The Study Of The Education On "the Three Conifdence"

It has been ordered in the18ththe Communist Party of China National Congress that allthe members of the Communist Party of China must firmly follow the political mobilizationand spiritual summons， which featured with being much confidence when taking thesocialist road with Chinese characteristics， in the theory and system. The problems with this“the Three Confidences” are not only related to the way of taking what kind of road ormethod， but also essentially how to teach systematically. This essay is set to answer suchcognitive and basic questions like what it is about the teaching of “the Three Confidences”，and how to start with it; and with the method of digging the reality—figure out it’s substanceand connotation—tracing back it’s historical origin—analyzing it’s contemporarystate—analyzing the pushing strategy logically and systematically.The logical framework contains Introduction and main body. The part of introductionmainly elaborates the origin of the research on educational problems of “the ThreeConfidences”， namely the research background and significance; the problems related to“the Three Confidences” the research status and the research framework and ideas.The text is divided into five parts.It is introduced in the first chapter that the general theoretic question.“The ThreeConfidences” is the logical point of the research of this essay. Generally，“the ThreeConfidences” includes the confidence in believing the validity and the directivity of choosingthe socialist road with Chinese characteristics; the confidence in believing it’s truth-ness，scientifical-ness， and it keeping up with the times; the confidence in believing The socialistsystem China characteristics is suitable and reasonable for our country and the legitimacy ofour people.“The Three Confidences” is an integrity， with confidence in taking road forground， confidence in taking theory for spirit and confidence in taking the system for basis.The second chapter is the clear of the basic problems of “the Three Confidence”education，“The Three Confidence” education is the education that starts when socialism hasprogressed to a certain stage， the deepening and expansion of the socialistic education andthe integration and sublimation of current various socialistic education. As one of thecontemporary form of socialist education，“the Three Confidences” education has its specificcontemporary value and functional attributes. It has value of human nature on individuallevel， social development on social level， legitimacy construction on national level andhuman liberation on level of the humanity. Accordingly， its functional orientation clearlypoints to the problems of the construction of ideals and conviction， the leading of ideology，the cohesion of consensus for reform and the construction of China characteristic socialistmental state etc.The third chapter is about the historical origin of “the Three Confidences” education，which investigates the overall education of the socialist confidence from Marxist classical writers， to Lenin and Stalin， and then to the Communist Party of China about zhe educationsocialist confidence. According to the historical investigation， there is valuable experienceabout socialist confidence education to follow for us: to the socialist confidence education，the fundamental support is the development of socialism， the core are ideals and conviction，and the basis and key is confidence in the Party， besides， the socialist confidence educationshould insist the unity of theory and practice.The forth chapter is a description and analysis of current situation of the education of“the Three Confidences”. This chapter has done an investigation and analysis for currentsituation of “the Three Confidences”， of the research status of “the Three Confidences”education， of the condition of teaching and acceptation of “the Three Confidences”education， and some related influencing factors of “the Three Confidences” education. Theinvestigation indicates that there are still some problems on the understanding of the road，the theory and the system of the socialism with Chinese characteristics such asmisunderstanding， no deep emotion， and poor practice for Party members and the masses.Besides， there are also many urgent issues to tackle at the levels of theoretical research，educational objectives and the ways and means of teaching etc.The fifth chapter is the research and discussion about the whole advancement strategyof “the Three Confidences” education. This section is based on both the essential regulationsand valuable functional attributes of “the Three Confidences” education， and the thoughtabout those various objective urgent issues of “the Three Confidences” education， and thengive some rational consideration to the question that how to carry out “the ThreeConfidences” education. Under the guidance of the principles of “the Three Confidences”education that include directivity， level， practical， open and overall coordination， webelieve that the goal of “the Three Confidences” education is consists of two aspectsincluding self-identity of both object and subject. Correspondingly， the emphases of “theThree Confidences” education include different kinds of education， such as educationalsystem about how the Marxism come down in one continuous line with the road， the theoryand the system of the socialism with Chinese characteristics; education about how the road，the theory and the system of the socialism with Chinese characteristics is the unity of historyand reality， about the consistency of the road， theory and system of the Chinesecharacteristic socialism and the core values of socialism and the communist ideal and faith，about the cross system comparison of Chinese characteristic socialist road， theory andsystem and about the resolves to those key and difficult problems of the education about theChinese characteristic socialist road， theory and system etc.