Wang Meijun and Dai Rui: Theoretical Interpretation and Enhancement Paths of the Vitality of Ideological and Political Education
In the history of the theoretical and practical development of ideopolitical education, vitality [1] acts as a proactive creative vigor and a driving spiritual force that permeates the entire lifecycle of ideopolitical education activities, propelling its continuous knowledge production, disciplinary construction, and practical innovation. However, current research into how the vitality of ideopolitical education "is maintained," "is manifested," and its "resultant efficacy" remains at a preliminary stage of "unconsciousness" or "conscious but not yet proactive" cognition; it has not yet reached the ideal state of systematized and scientific theoretical research and practical guidance. Following the development of disciplinary theory, the vitality of ideopolitical education has been incorporated into the horizon of theoretical research as a major research topic, becoming a subjective force that aids the modern transformation of ideopolitical education. Consequently, centering on the topic of "the vitality of ideopolitical education," this article attempts to reveal its connotation, constitutive elements, and generative drivers at the disciplinary and academic levels. On this basis, it proposes corresponding paths for enhancement to provide theoretical reflections for a comprehensive understanding of the vitality of ideopolitical education.
I. The Theoretical Connotation of the Vitality of Ideopolitical Education
As an important category in disciplinary theoretical research, the exploration of the vitality of ideopolitical education is an inevitable result of the theoretical and practical development of the field. Reviewing existing research, there are three representative perspectives. First is the "Theory of Synergistic Dynamics." Some scholars, starting from the sources of disciplinary development, argue that the vitality of ideopolitical education derives from the internal drive of knowledge production and disciplinary construction, the social drive that pushes the development of ideopolitical education, and the spiritual drive that enriches the spiritual world of ideopolitical education. Second is the "Theory of Active Adaptation." Some scholars, rooted in the requirements of the times, advocate that ideopolitical education research in the New Era must uphold the fundamentals and break new ground, manifesting strong vitality by "connecting the past, present, and future, and racing toward the horizons of scholarship, theory, and methodology." Third is the "Theory of External Manifestation." Some scholars emphasize the core competitiveness of the discipline of ideopolitical education through four aspects: the teaching faculty, scientific research, talent cultivation, and consulting services, intuitively demonstrating the vital force and developmental status of ideopolitical education in these areas. The above perspectives provide a certain cognitive foundation and theoretical reference for this study. Overall, however, research on this topic remains at the stage of intuitive summarization and has not yet deeply revealed its profound connotation and fundamental spirit.
To fully reveal the theoretical connotation of the vitality of ideopolitical education, this article attempts to begin with an interpretation of the concept of "vitality" (生命力, shēngmìnglì). The term "vitality" originated in the natural sciences, generally referring in biology, medicine, and other disciplines to the ability of organic living organisms to maintain their own existence and development—that is, sustainability. With the development of academic fields, "vitality" was gradually adopted by social sciences such as philosophy, psychology, and pedagogy. However, the concept of "vitality" in ideopolitical education differs from the natural scientific description of cellular reproduction and metabolism in organic organisms. It also differs from the understanding of vitality in other social science disciplines—such as life value in the philosophical sense, internal drive in the psychological sense, or the concern for life growth in the pedagogical sense. Rather, it is a vital force held by ideopolitical education itself; it is the value attribution of a proactive creative vigor and a driving spiritual force.
Marx and Engels utilized the basic principles of historical materialism to develop a new line of thinking for the theoretical interpretation of vitality. First, vitality characterizes the state of existence of things; "the existence of living human individuals" [2] is the basic premise of human historical development. Life's existence is the prerequisite for vitality, survival is the foundation of vitality, and development is the ultimate goal of vitality—vitality is the unity of survival and development. Second, vitality possesses a profound practicality. Labor practice serves as the most basic manifestation of vitality, forming various social relations through the bond of the relations of production, thereby granting vitality the essential definition of man in a practical sense. Third, vitality is closely linked to social and historical development, manifesting as a relational and connective mechanism with the real world. The state of existence and operation of vitality can only find its true vital power amid the transformation of the material world when examined within "a common mode of activity or a certain social stage." In summary, vitality is the survival capacity and developmental potential displayed by humans in the process of transforming the objective world.
