高校宣传工作引领实践研究
摘要
新时期,我国高校的意识形态教育在实践中面临着新的挑战。这种挑战是现代性带来的必然结果。其标志是全球化、信息化条件下人的主体意识的提高,传统意识形态教育方式方法难以满足时代的需要。同时,这种挑战也是中西方意识形态冲突的结果。其关键是在西方意识形态渗透与反渗透的较量中,如何巩固和加强马克思主义在高校的指导地位。
因此,“引领实践”应运而生,成为了高校宣传工作的新形态：其一,它是高校宣传工作如何在多元文化价值观相互碰撞、交流的环境下,巩固和加强马克思主义指导地位的科学解答；其二,它是高校宣传工作如何在民主法治社会中充分尊重师生主体地位的合理回应；其三,它是高校宣传工作对意识形态教育中认识与实践之间辩证关系的准确把握。据此,“高校宣传工作引领实践”这一问题的主旨可概括为：它是在高校党委的领导下,以高校宣传部门作为主导,整合高校的各种研究和教育资源,通过各种有效的方式,用社会主义核心价值体系,引领广大师生对各种社会思潮进行批判与吸收,自觉地树立马克思主义理想和信念,使高校意识形态教育收到良好的实效。
从马克思主义在中国的传播和发展来看,用马克思主义武装广大人民群众,是中国革命和社会主义建设获得成功的法宝。在新的时期,面对复杂的世情、国情、社情,“引领实践”已成为高校宣传工作的核心内容,亦已成为高校意识形态教育的重大课题,是推进马克思主义时代化、大众化的抓手。首先,从实践到引领实践,在实践中用科学的马克思主义价值观念来引领社会思潮,帮助高校师生自觉树立马克思主义的理想信念,说明了“引领实践”活动具有清晰的产生与发展的理论路线图；其本质在于探索和深层影响社会精神文化领域的活动,丰富和发展马克思主义哲学的实践理论；其生命力在于实现高校意识形态教育和思想政治工作的统一。其次,从高校宣传工作引领实践的结构来看,其主客体层次可以分为两对辩证关系,一是高校宣传工作与高校师生之间的辩证关系,二是高校教师与大学生之间的辩证关系。再次,高校宣传一工作引领实践作为一种社会实践形式,它具有客观性；从其作用来看,对高校校园文化的成功引领,能够帮助广大师生自觉树立马克思主义理想信念,并由此产生一种巨大的“物质力量”,能动地推动社会的发展,因而它也具有能动性；从其历史来看,引领实践作为一种意识形态教育的方式,它随着时代的发展而发展,具有历史性。
在高校宣传工作引领实践过程中,首先必须高举起社会主义核心价值体系这面旗帜,“引领”才会有正确的方向,才不会在纷纷扰扰的各种社会思潮中迷失自我,这是高校宣传工作引领实践的根本所在其次,“引领实践”必须把社会主义核心价值体系这而旗帜的内容融入到大学教育的全过程和大学校园文化建设的全过程,“引领实践”才能落到实处。再次,在高校宣传工作引领实践的过程中,要坚持把弘扬时代主旋律与提倡多样性、先进性与层次性、整合性与开放性统一起来,切实把握好“引领”的精髓。最后,高校宣传工作引领实践要划清马克思主义与非马克思主义的界限、划清社会主义公有制经济为主导、多种经济成分共同发展的基本经济制度与私有化和单一化所有制的界限、划清中国特色社会主义民主与西方资本主义民主的界限、划清社会主义思想文化同封建主义、资本土义腐朽文化的界限,才能旗帜鲜明。同时,高校宣传工作引领实践的成功与否,还在于能否建构起引领实践的主体队伍、主阵地、主渠道、主载体,能否充分发挥对校园文化氛围和大学社团活动的引领作用。
高校宣传工作引领实践问题的研究,是建立在新时期世情、国情、社情基础之上的,是建立在民主法治理念基础之上的,它将有效促进高校意识形态教育“客体”的能动因素加强,引发意识形态教育的主客体互动,促进高校意识形态教育教育主体间性的生成。在实践上,它将促进高校意识形态教育的路径从单向灌输转变为双向互动,意识形态教育的机制从被动接受到主动选择的转变,意识形态教育的范围从象牙之塔到社会生活的转变,从而实现高校意识形态教育内容、方法、手段等方面的创新。
The ideological education in colleges and universities of our country is at present facing a new challenge, which is an inevitable result of modernization. With the promotion of human consciousness under the circumstance of globalization and informationization, the symbol of this challenge is that the traditional ways of ideological education cannot meet the demand of the current times. At the same time, this challenge is also a result of the ideological conflict between China and the West in the post-cold war era. The key point is how to consolidate and strengthen the guiding role of Marxism when we are faced with the penetration of Western ideology and the inverse penetration of it.
