中央纪委国家监委网站 张艺瑶 9月29日，浙江湖州开展"双节"共庆话团圆活动，图为学生们在书写家书，通过传统的方式给家人传递温情。 新华社记者 徐昱 摄 中秋逢国庆，家国共此时。习近平总书记指出，中国人自古以来就具有家国情怀。在国庆、中秋双节同庆之 际，记者采访了中国人民大学家书博物馆副馆长张丁，就感悟家书中的家国情、推动加强家庭家教家风建设 进行探讨。 爱家与爱国融合共生 记者：习近平总书记指出，中华民族历来重视家庭，正所谓"天下之本在国，国之本在家"。家书作为家庭交 流、家风传承的载体，具有怎样的研究价值？ 张丁：家书是前电子通信时代家人和亲友之间沟通信息、交流情感的载体，它既是一种交流方式，也是一种 写作文体，还是一种文本文献。它具有以下几个突出特点： 一是家书的内容真实。家书是写给最亲近的人的，它所表达的内容是真实的，真是家书最重要的特征。二是 家书的情感真挚。家书是写信人内心世界的反映，是带着写信人体温的文字，充满真情实感。三是家书是家 国情怀的载体。修身、齐家、治国、平天下是古代士人的理想，家与国密不可分。同时，人既是家庭成员， 也是社会的一分子，是国事的参与者。因此，在家书中，人们不仅谈论家事， ...

山河沦落时，为何仍不断以教育叩问自己？恰因为，我们把目光投向更根本处：若青年失了家国情怀， 纵有千军万马也守不住家园；若学生丢了价值追求，战争胜利后也难以托起未来。 教书育人从来不只在书本里，而在民族发展的关键时刻，在个人理想与国家命运的同频共振里。抗战烽 火中的教育之问，指向共通的"解题思路"：爱国主义，人生追求，理想信念。正如那些以"联大"名义坚 持办学的院校，在警报声中践行教育不能断的誓言。这种近乎悲壮的坚持再次证明：教育始终同国家和 民族的前途命运紧密相连。 "你是中国人吗？你爱中国吗？你愿意中国好吗？"1935年9月17日，南开大学开学典礼，教育家张伯苓 问了3个问题，在中华民族危急存亡之际振奋了师生爱国斗志。 面对日本侵略者，教育界愈加明白唤起青年民族觉醒的紧迫性。爱国不能只写在黑板上，还要在学生内 心深处刻下中国人的烙印。 回望那段峥嵘岁月，还有哪些令人深思的教育之问？ "有两个问题应该自己问问，第一，到浙大来做什么？第二，将来毕业后要做什么样的人？"1936年9月 18日，在这个特殊的日子，浙江大学校长竺可桢对大一新生谈话。做事做人的追问，为学生树立了精神 路标。随着战火来临，师生几易校址，西 ...

Group 1 - The core viewpoint emphasizes the importance of coordinating material and spiritual civilization as a key feature of Chinese-style modernization, which is essential for national rejuvenation and building a strong country [1][4] - The development of spiritual civilization is highlighted as a crucial requirement for enriching the people's spiritual world and promoting high-quality development [1][4] - The article stresses the need for a new approach to spiritual civilization construction in the new era, aiming to provide strong spiritual support for national rejuvenation [1][4] Group 2 - The article discusses the significance of the Party's innovative theory as a guiding principle for advancing Chinese-style modernization, emphasizing the necessity of integrating Marxism with China's specific realities [2][3] - It underscores the importance of shared ideals and beliefs as the spiritual foundation for national unity, advocating for the education of the core socialist values to strengthen collective moral standards [3][8] - The need for a systematic approach to moral education and the promotion of exemplary models to foster a culture of virtue and social harmony is also highlighted [8] Group 3 - The article outlines the dual focus on material and spiritual wealth as fundamental requirements for socialist modernization, with the ultimate goal being the comprehensive development of individuals [4][5] - It emphasizes the role of cultural initiatives in enhancing the quality of life and fostering a vibrant national spirit, advocating for the creation of tangible cultural products that resonate with the public [5][6] - The importance of public cultural services and community engagement in promoting cultural confidence and social cohesion is also discussed [6] Group 4 - The article calls for the formation of a positive social atmosphere that encourages moral development and civic responsibility, which is essential for high-quality spiritual civilization construction [7][8] - It stresses the need for a long-term mechanism for spiritual civilization construction, integrating various societal efforts and modern technology to enhance public participation and recognition [9] - The article highlights the importance of leadership from the Party in ensuring the effective implementation of spiritual civilization initiatives across all levels of society [9]

Core Viewpoint - The integration of the spirit of scientists into higher education's ideological and political education is essential for cultivating students' values and guiding them to serve the nation and pursue truth [1][10]. Group 1: Establishing Knowledge Base - The establishment of a knowledge base for the spirit of scientists is crucial for enriching ideological education content and enhancing its educational value [2]. - A multidisciplinary team should be formed to develop content related to the spirit of scientists, ensuring comprehensive exploration and effective knowledge base construction [2]. - Funding should be allocated to support the collection, research, application, and dissemination of materials related to the spirit of scientists [2]. Group 2: Curriculum Integration - Integrating the spirit of scientists into ideological courses is necessary to enrich the teaching content and enhance its guiding role [3]. - The spirit of scientists should be incorporated into educational goals and content, fostering students' ideals and patriotism [3]. - Various teaching methods, such as multimedia presentations and case studies, should be employed to make the spirit of scientists more relatable and impactful [3]. Group 3: Daily Education Practices - Daily educational practices should complement classroom teaching, emphasizing the integration of the spirit of scientists into various teaching and research activities [4]. - Special classes and significant events should be utilized to promote the spirit of scientists, ensuring its continuous influence on students [5]. Group 4: Practical Ability Development - A balance between theoretical and practical education is essential, with an emphasis on integrating the spirit of scientists into practical activities [6]. - Students should engage in various cultural and practical activities to internalize the spirit of scientists [7]. Group 5: Evaluation System Utilization - The evaluation system can be leveraged to promote the integration of the spirit of scientists into ideological education [8]. - A comprehensive evaluation framework should be established, incorporating both qualitative and quantitative assessments of teaching effectiveness [9]. Conclusion - The integration of the spirit of scientists into higher education is a vital action for cultivating values and enhancing the richness of ideological education [10].