From Physical Presence to Inner Identification: How Practice Generates Identification in National-Conditions Ideological and Political Courses

Abstract

In response to the growing popularity of “mobile ideological and political theory courses” and the question of whether physical arrival amounts to meaningful engagement, this article develops a theoretical framework drawing on the Marxist view of practice, embodied cognition, interaction ritual chains, and the dialectical relation between internalization and externalization in ideological and political education. It also draws on policy documents and materials from field-based teaching. The article argues that deepening national-condi tions identification depends on embodied presence, authentic relationships, and organized reflection. Class room instruction and virtual experiences face structural limitations in providing these experiences. Current practice exhibits three forms of alienation—spectacularization, scripting, and textualization—that render presence ineffectual. These problems are rooted in artifact-centered evaluation and risk-averse approaches to safety. The movement from physical presence to inner identification requires the interaction of authentic tasks, authentic relationships, and genuine reflection, supported by evaluation reform and a redefinition of the university counselor’ s role.