Under such circumstances,"leading and practicing" should become the new trend of university propaganda. Firstly, it is an scientific answer to consolidating and strengthening the guiding role of Marxism, as the university propaganda work is being exposed to the confliction and communication of different values of different cultures. Secondly, it is a reasonable response to respecting the subjectivity of teachers and students, as the university propaganda work is processed in a democratic and legal society. Thirdly, it strikes an accurate balance between the dialectical relationship of cognition and practice. Therefore, the concept presented in this paper is the leading and practicing of university propaganda. The leading and practicing of university propaganda aims at, under the leadership of the Party committee and the guidance of the propaganda department, integrating all kinds of research and educational resources to lead teachers and students to the Marxist ideal conviction by criticizing and acquiring various social thoughts. In this way, the ideological education in colleges and universities can enjoy a sound and practical result.
Seen from the transmission and development of Marxism in China, equipping people with Marxism has been the key to the success of the practice of Chinese revolution and socialist construction. In the new period of complex global, national and social conditions,"leading and practicing" has become the core task of university propaganda, a major theme of ideological education and also a tool to promote the popularization and modernization of Marxism. Firstly, its connotation is to transform "practicing" to "leading and practicing", to lead social thoughts with scientific Marxist values, to help university students consciously set up the Marxist belief. Its essence is to explore and deeply affect activities in ideology and culture. Its dynamic lies in uniting university ideological education and political work. Secondly, its structure of subjectivity and objectivity can be divided into two pairs of dialectical relationships. One is the dialectical relationship between university propaganda and its faculty and students; the other is the dialectical relationship between the faculty and its students. In each relationship, both sides can be the subject and object of ideological education and have a two-way interaction. Thirdly, as a form of social practice, the leading and practicing role of university propaganda is of objectivity. Its function is to help teachers and students to shape Marxist belief consciously and produce great "material strength" to boost the development of society with initiative. Historically speaking, as a measure of ideological education, leading and practicing develops to the trend of era with historicality.
It is worth noting that during the process of leading and practicing in university propaganda work, we should primarily uphold the socialist core value system so that we can lead the practice in the right direction, instead of getting lost in various social thoughts. This is the foundation of our propaganda work. Then, we should fit the socialist core value system in university education and campus cultural construction. Moreover, during the process of propaganda, not only should we stick to the major theme of the era, but also unite it with diversity. We should promote the unity of progressiveness and hierarchy, integrity and openness and grasp the marrow of its leading role. Last but not least, our propaganda work should draw a clear distinction between Marxism and non-Marxism; between the basic economic system of public ownership and the private ownership; between democracy with Chinese socialist characteristics and democracy with Western capitalist characteristics; between socialist culture and the decayed culture of feudalism and capitalism, so that we can remain our clear-cut stand. At the same time, the success of leading and practicing work lies in a scientific establishment of its major team, position, channel and conveyance, a leading role of campus atmosphere, the self-educational function of club activity and the material and cultural foundation of leading and practicing.
