摘要
在我国,"青年崇拜"思想产生于20世纪初,其实质是将年轻人在年龄、身体、思想等方面优势政治化。该思想的出现和流行是社会发展背景和当时青年人共谋建构的结果。改革开放四十多年来,在国家层面,通过节日庆祝、领导人讲话、官方媒体宣传等方式延续和强化"青年是国家和民族的未来"的崇拜式叙事逻辑;在青年层面,改革开放的前十年,青年对自身的角色定位与国家的定位大体上趋向一致,认同并内化了"报效祖国""振兴中华"的角色期待,并且以学生运动的形式参与公共事务。但随着改革开放的不断深入,青年人对民族振兴、社会主义建设等宏大叙事失去激情,转而更加注重个人的利益。甚至在当下,国家努力建构的"社会主义接班人"的青年角色定位被年轻人以网络段子和表情包解构掉。总之,改革开放以来,国家与青年对于群体崇拜式角色定位的认知出现了微妙变化,呈现出从趋同到分流的趋势。
In our country, the idea of "youth worship" was born in the early 20 th century, and its essence is to politicize young people’s advantages in age, body, and thought. The emergence and popularity of this idea is the result of the social development background and the conspiracy and construction of young people at that time. In the past forty years of reform and opening up, at the national level, the cultic narrative logic of "youth is the future of the country and the nation" was continued and strengthened through festivals, speeches of leaders, and official media propaganda. At the youth level,in the first ten years of reform and opening up, the youth’s role positioning for themselves tended to be consistent with the national role positioning. They identified and internalized the role expectations of "serving the nation" and "revitalizing China", and participated in public affairs in the form of student movements. However, with the continuous deepening of reform and opening up, young people lost their passion for grand narratives such as national rejuvenation and socialist construction, and instead focused more on personal interests. Even now, the youth role positioning of the "socialist successor" that the state has been deconstructed by young people by using online jokes and expression packs. In short, since the reform and opening up, the state and youth have seen subtle changes in their cognition of group worship-like role positioning, showing a trend from convergence to divergence.
出处
《北京青年研究》
2021年第4期28-35,共8页
Beijing Youth Research
关键词
“青年崇拜”
“五四青年节”社论
国家与青年
思想认知变化
"youth worship"
"May 4th Youth Day"editorials
country and youth
changes in thinking and cognition