[Keywords:] 30 years of reform and opening up; Ideological and political education; Comparative research; progress
[China Library Classification Number] G64 1 [Document Identification Number] A [Document Number]1009-2528 (2008)12-0021-06.
Since the reform and opening up, with the in-depth development of theoretical research on ideological and political education and the continuous advancement of the discipline construction of ideological and political education, more and more scholars have begun to pay attention to the comparative study of ideological and political education and achieved fruitful results. By combing these research results, we can find that in the past 30 years, the academic research on comparative ideological and political education has mainly focused on the research object and research methods, objectives and content, ways and methods, comparison of models and mechanisms, and comparative research between countries.
First, compare the research objects of ideological and political education
There are different opinions about the research object of comparative ideological and political education, that is, what comparative ideological and political education studies. Some scholars believe that comparative ideological and political education should take the ideological and political education of all countries in the world as the research object, study and reveal the general and special laws of ideological and political education in contemporary countries around the world, identify the main factors of ideological and political education development and their relationship, and explore the development trend of ideological and political education. The textbook Comparative Ideological and Political Education (Higher Education Press, 1995 edition) edited by Su Chongde also embodies this view. Some scholars believe that comparative moral education is an educational discipline that comprehensively studies moral education in China and other countries in the world by using systematic thinking and multidimensional comparative research, reveals the characteristics and interrelationships of various moral education systems, and explores the systematic, socialized, scientific and modern development of moral education. The research field of comparative moral education mainly includes the following aspects: the development of comparative moral education research theory and practice, the vertical and horizontal comparative analysis of different types of moral education characteristics and moral education process, the research on the mechanism of comprehensive education coordination in moral education system, the comparative analysis of moral education between China and other countries and regions, and the establishment of moral education system in Socialism with Chinese characteristics. Some scholars also believe that the so-called comparative moral education, in short, is to compare and analyze the moral education theories and practices in different times, different countries or regions, find out their commonness and characteristics, thus revealing the common law of moral education development and grasping the trend of moral education development. Some scholars believe that comparative moral education takes comparative method as the main method to study various theoretical and practical problems of moral education in different countries and regions in the contemporary world, trying to reveal the main factors and conditions affecting its development, find out its commonness and differences, and explore the development trend and general laws of moral education, thus providing reference for improving and strengthening moral education in China. At present, the authoritative view is that the research object of comparative ideological and political education can be summarized as: the universal and special laws of ideological and political education in various countries, including the past and present situation of ideological and political education in various countries, the commonness of ideological and political education in various countries and the individuality of ideological and political education in various countries. This is a comparative study of a specific content in the world, that is, ideological and political education in different countries.
Second, compare the research methods of ideological and political education
On the research methods of comparative ideological and political education, that is, how to carry out comparative research on ideological and political education. Some scholars believe that comparative ideological and political education is a branch of ideological and political education, so the common methods of ideological and political education are all applicable to comparative ideological and political education; The common methods of comparative ideological and political education mainly include comparison method, investigation method and literature method. The research of comparative ideological and political education can be roughly divided into two categories, namely, regional research and problem research. Some scholars believe that the methods of comparative study of moral education mainly include class analysis, comparative analysis and historical analysis according to their research objects and tasks. Some scholars believe that the research method of comparative ideological and political education should be based on science, and the laws of ideological and political education in different countries can be obtained through comparison. The comparative research methods of ideological and political education in various countries include general comparison, special comparison and comprehensive comparison. Some scholars pointed out that comparative ideological and political education is an important field of ideological and political education. As far as the current comparison methods are concerned, there are mainly three methods: general comparison method, thematic comparison method and comprehensive comparison method. These comparisons generally belong to similarities and differences. To push comparative ideological and political education to a new height, we need to make an evaluative comparison.
Third, the comparison of the objectives and contents of ideological and political education.