The presentation of the concept of leading and practicing in university propaganda work is based on the global, national and social conditions as well as the democracy and legal idea. It will effectively promote the active factor of the object in the university ideological education, initiate the interaction between subjects and objects in ideological education and boost the shape of intersubjectivity of university ideological education. Meanwhile, it will facilitate the self-improvement of ideological education, transform its one-way track to a two-way interaction, accelerate its convert from passive reception into active selection, and gear up the change of its extent from university to society. Ultimately, it will encourage creative thinking in the content, methods and approaches of ideological education.
因此,“引领实践”应运而生,成为了高校宣传工作的新形态：其一,它是高校宣传工作如何在多元文化价值观相互碰撞、交流的环境下,巩固和加强马克思主义指导地位的科学解答；其二,它是高校宣传工作如何在民主法治社会中充分尊重师生主体地位的合理回应；其三,它是高校宣传工作对意识形态教育中认识与实践之间辩证关系的准确把握。据此,“高校宣传工作引领实践”这一问题的主旨可概括为：它是在高校党委的领导下,以高校宣传部门作为主导,整合高校的各种研究和教育资源,通过各种有效的方式,用社会主义核心价值体系,引领广大师生对各种社会思潮进行批判与吸收,自觉地树立马克思主义理想和信念,使高校意识形态教育收到良好的实效。
从马克思主义在中国的传播和发展来看,用马克思主义武装广大人民群众,是中国革命和社会主义建设获得成功的法宝。在新的时期,面对复杂的世情、国情、社情,“引领实践”已成为高校宣传工作的核心内容,亦已成为高校意识形态教育的重大课题,是推进马克思主义时代化、大众化的抓手。首先,从实践到引领实践,在实践中用科学的马克思主义价值观念来引领社会思潮,帮助高校师生自觉树立马克思主义的理想信念,说明了“引领实践”活动具有清晰的产生与发展的理论路线图；其本质在于探索和深层影响社会精神文化领域的活动,丰富和发展马克思主义哲学的实践理论；其生命力在于实现高校意识形态教育和思想政治工作的统一。其次,从高校宣传工作引领实践的结构来看,其主客体层次可以分为两对辩证关系,一是高校宣传工作与高校师生之间的辩证关系,二是高校教师与大学生之间的辩证关系。再次,高校宣传一工作引领实践作为一种社会实践形式,它具有客观性；从其作用来看,对高校校园文化的成功引领,能够帮助广大师生自觉树立马克思主义理想信念,并由此产生一种巨大的“物质力量”,能动地推动社会的发展,因而它也具有能动性；从其历史来看,引领实践作为一种意识形态教育的方式,它随着时代的发展而发展,具有历史性。
在高校宣传工作引领实践过程中,首先必须高举起社会主义核心价值体系这面旗帜,“引领”才会有正确的方向,才不会在纷纷扰扰的各种社会思潮中迷失自我,这是高校宣传工作引领实践的根本所在其次,“引领实践”必须把社会主义核心价值体系这而旗帜的内容融入到大学教育的全过程和大学校园文化建设的全过程,“引领实践”才能落到实处。再次,在高校宣传工作引领实践的过程中,要坚持把弘扬时代主旋律与提倡多样性、先进性与层次性、整合性与开放性统一起来,切实把握好“引领”的精髓。最后,高校宣传工作引领实践要划清马克思主义与非马克思主义的界限、划清社会主义公有制经济为主导、多种经济成分共同发展的基本经济制度与私有化和单一化所有制的界限、划清中国特色社会主义民主与西方资本主义民主的界限、划清社会主义思想文化同封建主义、资本土义腐朽文化的界限,才能旗帜鲜明。同时,高校宣传工作引领实践的成功与否,还在于能否建构起引领实践的主体队伍、主阵地、主渠道、主载体,能否充分发挥对校园文化氛围和大学社团活动的引领作用。
高校宣传工作引领实践问题的研究,是建立在新时期世情、国情、社情基础之上的,是建立在民主法治理念基础之上的,它将有效促进高校意识形态教育“客体”的能动因素加强,引发意识形态教育的主客体互动,促进高校意识形态教育教育主体间性的生成。在实践上,它将促进高校意识形态教育的路径从单向灌输转变为双向互动,意识形态教育的机制从被动接受到主动选择的转变,意识形态教育的范围从象牙之塔到社会生活的转变,从而实现高校意识形态教育内容、方法、手段等方面的创新。
The ideological education in colleges and universities of our country is at present facing a new challenge, which is an inevitable result of modernization. With the promotion of human consciousness under the circumstance of globalization and informationization, the symbol of this challenge is that the traditional ways of ideological education cannot meet the demand of the current times. At the same time, this challenge is also a result of the ideological conflict between China and the West in the post-cold war era. The key point is how to consolidate and strengthen the guiding role of Marxism when we are faced with the penetration of Western ideology and the inverse penetration of it.
