%0 Journal Article
%T 马克思实践哲学观视域下思政教育的价值重构
Value Reconstruction of Ideological and Political Education from the Perspective of Marx’s Practical Philosophy
%A 刘凡婷
%J Advances in Philosophy
%P 209-215
%@ 2169-2602
%D 2025
%I Hans Publishing
%R 10.12677/acpp.2025.146311
%X 在新时代社会结构深刻变革与青年价值观多元嬗变的背景下，高校思想政治教育面临价值理念抽象化、教育过程工具化与价值认同断裂等突出问题。现有研究多从话语体系建构、课程设置与教学方法等层面进行回应，然而在哲学根基上对“价值生成”的反思仍显不足。本文以马克思实践哲学为理论基础，揭示当代思政教育所遭遇的“价值异化”困境，实质上源于其脱离了以实践为本体的价值生成逻辑。通过重申马克思“实践–交往–历史”三重维度的本体论结构，本文提出“生成型价值教育”概念，主张价值应在具体实践、主体间交往与历史张力中动态生成，而非作为既定命题灌输给学生。重建思政教育的育人逻辑，关键在于回归以“现实的人”为中心的哲学路径，完成从“价值设定”向“价值生成”的范式转型，以实现对青年主体性与教育人文性的双重唤醒。
Against the backdrop of profound social structural changes and the diversification of young people’s values in the new era, ideological and political education in colleges and universities is confronted with prominent issues such as the abstraction of value concepts, the instrumentalization of the educational process, and the disconnection of value recognition. Existing research mostly responds to the aspects of discourse system construction, curriculum design, and teaching methods, but the reflection on the “value generation” at the philosophical foundation remains insufficient. This paper, based on Marx’s practical philosophy, reveals that the “value alienation” predicament encountered by contemporary ideological and political education essentially stems from its deviation from the value generation logic centered on practice. By reiterating the ontological structure of “practice-interaction-history” in Marx’s philosophy, this paper proposes the concept of “generative value education”, advocating that values should be dynamically generated in concrete practice, intersubjective interaction, and historical tension, rather than being imposed on students as pre-determined propositions. The key to reconstructing the educational logic of ideological and political education lies in returning to the philosophical path centered on “real people”, completing the paradigm shift from “value setting” to “value generation”, and achieving the dual awakening of young people’s subjectivity and the humanistic nature of education.
%K 马克思哲学，
%K 实践观，
%K 价值生成，
%K 思想政治教育，
%K 教育异化，
%K 育人逻辑重构
Marx’
%K s Philosophy
%K Practical View
%K Value Generation
%K Ideological and Political Education
%K Educational Alienation
%K Reconstruction of Educational Logic
%U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=118385