The pedagogical logic and contemporary value of Marx’s thought on distributive justice — A teaching interpretation based on classical texts
马克思分配正义思想的教学逻辑与当代价值——基于经典文本的教学阐释

摘要

马克思在《哥达纲领批判》中，以历史唯物主义为方法论基础，深刻批判了拉萨尔机会主义的分配正义观，揭示了分配问题的历史性与阶级性，阐明了生产方式决定分配方式的唯物史观原理。在此过程中，马克思完成了科学分配正义观的理论建构，其中内蕴的共同富裕理念为当代中国实践提供了重要的思想资源。在高校思政课及研究生专业教学中，如何系统阐释马克思分配正义思想的逻辑进路、批判性思维及其当代价值，是一个重要的教研课题。本文梳理了马克思对拉萨尔分配思想的批判逻辑，阐明了分配正义的历史唯物主义规定性、制度前提、物质根基与价值向度，并在此基础上探讨了将其融入本科生与研究生教学的核心议题、教学路径与育人价值，以期为提升马克思主义经典著作的教学实效性提供参考。

Abstract

In his Critique of the Gotha Programme, Marx, grounded in historical materialism as his methodological foundation, profoundly criticized the Lassallean opportunist conception of distributive justice, revealed the historical and class-bound nature of distribution issues, and elucidated the materialist principle that the mode of production determines the mode of distribution. In this process, Marx accomplished a theoretical construction of a scientific conception of distributive justice, within which the idea of common prosperity is embedded, providing crucial ideological resources for contemporary Chinese practice. In college-level ideological and political courses as well as graduate-level professional teaching, how to systematically elucidate the logical progression, critical thinking, and contemporary value of Marx’s thought on distributive justice constitutes an important teaching and research topic. This paper sorts out Marx’s critical logic against Lassalle’s distributive thought, clarifies the historical-materialist determination of distributive justice, its institutional prerequisites, material foundation, and value dimension, and on this basis explores the core issues, teaching pathways, and educational values of integrating these ideas into undergraduate and graduate teaching, aiming to provide a reference for enhancing the teaching effectiveness of Marxist classical texts.