Based on this understanding of vitality, the vitality of ideopolitical education is the vital power manifested by the subjects of ideopolitical education in the life activities that drive its formation and development. It is a proactive force that promotes the continuous realization of self-revolution and value creation within ideopolitical education. First, the vitality of ideopolitical education is continuously constructed and displayed by the subjects of ideopolitical education while engaged in specific activities, possessing a distinct subjective proactivity. Ideopolitical education cannot be separated from "individuals engaged in actual activity"; thus, vitality is endowed with the essential power of man. It is a proactive force for transforming the objective world and the subjective world of man, formed based on life-reflection and the awakening of life-consciousness. Second, the vitality of ideopolitical education is a totality of synergistic forces, the effect of which is governed by the joint action of internal activities and external factors. Vitality is a processual presentation of continuous self-renewal and meaning construction while grasping relational connections and controlling dynamic balance. Third, the essence of the vitality of ideopolitical education is a kind of ideological momentum or spiritual force, possessing the dual functions of value leadership and spiritual shaping. Through the spiritual pedigree [3] and core values, it leads and shapes the ideological character and spiritual outlook of individuals, radiating vigor and vitality in the continuous transformation of the human subjective world, the elevation of the human spiritual realm, and the enrichment of human spiritual life. Fourth, the soul of the vitality of ideopolitical education lies in concrete action oriented toward practice. Only by throwing oneself into the concrete practice of transforming the world can one uphold the truth, solve real-world problems, and manifest strong vitality. Fundamentally, the vitality of ideopolitical education reveals the proactive power of humans in the life-course of ideopolitical education, indicating that its future development is no longer a process of passive reception, but a process of subjective construction integrated into the entire life cycle of the individual. This will fully release the creative vigor and developmental potential of ideopolitical education, promoting its movement toward a state of free and conscious life.
II. The Systematic Composition of the Vitality of Ideopolitical Education
As a systematic concept, the vitality of ideopolitical education is primarily manifested through disciplinary construction, theoretical research, practical activities, and discourse image. These are the essential forces driving the life-development of ideopolitical education. Exploring their persistence and operational states within these elements is key to recognizing and grasping the vitality of ideopolitical education.
(1) The Vitality of Ideopolitical Education Disciplinary Construction
The vitality of ideopolitical education disciplinary construction is the internal driver of its existence, concerning the foundational issues of the discipline's building. Looking at the history of the discipline, over its more than 40 years of development, the vitality of ideopolitical education disciplinary construction has injected a continuous stream of vital energy, allowing the discipline to gradually move from experience to science, from spontaneity to consciousness, and from fragmentation to systematization. Importantly, disciplinary construction must "not forget the basic historical links." Disciplinary history and traditions serve as important "life imprints" in the developmental process, preserved through history, culture, memory, and habitus, thereby making the life activities of ideopolitical education a component of "disciplinary facts."
From the perspective of developmental drivers, vitality is characterized by the dialectical unity of maintaining the discipline's own existence and responding to complex realistic situations. Since the internal drive of disciplinary development "originates from within the discipline of ideopolitical education, that is, within the ideopolitical education system," the key to manifesting disciplinary vitality lies in the recognition and grasping of disciplinary attributes and disciplinary laws. This involves, in particular, the reflexive construction of important problem domains such as concepts and categories, viewpoints and methods, truth and value, theory and practice, and social laws and themes of the times—injecting developmental momentum into the discipline through the recognition of truth and the grasping of laws. At the same time, ideopolitical education is constantly situated in the complex circumstances of an "open ideopolitical education environment, a risky ideopolitical education situation, and a multi-layered ideopolitical education context." These facts require ideopolitical education to face challenges head-on and adapt proactively, manifesting vital vigor and forward momentum in the torrent of the times. From the perspective of developmental potential, interdisciplinary exchange capabilities, the quality of talent cultivation, social service capabilities, and the discipline's global outlook and international vision exert profound and lasting influences on future development. If the discipline of ideopolitical education can occupy a developmental advantage and manifest potential in these areas, it will surely exert a sustained impact on its future.
(2) The Vitality of Ideopolitical Education Theoretical Research
Starting from the theoretical significance of vitality, the vitality of theoretical research focuses on disciplinary knowledge production, characterizing its own vital energy and survival capacity through systematic theoretical construction, innovation, and application. The vitality of theoretical research is the internal drive for building the disciplinary knowledge system. It is not a simple, mechanical repetition of theory or stacking of knowledge, but a process of continuous self-revolution and self-perfection within a dynamic mutual construction that resonates with the times, pushing theoretical iteration and knowledge increments toward greater depth and external expansion.