Under such circumstances,"leading and practicing" should become the new trend of university propaganda. Firstly, it is an scientific answer to consolidating and strengthening the guiding role of Marxism, as the university propaganda work is being exposed to the confliction and communication of different values of different cultures. Secondly, it is a reasonable response to respecting the subjectivity of teachers and students, as the university propaganda work is processed in a democratic and legal society. Thirdly, it strikes an accurate balance between the dialectical relationship of cognition and practice. Therefore, the concept presented in this paper is the leading and practicing of university propaganda. The leading and practicing of university propaganda aims at, under the leadership of the Party committee and the guidance of the propaganda department, integrating all kinds of research and educational resources to lead teachers and students to the Marxist ideal conviction by criticizing and acquiring various social thoughts. In this way, the ideological education in colleges and universities can enjoy a sound and practical result.
Seen from the transmission and development of Marxism in China, equipping people with Marxism has been the key to the success of the practice of Chinese revolution and socialist construction. In the new period of complex global, national and social conditions,"leading and practicing" has become the core task of university propaganda, a major theme of ideological education and also a tool to promote the popularization and modernization of Marxism. Firstly, its connotation is to transform "practicing" to "leading and practicing", to lead social thoughts with scientific Marxist values, to help university students consciously set up the Marxist belief. Its essence is to explore and deeply affect activities in ideology and culture. Its dynamic lies in uniting university ideological education and political work. Secondly, its structure of subjectivity and objectivity can be divided into two pairs of dialectical relationships. One is the dialectical relationship between university propaganda and its faculty and students; the other is the dialectical relationship between the faculty and its students. In each relationship, both sides can be the subject and object of ideological education and have a two-way interaction. Thirdly, as a form of social practice, the leading and practicing role of university propaganda is of objectivity. Its function is to help teachers and students to shape Marxist belief consciously and produce great "material strength" to boost the development of society with initiative. Historically speaking, as a measure of ideological education, leading and practicing develops to the trend of era with historicality.
It is worth noting that during the process of leading and practicing in university propaganda work, we should primarily uphold the socialist core value system so that we can lead the practice in the right direction, instead of getting lost in various social thoughts. This is the foundation of our propaganda work. Then, we should fit the socialist core value system in university education and campus cultural construction. Moreover, during the process of propaganda, not only should we stick to the major theme of the era, but also unite it with diversity. We should promote the unity of progressiveness and hierarchy, integrity and openness and grasp the marrow of its leading role. Last but not least, our propaganda work should draw a clear distinction between Marxism and non-Marxism; between the basic economic system of public ownership and the private ownership; between democracy with Chinese socialist characteristics and democracy with Western capitalist characteristics; between socialist culture and the decayed culture of feudalism and capitalism, so that we can remain our clear-cut stand. At the same time, the success of leading and practicing work lies in a scientific establishment of its major team, position, channel and conveyance, a leading role of campus atmosphere, the self-educational function of club activity and the material and cultural foundation of leading and practicing.