The goal of ideological and political education is a fundamental and directional problem in ideological and political education, which determines the choice of content and method of ideological and political education and is the starting point and foothold of ideological and political education. Some scholars have explored the western theory of moral education goals, and believe that the western theory of moral education goals basically follows two major trends of thought: humanism and scientism. Humanism emphasizes internal and individual development, that is, individual needs are the goal of moral education, while scientism emphasizes that moral education aims at adapting to external and social development, that is, social needs. These two ideas run through the discussion of moral education goal theory in modern and even contemporary western countries. Some scholars have pointed out that although there are differences in moral education objectives among countries due to different historical traditions, ideologies, economic, technological and cultural development levels and social requirements, there are many similarities in the main contents of moral education objectives abroad, such as paying attention to the coordinated development of students' intelligence, potential and skills, cultivating students' national consciousness and national spirit, attaching importance to the sound development of students' personality, cultivating students' sense of group consciousness and social responsibility, broadening their knowledge and cultivating international talents; The goals of moral education abroad have common characteristics: distinctive times, universal internationality, unique nationality and comprehensive coordination. Some scholars have analyzed the differences of moral education goals in schools in different western countries, and think that even different types of schools in the same country have different requirements for moral education goals, but in terms of construction methods, the moral education goals of contemporary western schools are basically established from two levels: social needs and individual needs. Some scholars have combed and compared the training objectives of moral education in Chinese and foreign universities, summed up their similarities and differences, and got some enlightenment from them, in order to learn from and absorb the successful experience of foreign moral education and establish a new pattern of moral education in China universities that meets the requirements of the new era.
As for the comparison of ideological and political education, some scholars have combed, compared and analyzed the ideological and political education systems of students in western countries and countries in the Soviet Union and Eastern Europe, and think that these countries generally attach importance to patriotism, patriarchal education and moral education, and widely use heuristic, discussion and investigation interview methods. Some scholars have investigated and compared the moral education courses in primary and secondary schools in developed countries such as the United States, Britain and Japan with those in China, and found that the moral education courses for teenagers in major developed countries in the world have four common characteristics: the curriculum objectives focus on nationality and internationality, the curriculum design highlights humanity, the curriculum content is comprehensive, and the curriculum arrangement and teaching organization are flexible, which has certain reference significance for the reform of moral education courses in primary and secondary schools in China. Some scholars have made a comparative analysis of the contents of ideological and political education in developed countries, and think that the contents of ideological and political education in developed countries have the following characteristics: the contents are closely related to the reality of real society and the growth of students, paying attention to reality and pertinence; It solves the problem of content hierarchy well; Textbooks do not adhere to the systematic theory, even the theoretical content is as easy to understand as possible.
Four. Comparison of ways and means of ideological and political education
As for the comparison of ideological and political education methods, some scholars have comparatively analyzed the characteristics of ideological and political education methods in schools, families and society in China and the West, summarized their similarities and differences, and pointed out their experiences and shortcomings. They believe that China should learn from the experience of western countries, establish a trinity of ideological and political education network of "school, family and society", and open up a modern and informative ideological and political education channel. Some scholars believe that in the long-term practice of school moral education, western countries have formed a relatively systematic moral education channel, such as direct moral education courses without indoctrination, the integration and infiltration of moral education in related disciplines, vigorous psychological counseling and training, campus cultural activities with fun and education, strict management of students' daily moral behavior, the subtle influence of mass media and public environment, and moral education with the help of religious education. Our school moral education should learn from the moral education experience of western countries, consolidate and optimize the direct moral education curriculum, strengthen the implicit thinking and comprehensive penetration in the implementation of moral education channels, combine the construction of psychological work team with the cultivation of students' participation consciousness, and pay attention to cultivating new ways of moral education in school moral education practice. Some scholars have pointed out that in western countries, ideological and political education has the characteristics of concealment, permeability and operability. In the process of education, the government, schools, families, churches and mass media participate extensively and play an indispensable role. The government fulfills the function of ideological and political education by formulating educational mechanisms and laws. Schools are the central institutions of ideological and political education, families influence the formation of values of the educated, religious education is an important part of ideological and political education, and mass media are widely used.
The method of ideological and political education refers to the ideological and working methods adopted by educators in the process of ideological and political education in order to achieve educational goals and impart educational content to the educated. Some scholars believe that the methods of moral education in foreign schools mainly include: classroom teaching is the basic method of imparting moral education knowledge, extracurricular activities are the important form of moral education, labor education is the necessary way of moral education, making full use of the influence of social and cultural institutions and mass media, strict discipline and pragmatic management. Some scholars believe that contemporary foreign ideological and political education methods have the characteristics of rich content and improved status: extensive ways, flexible methods and learning from other countries' experience. To carry out ideological and political education in China, we should attach importance to the benefits of ideological and political education, adhere to "ideology", grasp the correct orientation of ideological and political education, shift the focus of school moral education to developing moral thinking and cultivating moral ability, and strengthen the cooperation between social environment and other ways. Some scholars have pointed out that the basic methods of moral education abroad are to pay attention to students' moral development, influence students through the three-dimensional network of moral education, advocate the open moral education concept of "school is society", attach importance to psychological consultation, cultivate a sound personality, learn from foreign moral education methods, change students' passive position, enhance students' subjectivity, integrate moral education forces, change the weak situation of schools, change the closed moral education concept, and explore new ideas of open moral education; Starting with cultivating "mind", leading students to grow up healthily.