From the perspective of theoretical construction, scientific construction can provide a concrete logical path and knowledge framework for research. We must focus on the rational optimization of theoretical abstraction and system structure, further exploring meta-theories and meta-problems in the developmental process. We must clarify core, basic, and important concepts, grasp foundational propositions such as ontology, origin, and essence, and temper original theories and leading topics that demonstrate disciplinary characteristics and academic quality, continuously advancing the systematization, institutionalization, and scientific nature of theoretical research. From the perspective of theoretical development, "the vitality of theory lies in continuous innovation." This is manifested in new breakthroughs in original theoretical systems or knowledge frameworks, new developments in original paradigms and methods, and explorations of uncharted fields. We must occupy new theoretical high ground through critical thinking and creative knowledge production, manifesting the explanatory and predictive power of ideopolitical education in the face of major theoretical propositions and themes of the times. From the perspective of theoretical value, the vitality of theory lies in its "utility." "Marxism-Leninism and Mao Zedong Thought would have no vitality if they were not integrated with actual conditions." Theoretical research is not "suspended in the high altitudes of thought"; rather, it is "practical theory" that can guide and serve practice and solve social realities. This requires support from foundational disciplinary theory to build a system of ideopolitical education principles oriented toward practice on the basis of "theoretical abstraction of practice," manifesting the application value of theory, achieving "theory's mastery of the masses," and enhancing the social service capacity and social identification of ideopolitical education.
(3) The Vitality of Ideopolitical Education Practical Activities
The vitality of practical activities is the endogenous driver of the development of ideopolitical education and occupies a foundational position in its life activities. As an objective activity through which people transform the objective world, ideopolitical education practice is a proactive activity where the subjective meets the objective. In essence, it radiates vital vigor by achieving the ideological transformation of the subjects of education through various forms of practical activities. Top-down forms of practical activity permeate human activity throughout, mainly including national propaganda and education, social production activities, school education activities, daily social interactions, and virtual network practices. In this process, elements such as the academic literacy of the practitioners, the proactivity of the education subjects, the richness of activity forms, the attractiveness of content, the effectiveness of spatial utilization, the scientific nature and feasibility of methods, and the effects and influence of the activities become comprehensive indicators for evaluating the vitality of ideopolitical education practice. Currently, practical activities are facing a transformation from form to content, from effect to efficiency, and from resource integration to mechanism innovation. To enhance the vitality of practice, one must effectively combine social development laws, laws of practical activity, and laws of the transformation of human thought and behavior. This involves creating fresh vigor in the vivid practice of promoting Chinese-path modernization, drawing great vital strength and rich nourishment from the "Two Combinations," [4] and continuously opening new realms for the development of ideopolitical education in the New Era to provide a solid ideological foundation and practical efficacy for the realization of the great rejuvenation of the Chinese nation.
(4) The Vitality of Ideopolitical Education Discourse Image
The vitality of the discourse image is the external manifestation of ideopolitical education life activities, representing the attraction, cohesion, and influence displayed in discourse content, interaction, and dissemination. Discourse, as...
An interpretive tool for "bringing the world of thought down to the real world," discourse—rich in theoretical substance, profound in intellectual core, and distinctive in artistic expression—can reach the depths of people's hearts and resonate with them, manifesting vigorous vitality through a favorable discursive image.
From the perspective of discursive content, the vitality of discourse lies in cultural empowerment and upholding the fundamentals and breaking new ground. Culture serves as the value-symbol of ideology, carrying profound historical memory, national sentiment, and moral tradition. Integrating cultural elements into discursive content, promoting cultural inheritance and mutual learning among civilizations through upholding the fundamentals and breaking new ground, enhances the cultural depth and interpretive effect of discourse, thereby strengthening its creativity and vitality.
From the perspective of discursive interaction, the vitality of discourse lies in active dialogue and equal consultation. Discursive interaction is a manifestation of life activity, the core of which lies in intellectual interaction and discursive expression. Active dialogue can eliminate misunderstandings and enhance comprehension, creating a favorable atmosphere for discursive interaction. Equal consultation is based on mutual respect; through rational speech and the articulation of reasonable interest claims, it reaches a consensus on values, transforming the power of discourse into interactional capital and manifesting the intellectual force and material energy of discourse.