The presentation of the concept of leading and practicing in university propaganda work is based on the global, national and social conditions as well as the democracy and legal idea. It will effectively promote the active factor of the object in the university ideological education, initiate the interaction between subjects and objects in ideological education and boost the shape of intersubjectivity of university ideological education. Meanwhile, it will facilitate the self-improvement of ideological education, transform its one-way track to a two-way interaction, accelerate its convert from passive reception into active selection, and gear up the change of its extent from university to society. Ultimately, it will encourage creative thinking in the content, methods and approaches of ideological education.
引文
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①《毛泽东选集》第4卷,人民出版社,1991年,第1503页
②《邓小平文集》第3卷,人民出版社,1993年,第220页
①《马克思恩格斯全集》第46卷,人民出版社,1979年,第271页。
①《教育部关于进一步加强和改进高等学校校报工作的若干意见》
①《马克思恩格斯选集》,第2卷,人民出版社,1995年,第112页。
①祝玉芳等：《构建高校和谐校园物质文化》,《教育与职业》2007年第16期,第70页。
①《马克思恩格斯选集》第1卷,人民出版社,1995年,第155页。
①《马克思恩格斯选集》第4卷,人民出版社,2009年,第309页。
[1]《马克思恩格斯全集》(1-4卷).北京：人民出版社,1995.
[2]列宁选集(1-4卷).北京：人民出版社,1995.
[3]毛泽东选集(1-4卷).北京：人民出版社,1991.
[4]毛泽东著作选读.北京：人民出版社,1986.
[5]邓小平文选(第3卷).北京：人民出版社,1993.
[6]邓小平文选(1975—1983).北京：人民出版社,1983.
[7]江泽民.论“三个代表”.北京：中央文献版社,2001.
[8]三中全会以来重要文献选编.北京：人民出版社,1982.
[9]十二大以来重要文献选编.北京：人民出版社,1988.
[10]十四大以来重要文献选编.北京：人民出版社,1996.
[11]十五大以来重要文献选编.北京：人民出版社,2000.
[12]郑永廷,等.社会主义意识形态研究.广州：中山大学出版社,1999.
[13]郑永廷,等.社会主义意识形态发展研究..北京：人民出版社,2001.
[14]王永贵,等.经济全球化与社会主义意识形态建设研究.北京：人民出版社,2005.
[15]周宏.理解与批判——马克思意识形态理论的文本学研究.上海：上海三联书店,2003.
[16]俞吾金.意识形态论.上海：上海人民出版社,1993.
[17]林蕴晖,等.强国方略：中国五十年社会主义战略的演变.北京：中国青年出版社,2000.
[18]郭德宏.历史的跨越.北京：中共中央党史出版社,2006.
[19]曹长盛,等.苏联演变进程中的意识形态研究.北京：人民出版社,2004.
[20]周琪.意识形态与美国外交.上海：上海人民出版社,2006.
[21]宋惠昌.当代意识形态研究.北京：中央党校出版社,1993.
[22]童世骏.意识形态新论.上海：上海世纪出版集团、上海人民出版社,2006.
[23]徐晨光.执政党执政安全多维探究.长沙：湖南师范大学出版社,2004.
[24]刘建武.科学发展观：中国特色社会主义理论体系的最新成果.北京：人民出版社,2008.
[25]张秀琴.西方马克思主义意识形态理论的当代阐释.北京：中国传媒大学出版社,2005.
[26]李辽宁.当代中国思想政治教育意识形态功能研究.武汉：武汉大学出版社,2006.
[27]尼克松.1999：不战而胜.北京：世界知识出版社,1997.
[28]约翰·B.汤普森.意识形态与现代文明.南京：凤凰出版传媒集团、译林出版社,2005.
