Doctrinal Interpretation and Value Implications of Scientific Socialism

Based on the Textual Inquiry "The Development of Socialism from Idea to Science

Authors

  • Qian Zhao

DOI:

https://doi.org/10.54097/ijeh.v10i1.10911

Keywords:

Socialism, Scientific socialism, Value implications.

Abstract

The Development of Socialism from Idea to Science (hereinafter referred to as Development), taken from Engels' book Anti-Dühring, is an introductory work of scientific socialism, which was called "the most important part of the theoretical part" by Engels. The text profoundly elucidates the ideological origins of scientific socialism and reveals the importance of the materialist concept of history and the doctrine of surplus value. Revisiting this classic in the new era will be of great benefit to us in firmly establishing the correct political direction, opposing all kinds of historical nihilism and non-socialist thinking, and advancing the construction of socialism.

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References

Xi Jinping, "Holding High the Great Banner of Socialism with Chinese Characteristics and Striving in Unity for the Comprehensive Construction of a Modernized Socialist Country--Report at the Twentieth National Congress of the Communist Party of China," p. 16, Beijing: People's Publishing House, 2022 Edition

The Complete Works of Marx and Engels, vol. 26, p. 437, Beijing: People's Publishing House, 2014 edition

Marx and Engels, Selected Works, vol. 3, p. 775, Beijing: People's Publishing House, 2012 edition

Selected Works of Marx and Engels, vol. 3, p. 780, Beijing: People's Publishing House, 2012 edition)

The Complete Works of Marx and Engels, vol. 20, p. 701, Beijing: People's Publishing House, 1971 edition

Marx and Engels, Selected Works, vol. 2, p. 94, Beijing: People's Publishing House, 2012 edition

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Published

16 August 2023

Issue

Section

Articles

How to Cite

Zhao, Q. (2023). Doctrinal Interpretation and Value Implications of Scientific Socialism: Based on the Textual Inquiry "The Development of Socialism from Idea to Science. International Journal of Education and Humanities, 10(1), 16-19. https://doi.org/10.54097/ijeh.v10i1.10911