From the perspective of discursive efficacy, the vitality of discourse lies in discursive dissemination and international influence. Discursive dissemination, as a narrative practice, is both a process of reproducing the mainstream ideology and an objectified process of interpreting and constructing meaning. We must profoundly grasp the narrative logic of discursive dissemination, properly handling the relationships between historical and modern narratives, grand and subtle narratives, and national and international narratives. We must actively construct a Chinese discourse and Chinese narrative system to continuously enhance the efficacy of discursive dissemination and international influence.
III. The Generative Dynamics of the Vitality of Ideological and Political Education
In terms of generative dynamics, the movement of internal contradictions within ideological and political education, the transitions in the social environment, and the needs of human growth and development provide a strong intellectual foundation and conditional support for the emergence, stimulation, and reinforcement of these dynamics.
(1) The movement of internal contradictions in ideological and political education and the emergence of dynamics
From the perspective of dialectical materialism, the overall composition of the ideological and political education system—consisting of disciplinary construction, theoretical research, practical activities, and discursive images—and the internal movement of contradictions and interrelationships therein constitute the fundamental dynamic for the emergence of its vitality. Grasping the inherent characteristics and interrelations of the system is key to exploring the source of vitality in ideological and political education.
On the one hand, a dual-directional mutual promotion is achieved through the value attribution and logical interconnection of worldview and methodology. The worldview focuses on the primordial question of "what ideological and political education is"; it is a cognitive system and thinking activity concerning origins, essences, and categories, aimed at constructing an interpretive system for the body of knowledge. Methodology emphasizes the question of "how it should be done"; it is a tool system connected to specific operational ideas, implementation plans, and effect evaluations in practice, aimed at better transforming the world. The former is the cognitive basis for the latter, while the latter is the value destination of the former. Only by effectively combining cognitive logic with value logic and achieving "twin-wing driving" through mutual promotion can we draw life-sustenance and developmental momentum from the movement of internal contradictions.
On the other hand, a rational transformation is regulated through the functional divergence and semantic embedding of truth-seeking and value-orientation. The issue of truth, as a factual judgment, is a scientific and rational understanding of the objective world and its laws; the issue of value, as a value judgment, is a subjective understanding and choice regarding relational problems between things. Although truth-seeking and value-orientation serve as two different value orientations in ideological and political education with different functional targets, they are essentially embedded in one another's meaning. Truth contains specific value concepts or beliefs—indeed, truth itself represents a certain value orientation. The nature of a value determines its mode of existence, and positive values themselves contain the measure of truth; recognizing and grasping objective truth is crucial for the realization of value. Only by adhering to the dialectical unity of the two can we push ideological and political education continuously forward through the contradictory movement of truth and value.
(2) Social environmental transitions and the stimulation of dynamics
Marx believed that "as individuals create environment, so environment creates individuals" [5]. Similarly, the life activities of ideological and political education cannot be separated from the influence and shaping of the social environment. In the process of adapting to, transforming, and utilizing the environment, educators and the educated also create new ideological, interest-based, and social relations, thereby driving ideological and political education forward. In other words, the stimulation of vitality involves actively adapting to the development of the times and environmental transitions under specific conditions to produce new content, manifesting the shaping of ideological and political educational life activities by the social environment.
The stimulation of vitality in ideological and political education by the social environment primarily stems from the influence exerted by conditional, technical, and normative elements within that environment. Conditional elements, which play a foundational or supportive role in the development of ideological and political education, continuously shape new social functions and relations through economic structural adjustment, policy guidance, transformations in value concepts, and changes in lifestyles. These, in turn, affect the operation of the ideological and political education system as well as individual ideological concepts and behavioral choices. Technical elements—comprising technical infrastructure, application of technical scenarios, mechanisms for technical innovation, ethical challenges, and risk governance—both enrich the vital meaning of ideological and political education through technological empowerment and bring new technical challenges to its vital development. Normative elements—marked by legal systems, policy regulations, moral standards, social customs, and disciplinary norms—serve as the foundation for maintaining good social order and provide a "rational framework" for the expansion of ideological and political education.
