and maintaining an awareness of potential dangers. Chinese-path modernization is an innovative undertaking with no mature cases to draw upon for reference. Only by possessing an awareness of potential dangers can we "brave the wind and waves" [16] and "steady the ship for the long haul," providing a stable social environment for Chinese-path modernization. The modernity construction of ideological and political education is itself the intellectual product of adhering to an awareness of potential dangers and a "big-picture" consciousness within Chinese-path modernization. It requires active and timely adjustments to gain the advantage in the current sharp, complex, and long-term struggle in the ideological field through its own modernity construction.
Third, stimulating endogenous motivation and establishing a sense of community. Currently, individualism has had a serious impact on ideological and political education. These concepts, which run counter to Core Socialist Values, have been accepted by some segments of the youth, causing an imbalance between individual rights and obligations, and between self-expression and collective participation, thereby deconstructing historical initiative [17]. Establishing a sense of community is a fundamental requirement for the internal transcendence of Western modernity based on historical materialism; it is also an inherent part of the modernity construction of ideological and political education. It requires the establishment of an "educational community" to form a collective force, thereby better unleashing the historical initiative of the youth.