[29]孙士聪.影响与对话：西方马克思主义意识形态批评研究.上海：上海世纪出版集团、上海人民出版社,2008.
[30]韩振江.齐泽克意识形态理论研究.北京：人民出版社,2009.
[31]Franz Schurmann:Ideology and Orgnization in Communist China, University of California Press, 1968.
[32]Fukuyama.F:The End of History Fukuyama.F.(1989)The End of History:In The National Interest. 16.3-18.
[33]Hill. C:Political systems. Hill. c. (2005)Political In International Business(PP:43-50; 71-73:75)Mc Graw-Hill.
①《邓小平选集》第1卷,人民出版社,1994年,第316页。
②《毛泽东选集》,第3卷,人民出版社,1991年,第1094页。
③《邓小平文选》,第3卷,人民出版社,1993年,第48页。
④江泽民：在中央宣传思想工作领导小组第20次会议纪要上的重要批示(1999年12月31日).人民日报,2000年1月5日
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①张耀灿等《现代思想政治教育学》人民出版社,2006年,第294页。
①《马克思恩格斯选集》第1卷,人民出版社,1995年,第73页。
①《马克思主义哲学原理》中国人民大学出版社,1994年,第369页
①《毛泽东文集》第7卷,人民出版社,1999年,第230页。
①李长春.在纪念<求实>暨<红旗>杂志创刊50周年大会上的讲话[J].求是,2008,(15).
②《马克思恩格斯全集》第1卷,人民出版社,,2009年,第286页。
③《马克思恩格斯选集》第1卷,人民出版社,1995年,第9页。
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②《十六大以来重要文献选编》上,人民出版社,2005年,第493页。
①《毛泽东选集》第4卷,人民出版社,199,1年,第1470页。
①胡锦涛《在庆祝中国共产党成立90周年大会上的讲话》,人民出版社,2011年,第28页。
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①《费尔巴哈哲学著作选集》上卷,第248页。
①《车尔尼雪夫斯基选集》上卷,三联出版社,1958年,第114页。
②《列宁全集》第55卷,人民出版社,1990年,第183页。
③《马克思恩格斯选集》第4卷,人民出版社,2009年,第15页。
④《马克思恩格斯选集》第1卷,人民出版社,1995年,第67页。
⑤《马克思恩格斯选集》第1卷,3人民出版社,1995年,第72页。
①《毛泽东选集》第1卷,人民出版社,1991年,第326页
②《毛泽东选集》第2卷,人民出版社,1991年,第663页
③《毛泽东文集》第8卷,人民出版社,1999年,第320页。
①《江泽民文选》第3卷,人民出版社,2006年,第132页。
②《毛泽东著作选读》第7卷,人民出版社,1991年,第209页。
③《毛泽东选集》第4卷,人民出版社,1991年,第1131页。
①房宁《资本主义意识形态的双重社会功能》高校理论战线,1994年,第62页。
①《马克思恩格斯选集》,第4卷,人民出版社,1995年,第232页。
②《列宁全集》第38卷,人民出版社,1990年,第213页。
①《毛泽东选集》第1卷,人民出版社,1991年,第296页
①《毛泽东选集》第2卷,人民出版社,1991年,第477页。
①《马克思恩格斯选集》,第2卷,人民出版社,1995年,第112页。
①中共中央《关于建国以来党的若干历史问题的决议》
②《建国以来重要文献选编》第1册,中央文献出版社,1995年,第418页。
①《毛泽东选集》第1卷,人民出版社,1991年,第139页。
①李淑慧：《制度创新：高校和谐校园文化建设的选择》,《教育探索》2008年第12期,第121页。
①《马克思恩格思选集》第1卷,人民出版社,1995年,第98页
①《邓小平文选》第3卷,人民出版社,1993年,第306页。
①《马克思恩格斯全集》第7卷,人民出版社,1959年,第304页。
①《列宁选集》第3卷,人民出版社,1995年,第593页
①《列宁全集》第28卷,人民出版社,1990年,第163页
①《毛泽东选集》第4卷,人民出版社,1991年,第1503页
②《邓小平文集》第3卷,人民出版社,1993年,第220页
①《马克思恩格斯全集》第46卷,人民出版社,1979年,第271页。
①《教育部关于进一步加强和改进高等学校校报工作的若干意见》
①《马克思恩格斯选集》,第2卷,人民出版社,1995年,第112页。
①祝玉芳等：《构建高校和谐校园物质文化》,《教育与职业》2007年第16期,第70页。
①《马克思恩格斯选集》第1卷,人民出版社,1995年,第155页。
①《马克思恩格斯选集》第4卷,人民出版社,2009年,第309页。
[1]《马克思恩格斯全集》(1-4卷).北京：人民出版社,1995.