In short, the conditional, technical, and normative elements in the social environment do not exist in isolation but construct the overall "resultant force" (合力) [6] for the survival and development of ideological and political education through interconnection and interaction. On the one hand, through the connection, integration, and upgrading of these elements, the social environment manifests as a supportive force for the life activities of ideological and political education. This supportive force is not a purely mechanical process but an "elastic support" or "environmental tension" formed by basing itself on social developmental conditions, effectively utilizing technical tools, and following rational norms to drive reform. On the other hand, as it develops, the social environment also faces the realities of elemental differentiation, alienation, and restructuring, signaling that ideological and political education must seek a rational balance within its development. In fact, to manifest flourishing vitality amidst social environmental transitions, one must not only rely on and effectively utilize the supportive force of various elements but also enhance one's own adaptability and creativity in actively responding to changes in environmental elements. Only this adaptability and creativity can truly stimulate the internal dynamics and vital potential of ideological and political education.
(3) The needs of human growth and development and the reinforcement of dynamics
The vitality of ideological and political education is inherently consistent with the needs of human growth and development. The reinforcement of this vitality is achieved through the transformation of human relations and practical activities, continually addressing the new questions and requirements raised by those needs. The development of human growth needs has generally undergone a process of evolving from passive to active needs, from focusing on collective needs to individual needs, and from single needs to multiple needs. This process is precisely the innovative development process wherein ideological and political education continuously meets these varying human needs. As a subjective dynamic, human growth and development needs—with their diversity, multi-layered nature, and multi-dimensionality—become the driving force for strengthening the vital development of ideological and political education, pushing individuals toward a yearning for and pursuit of the world of meaning and the spirit.
First, this reinforces innovation in personalized educational content. For ideological and political education content to meet the needs of human development, it must properly handle the relationship between top-level design and grassroots supply. It is necessary to transform holistic and inherent content into individualized and flexible content, starting from the actual thinking of the educated. We must "focus on the plasticity of the subjects, carry out education in a targeted manner, and persist in analyzing specific problems specifically" [7]. We must accumulate energy and the momentum for progress by balancing active needs with content supply. Second, it promotes a shift toward differentiated educational methods. According to varying developmental needs, differentiated education methods should be adopted to satisfy the different levels of holistic, collective, and individual needs. Specifically, there should be a focus on the specialized and personalized needs of "real individuals," engaging in flexible and targeted education; this is the practical manifestation of ideological and political education's concern for individual needs. Third, it drives the updating of diverse educational carriers. In addition to the effective use of traditional educational media, full use must be made of modern technological tools such as new media, the internet, and cloud computing. This involves creating educational channels that combine the virtual and the real, implementing educational models that interconnect online and offline spaces, and expanding the influence and coverage of education. In short, the life activities of ideological and political education are inseparable from the needs of human growth and development. It is by resolving human ideological confusion and satisfying practical needs that ideological and political education continuously absorbs vital energy and forward momentum, achieving its own development and perfection.
IV. Paths for Enhancing the Vitality of Ideological and Political Education
To enhance the vitality of ideological and political education, we must continuously manifest vital vigor, potential, and charm through theoretical consolidation, practical foundation-building, technological empowerment, and institutional support, thereby pushing ideological and political education toward a state of conscious vitality.
(1) Theoretical consolidation: achieving the leap from "interpretation" to "leadership"
Theoretical construction is a systematic project and the basis for enhancing the vitality of ideological and political education. Looking at the life course of ideological and political education, traditional forms often manifested their ability to persist through policy interpretation and social responsiveness, easily falling into the predicament of passive explanation. Entering the New Era, the Party Central Committee has treated "ideological and political work as an important method for governing the Party and the country," marking a leap-frog transformation of ideological and political education from "interpretation" to "leadership" at the theoretical level, demonstrating strong theoretical vitality. Therefore, enhancing the vitality of ideological and political education must involve adhering to theoretical consolidation and developing in a "leadership-oriented" direction. This involves enhancing the power of value-leadership and proactive shaping by persisting in problem-orientation, innovating discursive expression, and deepening disciplinary exchange.