A Comparative Study on the Mode and Mechanism of verb (Verb) Ideological and Political Education
In the process of ideological and political education reform, it is necessary to objectively understand, learn from and learn from the practical models of ideological and political education in other countries. This can not only make us clearly see the coordinate point of China's moral education model in the world in the horizontal comparison of ideological and political education, but also help to improve and perfect the existing ideological and political education system in China and create a model of ideological and political education with China characteristics. As early as the early 1990s, some scholars made a brief comparison of the practical modes of ideological and political education in the United States, Britain and Japan. Some scholars believe that different countries have established unique moral education models suitable for their own needs based on different moral education theories. The American moral education model is to face life and learn to survive. British moral education model-connecting with reality and understanding others; Japan's moral education model-rich and colorful, cultivating quality. The main trends of moral education development abroad are summarized as: comprehensive tendency, adaptability tendency, operability tendency, quality education tendency and reform and development tendency, which are worth learning. Some scholars have combed China's traditional ideological and moral education mode and western countries' ideological and moral education mode, and think that the education mode develops and changes with the ideological and moral content and the development of the times, and the mode of combining mass self-education with authoritative education constructed by China's traditional ideological and political education needs reform in the face of the new situation; Under the conditions of modern society, China's ideological and moral education must change the traditional education model and develop a new one. Modern ideological and moral education mode is a combination of ideological and moral education and work-study program, a mode of democracy and legal system, and a mode of mass participation. Some scholars believe that there are a series of differences between Chinese and foreign ideological and political education models for college students in guiding ideology, working institutions, work contents, working methods, work teams, work legalization tendency, their respective advantages and disadvantages, etc. It is of great significance to systematically compare them for the construction of "adaptive" ideological and political education models for college students in China. Some scholars have made a comparative analysis of contemporary Chinese and western emotional moral education models from macro and micro levels, and believe that the homogeneity of contemporary Chinese and western emotional moral education models is determined by complex cultural factors of the times, and the differences between Chinese and western traditional cultures determine their respective characteristics.
As for the comparative study of the construction of ideological and political education mechanism, some scholars have combed the construction of ideological and political education mechanism abroad, and think that the key to the construction of ideological and political education mechanism lies in whether the responsibilities of participants are put in place, and only ideological and political education based on mutual responsibility can play its role to the extreme; The practice of foreign ideological and political education shows that the effective operation of ideological and political education must emphasize the responsibility of the government, including the responsibility of families, schools and communities, the responsibility of enterprises, the responsibility of mass media, the responsibility of intermediary organizations, the responsibility of other subjects and even the personal obligations of the educated. Some scholars believe that foreign college students' ideological and political education pays attention to moral education in the construction of social mechanism, obtains practical results in the construction of social incentive and evaluation mechanism, pays attention to edification and infiltration education in the construction of social communication mechanism, highlights the subjectivity of moral education in the construction of social consultation and counseling mechanism, attaches importance to the role of moral practice in the formation of students' ideological and moral quality in the construction of social restriction mechanism, and reflects the values and moral tolerance of their respective countries. The practice of social mechanism construction of college students' ideological and political education abroad has a profound theoretical foundation, strong maneuverability and emphasis on two-way interaction, which has profound practical enlightenment for strengthening the construction of college students' ideological and political education mechanism in China.
A comparative study of ideological and political education in different countries with intransitive verbs.
