Offering high-quality ideological and political theory (IPT) courses is a central pathway to fulfilling the core mission of fostering virtue through education. It is crucial for anchoring the direction of education, solidifying values, and shaping the character of a new generation. These courses are entrusted with the mission of carrying forward the red gene, strengthening ideals and convictions, and serving as engines of thought that inspire spiritual strength and drive the great rejuvenation of the Chinese nation. They cultivate socialist builders and successors who are faithful, responsible, and compassionate.
On the afternoon of April 9, 2025, the School of Marxism held a teaching skills competition for ideological and political theory instructors in Room 2623 of the Huiwen Building at the Yuehai Campus of Shenzhen University. Five young faculty members—Luo Jing, Mao Jiaji, Li Ming, He Jie, and Shi Liang—presented live teaching demonstrations centered on various IPT themes. A panel of expert judges—including Professor Cheng Rong, Associate Professors Guo Qi and Wang Xin, and Assistant Professors Chen Chen and Li Yanyan—provided professional evaluations and guidance. The event was hosted by Associate Dean of Teaching Ren Heng and attended by a number of IPT course instructors.
Luo Jing structured her lecture around the dialectical relationship between “matter and consciousness” in Marxist theory, analyzing how artificial intelligence (AI) both “decodes” and “encodes” human intelligence. She pointed out the cognitive blind spots in public understanding of AI—mainly limited to its function as a tool—while ethical boundaries and social impacts remain largely unexamined. She emphasized that dialectical materialism offers a crucial lens: “Matter determines consciousness, but consciousness in turn reacts upon matter.” She argued that AI, as a materialized product of human consciousness, must serve human subjectivity and guard against technological alienation that erodes humanistic values. Her lecture combined theoretical discussion with real-world examples like autonomous driving and algorithmic recommendations, providing a model for incorporating cutting-edge issues into IPT classes and cultivating students’ philosophical thinking in the face of technological change.
Mao Jiaji delivered a lecture themed “The Dialectic Between Practice and Knowledge,” exploring the Marxist view of practice and the cognitive limits of AI. Beginning with the labor theory of value, he stressed that “practice is the creative transformation of objects by subjects; the value of commodities stems from abstract labor.” Using the "Chinese Room" thought experiment, he argued that AI’s symbolic operations lack genuine understanding, and true knowledge must arise through social practice. He illustrated this by referencing anthropologists immersed in primitive tribes and compared this to the Confucian notion of the unity of knowledge and action, revealing a convergence in Eastern and Western philosophical thinking. Through the example of ChatGPT, Mao questioned the limitations of language as a medium for understanding, insisting that such limits must be verified in practice. His lecture highlighted both the explanatory power of Marxist theory and its relevance in critiquing AI ethics, guiding students to grasp the intrinsic link between theory and practice in the face of contemporary cognitive challenges.
Li Ming focused on “The Historical Choice of the New Democratic Revolutionary Path,” systematically explaining the Chinese Communist Party’s strategic shift from the “urban-centered” model to the “encirclement of cities from the countryside.” Comparing international socialist movements like the Paris Commune and October Revolution, he analyzed the unique conditions of China’s revolution: the overwhelming rural population and weak industrial base necessitated armed regional control. Drawing on examples such as the powerful peasant movement in Hailufeng and Mao Zedong’s rural investigations, he highlighted the early Party's strategic breakthroughs: “land reform, armed struggle, and base-building” as a trinity that addressed the key question—how to mobilize peasants for revolution. He challenged whether parliamentary struggle was viable by analyzing the German SPD and noting that, in semi-colonial China dominated by imperialism and warlords, “political power grows out of the barrel of a gun” was the only viable path. Li’s lecture linked theory with historical depth, vividly presenting the early exploration of Marxism’s sinicization, and encouraged educators to draw lessons from history to illuminate students’ understanding of the Party’s theoretical innovation and practical achievements.
He Jie focused on the concept of the “New Development Pattern,” examining its theoretical essence, historical logic, practical driving forces, and implementation pathways. Starting with the philosophical implications of “pattern,” he emphasized that the new development pattern is more than just an economic strategy—it reflects the Communist Party’s people-centered development philosophy and institutional strengths. He asserted: “The essence of a pattern is the elevation of strategic vision. In the new era, the ‘new development pattern’ must align with the goal of national rejuvenation, coordinate domestic and international dual circulation, and balance efficiency with fairness in high-quality development.” Drawing on China’s reform history, He used “small angles” to unpack “big questions,” integrating abstract theory with practical cases from special economic zones. This approach helped students understand the unity of theoretical innovation and practical breakthroughs, fostering a sense of mission in students to understand and serve China.
Shi Liang began his lecture with a student’s real-life question posed to a large language model: “What if AI had autonomous will?” The AI’s response—“We must first define goals and values”—exposed a core technological dilemma. Drawing on cases such as AlphaGo, Saudi Arabia granting citizenship to a robot, and ethical controversies surrounding ChatGPT, he raised a provocative question: “Once AI passes the Turing Test, should it be granted human-like status?” Revisiting philosophical experiments by Descartes and Searle (e.g., the “mechanical fool” and “Chinese Room”), he critiqued the limits of functionalism, arguing that while AI can mimic language interaction, it cannot truly comprehend meaning. Grounded in the Marxist theory of practice, he emphasized that human consciousness arises from social practice and material interaction, while AI’s "intentionality" is merely a projection of its programming. Addressing the tragic case of a Belgian youth who committed suicide due to AI addiction, he warned of the dangers of technological alienation. In response to student concerns about AI replacing human jobs, he stressed that creativity, moral judgment, and social cooperation remain uniquely human strengths. His course posed the essential question “What does it mean to be human?”—using philosophy to anchor technological ethics and deeply integrating ideological education with science and technology awareness.
During the demonstration and exchange session, the judging panel offered detailed feedback across various dimensions. Professor Cheng Rong suggested aligning course content closely with textbooks while using case studies to explain current social issues, and avoiding sensitive language. Associate Professor Guo Qi emphasized that mastery of content boosts teacher confidence and encouraged colloquial delivery, engaging body language, and direct eye contact to enhance classroom interaction. Associate Professor Wang Xin advised instructors to continuously refine their professional knowledge and teaching skills to meet the evolving demands of IPT education in the new era. Assistant Professor Chen Chen stressed the importance of flexible, interactive teaching methods and recommended using controversial topics to stimulate theoretical debate. Assistant Professor Li Yanyan advocated for a three-dimensional teaching approach that integrates “theoretical depth, practical sharpness, and emotional warmth” to enhance the overall impact of moral education.
The successful organization of this event not only provided a platform for IPT instructors to hone their teaching skills and exchange ideas but also activated new momentum for teaching reform through innovative practice. The School of Marxism aims to take this as a new starting point—to cultivate fertile theoretical ground, forge the spirit of the era, and develop high-quality IPT courses that are thought-provoking, emotionally engaging, and sharply relevant. By delivering more impactful ideological guidance and immersive classroom experiences, the School is committed to nurturing capable talents who can shoulder the great task of national rejuvenation and writing a more brilliant chapter in education in the new era.
School of Marxism
April 10, 2025