First, regarding problem-orientation, we must achieve a shift from explaining "hot spots" to predicting trends. Problem-orientation is the "behavioral compass" for the vital development of ideological and political education. Moving from "passively explaining problems" to "actively foreseeing problems" is the process by which ideological and political education grasps the initiative of its own life and displays vital vigor. We must actively shape the cognitive abilities of the subjects of ideological and political education, monitoring and analyzing the dynamics and trends of public opinion in real-time, and proactively setting agendas so that it becomes the "observatory" for the ideas of the times. Second, regarding discursive expression, we must master the subtle transformation between grand narratives and concrete narratives. Discursive expression is an artistic reproduction of theory; an artistic mode of expression can skillfully transform purely abstract concepts into everyday, concrete images. However, concrete narrative is not a dilution or weakening of theory itself; rather, it is a creative transformation based on a grasp of the deep connotations of theory, thereby continuously enhancing the vitality of theory through more evocative artistic expression. Third, regarding disciplinary exchange, we must achieve a shift from disciplinary isolation to cross-disciplinary dialogue. Disciplinary exchange is the "living water" that strengthens the theoretical foundation of the field and increases the vitality of ideological and political education. The capacity for cross-disciplinary exchange and international dialogue reflects the actual status of ideological and political education in the development of the times. We must actively construct an autonomous knowledge system for the discipline of ideological and political education, forming a theoretical system with Chinese characteristics. We should actively carry out cross-disciplinary dialogue and comparative research, driving the shift of ideological and political education's vitality from "formative adaptation" to a "strong international image."
(2) Practical foundation-building: promoting the transformation from "cognition" to "action"
Strengthening the fundamental basis of the vitality of ideological and political education through practice is a strategic choice for its innovative development in the New Era. In current ideological and political education practice, there has emerged...
Phenomena such as "visual checking-in" practice, like "glancing at flowers while passing on horseback" [8], and "performative" practice that constructs "real scenes" result in a disconnect between knowledge and action, presenting practical challenges to the development of ideological and political education’s vitality. Therefore, practice must be driven to transform from "cognition" to "action," enhancing the vitality of ideological and political education through action-oriented practice. First, in terms of practical methods, there must be a shift from emphasizing form to refining content. It is necessary to break through the dilemma of the rift between knowledge and action, grasping the dialectical unity of the "ought" and the "is" within practice. This involves inheriting the revolutionary spirit in Red culture activities [9], strengthening responsibility and mission in grassroots practice, promoting the spirit of craftsmanship in productive labor, and stimulating the spirit of struggle in innovation and entrepreneurship. These efforts facilitate the identity transformation and behavioral shift of the subjects of practice from mere "participants" to "practitioners," allowing ideological and political education to manifest its vitality in the process of solving practical problems. Second, in terms of practical evaluation, there must be a shift from effect-orientation to efficacy-orientation. Effect-orientation primarily relies on quantified, explicit evaluation indicators, whereas efficacy-orientation focuses on qualitative evaluations of practical ability. The fundamental difference lies in the divergent understanding of the essence of practice and its value in cultivating people. We must transform the methods of practical evaluation and construct a multi-dimensional system of evaluation indicators. This involves coordinating diversified evaluation subjects, cross-field cultivation modes, and precision-based cultivation paradigms, while promoting the combination of process-based, result-based, and feedback-based evaluation. This will enhance the vitality of ideological and political education by strengthening cognitive, value, and action efficacy. Third, in terms of practical strategy, there must be a transition from integrating resources to institutional innovation. Institutional innovation is not a rejection or negation of resource integration, but rather a paradigm upgrade based on improving the efficiency of resource utilization. It aims to resolve the practical dilemmas caused by loose resource utilization methods, thereby enhancing the interaction between individuals and society and promoting "the social existence and development of man." We must construct practical mechanisms for subject dialogue, process synergy, dynamic adjustment, resource sharing, and lifelong cultivation, ensuring that the practice of ideological and political education demonstrates strong vitality within a dynamic equilibrium.