1. Research on American Ideological and Political Education
As a world superpower, the United States has a short history, but it has created a miracle in the history of capitalist development. Since the reform and opening up, China has sent a large number of overseas students to study in the United States, and organized some visiting groups to visit the United States. Many scholars in academic circles also pay attention to the ideological and political education in the United States. Some scholars believe that American ideological and political education pays special attention to the indoctrination and infiltration of political consciousness, makes full use of school positions to carry out political and ideological education, uses various social facilities to edify political and ideological morality, and pays attention to the close combination of political and ideological education with various management means, economic interests and legal discipline means. Some scholars have found that the ideological and political education in the United States is "nameless but real", and its general characteristics are distinct class politics, strong social adaptability, strong scientific nature and extensive ideological and political education activities; School is one of the main positions of American ideological and political education. Clear, firm and consistent political orientation and flexible and diverse methods are the main experiences of American ideological and political education. Some scholars have studied the essence, theory and overall form of American ideological and political education, pointing out that the fundamental purpose of American ideological and political education is to train qualified citizens, pass on ideology and achieve political goals; In this process, the United States has made great achievements in ideological and political education, promoted the overall recognition of social values, promoted the continuous development of civic awareness, cultivated the basic feelings of patriotism, and formed a relatively stable social order; At the same time, there are also problems such as lack of direct and unified leadership, increased political apathy and inflated egoism. Some scholars have investigated the patriotism education in the United States and think that the implementation of patriotism education in the United States generally has the following characteristics: patriotism education is carried out separately from the operation of administrative power; Carry out patriotic education with confidence and don't make any noise on patriotic issues; Patriotism education is pervasive; Patriotism education is combined with traditional history education. The experience of American patriotism education is worth learning from, but there are also many shortcomings in American patriotism education. First, no matter how clever the educational methods are, it is difficult to bridge the gap between educational propaganda and people's trust in reality. Second, the interference in third world countries has seriously weakened the American people's recognition of national interests. It is called ideological and political education, and it is also called civic education in America. Some scholars have analyzed the connotation of American civic education. They believe that civic education refers to the education of autonomous government in a democratic society, aiming at cultivating informed, effective and responsible citizens. The basic contents of civic education in a democratic society include three aspects: civic knowledge, civic skills and civic character. As the source of theoretical research on modern civic education, American civic education has a wide and profound impact not only on the United States, but also on civic education in many countries in the world. Some scholars have pointed out that cultivating responsible citizens in a democratic society is the basic goal of American higher education. In order to achieve this goal, American colleges and universities have explored different teaching modes in civic education, one is the famous book discussion mode, the other is the service learning mode, and the third is the combination of theoretical discussion and service learning. These models have played a positive role in civic education for college students.
2. Research on Japanese Ideological and Political Education
As a rapidly developing Asian country, Japan's economic development has attracted worldwide attention. As early as the early 1980s, domestic scholars began to introduce the ideological and political education in Japanese enterprises and schools. With the deepening of China's reform and opening-up and the increase of Sino-Japanese exchanges, many domestic scholars have studied the ideological and political education in Japan, and some scholars have visited Japan to directly understand and get in touch with the ideological and political education of some Japanese enterprises. Some scholars believe that the ideological and political education in Japanese enterprises has a clear educational purpose, a clear educational content that loves harmony and work, and a concrete and vivid educational method that integrates theory with practice. Some scholars have analyzed the social background and operating mechanism of moral education for Japanese teenagers. They believe that the moral education of Japanese teenagers is a comprehensive management of schools, families and society, with rich contents and flexible methods, and attaches importance to the second classroom, personality cultivation, students' self-education and national traditional culture education. Some scholars believe that all moral education activities in modern Japanese schools are carried out through three ways, namely, specialized moral education activities, moral education in various subject courses and moral education in specialized activities, each with its own characteristics in methods. Some scholars have analyzed the history and present situation of Japanese moral education, and found that Japanese moral education has the following characteristics: based on new ideological traditions, the trend of westernization, and the creative development of combining East and West. Some scholars believe that Japanese schools facing the 2 1 century have implemented ideological and political education with patriotism education, outlook on life education, labor education, personality education and internationalization education as the main contents, which has given profound enlightenment to ideological and political education in contemporary schools in China. Some scholars have investigated and understood the theoretical basis, training objectives, main contents and main approaches of Japan's ideological and political education, and realized that Japan's ideological and political education is guided by collectivism, supplemented by ideas such as democracy, freedom and individuality, and strives to cultivate talents combining East and West to meet the requirements of capitalist economic development and promote the progress of Japanese society. In particular, the method of "combining things" and the spirit of "collectivism" in Japanese ideological and political education are of reference significance to the modernization, socialization and internationalization of ideological and political education in China.
