How Does "Living Heritage" Enter the Heart? The Internal Logic, Practical Dilemmas, and Pathways of Hongquan (Red Fist) Integration into Middle School Ideological and Political Education

Kai Ren

doi:10.54097/4tmrdp91

Authors

Kai Ren School of Marxism, Xi'an International Studies University, Xi’ an 710128, China

DOI:

https://doi.org/10.54097/4tmrdp91

Keywords:

Hongquan(Red Fist); middle school ideological and political course; living inheritance; entering the mind and heart; practical pathway.

Abstract

The "living inheritance" of intangible cultural heritage and the goal of "entering the mind and heart" in middle school ideological and political (I&P) courses share an isomorphism in the dimension of "the unity of knowledge and action." Based on the theory of embodied cognition, this paper demonstrates the intrinsic compatibility between the living genes of Hongquan—such as "bodily presence," "life embeddedness," and "dynamic meaning generation"—and the logic of ideological and political education. It examines the practical dilemmas faced in integrating Hongquan into middle school I&P courses, including fragmented resources, absence of embodied experience in curriculum design, formalistic activities, and simplistic evaluation. Furthermore, it constructs a four-dimensional practical pathway of "living resource repository—embodied experience chain—extended experience field—embodied growth portfolio," elucidating the synergistic mechanism of "supply—transformation—deepening—feedback." This pathway provides a practical plan for the campus-based living inheritance of local intangible cultural heritage, and also offers new ideas for resolving the dilemma of I&P courses where "it is easy to enter the ears but difficult to enter the heart.".

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References

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