[2]列宁选集(1-4卷).北京：人民出版社,1995.
[3]毛泽东选集(1-4卷).北京：人民出版社,1991.
[4]毛泽东著作选读.北京：人民出版社,1986.
[5]邓小平文选(第3卷).北京：人民出版社,1993.
[6]邓小平文选(1975—1983).北京：人民出版社,1983.
[7]江泽民.论“三个代表”.北京：中央文献版社,2001.
[8]三中全会以来重要文献选编.北京：人民出版社,1982.
[9]十二大以来重要文献选编.北京：人民出版社,1988.
[10]十四大以来重要文献选编.北京：人民出版社,1996.
[11]十五大以来重要文献选编.北京：人民出版社,2000.
[12]郑永廷,等.社会主义意识形态研究.广州：中山大学出版社,1999.
[13]郑永廷,等.社会主义意识形态发展研究..北京：人民出版社,2001.
[14]王永贵,等.经济全球化与社会主义意识形态建设研究.北京：人民出版社,2005.
[15]周宏.理解与批判——马克思意识形态理论的文本学研究.上海：上海三联书店,2003.
[16]俞吾金.意识形态论.上海：上海人民出版社,1993.
[17]林蕴晖,等.强国方略：中国五十年社会主义战略的演变.北京：中国青年出版社,2000.
[18]郭德宏.历史的跨越.北京：中共中央党史出版社,2006.
[19]曹长盛,等.苏联演变进程中的意识形态研究.北京：人民出版社,2004.
[20]周琪.意识形态与美国外交.上海：上海人民出版社,2006.
[21]宋惠昌.当代意识形态研究.北京：中央党校出版社,1993.
[22]童世骏.意识形态新论.上海：上海世纪出版集团、上海人民出版社,2006.
[23]徐晨光.执政党执政安全多维探究.长沙：湖南师范大学出版社,2004.
[24]刘建武.科学发展观：中国特色社会主义理论体系的最新成果.北京：人民出版社,2008.
[25]张秀琴.西方马克思主义意识形态理论的当代阐释.北京：中国传媒大学出版社,2005.
[26]李辽宁.当代中国思想政治教育意识形态功能研究.武汉：武汉大学出版社,2006.
[27]尼克松.1999：不战而胜.北京：世界知识出版社,1997.
[28]约翰·B.汤普森.意识形态与现代文明.南京：凤凰出版传媒集团、译林出版社,2005.
[29]孙士聪.影响与对话：西方马克思主义意识形态批评研究.上海：上海世纪出版集团、上海人民出版社,2008.
[30]韩振江.齐泽克意识形态理论研究.北京：人民出版社,2009.
[31]Franz Schurmann:Ideology and Orgnization in Communist China, University of California Press, 1968.
[32]Fukuyama.F:The End of History Fukuyama.F.(1989)The End of History:In The National Interest. 16.3-18.
[33]Hill. C:Political systems. Hill. c. (2005)Political In International Business(PP:43-50; 71-73:75)Mc Graw-Hill.