3. Research on ideological and political education in Russia.
The Soviet Union was once the most powerful socialist country in the world, and its sudden disintegration overnight had a great influence on our ideological and political education and also taught us a profound lesson. Studying the ideological and political education in the Soviet Union and Russia is of great significance to the reform and development of ideological and political education in China. Some scholars have summarized the basic tasks, contents, methods and forms of ideological and political education in the Soviet Union. In their view, in order to meet the needs of its own economic, political, social and cultural development, the Soviet Union tried its best to strengthen the ideological and political education of young people and exert ideological and political influence on them through various channels. Some scholars believe that the long-term practice of ideological construction has formed some characteristics of ideological education in this country, among which the serialization and diversification of education are more prominent. Some scholars believe that educating all Soviet people, especially the younger generation, is the central link of Soviet ideological work, and communist ideological education is the basic task of Soviet schools; Communist ideological and political education in the Soviet Union takes ideological and political education, labor education and moral education as the main body, coordinated by coordinated educational contents, forms, means and methods, supplemented by the mutual cooperation between educators and educatees, forming a complete communist education system. Communist ideological education in Soviet schools is mainly carried out through classroom teaching, extracurricular activities, extracurricular activities, Young Pioneers and Communist Youth League organizations, social and cultural institutions, etc. 199 1 year, the Soviet Union disintegrated and its socialist system was overthrown, which was a major event in human history in the 20th century and shocked the whole world. As the first socialist country in human history, the rise and fall of the Soviet Union left solemn thoughts for the world. After the disintegration of the Soviet Union, China scholars began to seriously sum up the experience and lessons of its rise and fall. Some scholars believe that the disintegration of the Soviet Union is the result of many factors, and the mistakes in ideological and political education are one of the most important factors. The over-centralized and rigid leadership system of the party and government and the bureaucratic privileged class formed from it make the party's ideological and political education work lose its authority. The extreme left and extreme right in the ideological field caused the rigidity of Marxism-Leninism and the proliferation of western values, which made ideological and political education lose its due role. Ignoring the ideological and political education for teenagers makes the ideological and political education lose its important object; Not paying attention to the study of new situations and new problems, the content of ideological and political education is empty and the methods are simple; The mistakes in the process of economic development lead to people's doubts about the superiority of socialism, which makes ideological and political education lack realistic persuasion. With the development of Russia, in the early stage of social transformation, the ideological and moral order of Russian society once fell into extreme chaos and disorder, and the legitimacy of traditional values was openly challenged. Some scholars believe that in order to lead the country out of the spiritual crisis, the first two Russian presidents made active explorations in ideological and moral construction and achieved certain results. They not only built a new theoretical foundation for ideological and moral education, but also restored the important position of ideological and moral education, and formulated practical implementation plans. The problems existing in Russian ideological and moral education and the lack of ability to cope with complex challenges in reality will also restrict the healthy development of ideological and moral education, and they want to make the ideological and moral education of the whole society enter a benign development track.
Seven. A brief comment
Since the reform and opening up, the academic circles have carried out fruitful research in the comparative study of ideological and political education, and achieved fruitful results, showing the following characteristics: (1) The research focus is more prominent. Pay more attention to the study of some hot issues, such as the comparative study of the objectives and contents, ways and methods of ideological and political education in special topics, and the comparative study of ideological and political education in China, the United States and Japan. (2) Close integration with China. Since the reform and opening-up, especially since the 1990s, the research results have mostly focused on the reference and enlightenment to China, and many of them have used comparative methods to explore the reference and enlightenment to the reform and development of ideological and political education in China by combing and summarizing the history and reality, theory and practice of ideological and political education abroad. (3) Innovation and breakthrough of research methods. In the comparative study of ideological and political education, scholars are no longer limited to the traditional comparative methods. Some scholars began to use historical methods for research, case analysis and statistical methods for comparison, which reflected the innovation and breakthrough of research methods.
In the past 30 years, although the comparative study of ideological and political education in China has made important progress and fruitful results, objectively speaking, compared with the leap-forward development of ideological and political education in China and the comparative study of ideological and political education (or moral education and civic education) abroad, the study is still insufficient, with many low-level repeated research results and some weak links that need to be strengthened and improved. (1) The research field needs to be further expanded. At present, there are still some areas and problems that are not deep enough or lack of in-depth discussion, such as the study of constructing a comparative theoretical system of ideological and political education with China characteristics, the methodological study of comparative study of ideological and political education, the comparative study of ideological and political education abroad (or moral education and civic education), and the ideological and political education in developing countries, which need to attract the attention of scholars. (2) Research methods need to be more diversified. The comparative study of ideological and political education needs to learn from the methods of other disciplines, such as sociology and psychology, and learn from the new methods of western comparative research, and so on. (3) The influence of research on practice needs to be further enhanced. The development of comparative study of ideological and political education must be combined with the reality of China and form a benign interaction with practice. At present, it is undeniable that some research results are still at the level of pure theoretical research, lacking guidance and operability for practice, and the influence of theoretical research on practice is not enough. Therefore, scholars engaged in the comparative study of ideological and political education need to pay more attention to solving problems in practice.