(3) Technological Empowerment: Strengthening the Deep Integration of the "Real" and the "Virtual"
Technological empowerment has brought a brand-new landscape to the formation and development of ideological and political education, expanding its life-field and imbuing it with new vigor and charm in the digital age. However, technological empowerment does not mean that the development of ideological and political education should be "technology-centered." Rather, we must remain vigilant and effectively respond to the challenges brought by technological risks, thereby enhancing the vitality of ideological and political education through the deep integration of the "real" and the "virtual." First, in terms of technological cognition, we must achieve a transformation from knowledge acquisition to capacity generation. Technological empowerment has improved the efficiency of obtaining knowledge, but "knowledge hoarding" does not necessarily lead to an increase in capacity; instead, it makes it easier to fall into the trap of knowledge consumption and form an algorithmic dependency. Thus, we must promote a cognitive leap in the subject's thinking paradigm, effectively improve the subject's digital literacy, and rationally construct human-machine relations. Through technological empowerment, the subject should be transformed from a "knowledge acquirer" into a "value creator," adding subjective strength to the life-development of ideological and political education. Second, in terms of technological application, emphasis should be placed on the rational combination of immersive experiences and precision intervention. The setting of digital scenes and the application of technology can provide immersive experiences and stimulate deep emotional resonance through emotional projection, imbuing the life-activities of ideological and political education with profound emotional power. However, "the perceptual logic of scene-setting diffuses the guidance of ideological and political education," and deep experiences also rely on precision intervention and the rational control of digital technology. We must utilize predictive intervention mechanisms and personalized content generation mechanisms—using linearized data analysis, visualized emotional mapping, and dynamic developmental trends—to analyze and evaluate individual needs and psychological states, enhancing the driving force and vitality of ideological and political education's life-development through the appropriate expression of emotion. Third, in terms of technological ethics, there must be a shift from tool-dependency to ethical consciousness. Technological empowerment has enhanced the deep dialogue between instrumental rationality and value education, providing instrumental value and rational support for the life-development of ideological and political education, yet it has also caused a phenomenon of excessive reliance on tools. This suggests that technological empowerment cannot be separated from the ethical safeguarding of technology. We must promote the transformation of technological ethical cognition, the improvement of technological innovation mechanisms, and the governance of technological ethical risks. Ethical norms must permeate the entire process of technological application, constructing a pattern of "technology for the cultivation of people" that is oriented toward the good, allowing ideological and political education characterized by "the presence of life" to radiate lasting vitality.
(4) Institutional Support: Promoting the Dialectical Unity of "Hard Constraints" and "Soft Guidance"
Xi Jinping has emphasized: "Ideological education must be carried out in combination with the implementation of institutional regulations; we must grasp the principal contradiction and avoid 'empty-to-empty' [10] talk." This indicates that the linkage mechanism between ideological and political education and institutions is the key to handling the relationship between the two. Therefore, in institutional design, we must not only manifest the regulatory and restrictive role of institutions over people but also endow institutions with a human warmth. We must achieve a coordinated unity between rigid regulation and flexible liberation, and between external constraint and internal identification. In the process of regulating and constraining external behavior, the institution should transform into value identification and emotional resonance that promotes the development of ideological and political education, becoming internalized as a spiritual order and psychological drive, thus achieving the transformation from heteronomy to autonomy. We should construct a dual-track institutional support system of "rigidity and flexibility," allowing ideological and political education to boost its vitality within the dialectical unity of "hard constraints" and "soft guidance." First, we must construct a participatory mechanism for institutional setup. The starting point of such an institutional design is to return rights to the subjects themselves. By participating in the design process, subjects can experience the majesty and rigor of the institution firsthand; being "physically present," they gain a greater sense of identification and agency, thereby achieving development within the dynamic balance of constraint and freedom. Second, we should adopt an affective mode of institutional transmission. As a way of transmitting institutions, emotional expression is an innovative form for stimulating the vitality of ideological and political education. This approach transforms institutional norms into narrative expressions capable of triggering emotional resonance, influencing people’s thoughts and behaviors through moral narratives, collective memory, and cultural symbols, thus driving ideological and political education to achieve an effective transformation from institutional constraint to emotional exchange. Third, we must establish a flexible framework for institutional execution. A flexible execution method is an effective response to the dilemma of "one-size-fits-all" [11] implementation. It maintains the rigidity of institutional norms while reflecting flexibility in the execution process. The key is to rationally grasp the scientific setting of institutional flexibility limits, ensuring that the institution has strength, vigor, and warmth in its execution. This encourages ideological and political education to release innovative vitality while maintaining the boundaries of order, constructing a harmonious relationship between people and institutions.
(The author Dai Rui is a Professor and PhD Supervisor at the School of Marxism, Hohai University) Source: Ideological Education Research (思想教育研究), Issue 6, 2025 Web Editor: Ma Jingren