Abstract

Since the launch of the first institute of nationalities established by the Party Central Committee in 1941 in Yan’an，the institute has undertaken three significant phases of development with long-term practices and experience accumulation，forming an ideological and political education mode of systemization，rationalization and institutionalization that makes magnificent contribution to cultivate excellent ethnic minority talents，boost economic development and political stability within regions inhabited by ethnic groups. So far China has built up a dozen institutions of higher education for ethnic nationalities across the nation with more than ten thousands of registered enrollments，among whom more than 500 thousand graduates are transported for the sake of national construction，which plays an increasingly highlighted role in maintenance of ethnic unity and national stability. Minority ethnic graduates from institute of nationalities outstand in overall qualities and psychological diathesis in particular with regards to politics，culture and nationality serve as assistors of vital importance that stimulate economic prospects in ethnic minority communities，improve the regional autonomy system for national minorities and safeguard social stability.

Recent years have witnessed ceaseless implementation “westernization and polarization” taken by Western hostile powers under the cover of ethnic issues and religious problems in use of minority ethnic university students’ pristine patriotism and good intentions of boosting economic development of their local regions. Therefore，taking concrete steps to strengthen outlooks on politics，state and national education for students from institutes of nationalities，safeguard and defense reactionary attempts of separatist forces and construct a tight defense line integrating patriotism，ethnic unity，civilized and harmonious social state.

At present，the ethnic higher education system is not competent enough to be well-compatible with new circumstances home and abroad. Minor ethnic university students from institute of nationalities in diversified ethnic groups，multicultural backgrounds and differentiated ethnic emotions，feature common characteristics of ethnic religious assimilation，profound national sentiment，relatively unsophisticated mind and sealed ethnic psychology due to in-depth influences of their own ethnic groups，families and religious practices. Hence institute of nationalities shall attach great importance to political and ideological education upon minor ethnic university students following the central guideline of “Three Aspects of Education” and spare no efforts to break new ground on ideological and political education targeted at the extraordinary nature and complicacy of this issue purposefully and effectively.

This book consists of eight chapters，the introduction part included，that aim at developing three general understanding of concept connotations contained in “Political Identity”，“State Identity” and “National Identity” and corresponding denotative comparison and extension，in addition to the command of ideological and political education disciplines for minority ethnic university students upon which an investigation is conducted before in-depth foresight is penetrated into. Research says in this book，that ideological and political education upon ethnic university students shall concentrate on “Triple Identities”，that is，placing outlook of life，core value and world outlook as entry points and extend to concepts of democracy，human rights，political parties and religions，enhancing education of “Ten Values”，implementing effective ideological and political education pattern that acquires feasible returns，and properly establishing ideological and political work mode for ethnic university students based on current political and economic context and features rested in ethnic students.

Chapter One in the book sets “Triple Identities”，which signifies “Political identity，state identity and national identity” as the starting point and illustrates the basic principle and original methods for implementation of work on ideological and political education upon ethnic university students reliant on concept differentiation and analysis. Chapter Two and Three unveil the particular rule and general rule of ideological and political education upon ethnic universities students with reference to its development historical records and current status investigation. Investigation implies that minority ethnic students share high sense of political identity，active value orientation，initial political participation and healthy national psychology；however，their identity consciousness features certain distinctiveness due to their growth environment，religious beliefs，national cultures and customs and conventions that result in diversified，unilateral，realistic and fast-changing identity senses. In consciousness of political identity，political party identity and value identity basically accord with each other and complementarily inquiring for mutual examples；as for identity of human rights and democracy identity，they have strong desires for political participation with comparatively strong influences affected by passive factors of political engagement；they develop respectively objective cognition of state，profound affection for homeland，national dignity and national self-improvement while curiosity and suspect to their identities as world citizens；in the premise of a wide recognition of a “diversified unity” for the Chinese nation，strong identity senses for their own nationalities influence their psychological acceptance to other nationalities or cultures；religious identity still feature characteristics of passiveness，non-self-consciousness and inheritance. Religious nationality and national religiousness influence each other as well as depth of understanding of religion knowledge and polities. Based on that，institutes of nationalities shall face squarely to their particularity of education recipients and take concrete steps to implement scientific and effective ideological and political education via such patterns as theoretical introduction，class teaching，social practice，team training，collegiate culture，general education and psychological consultancy etc. to achieve scientific trains of thought for minor ethnic university students towards political identity，state identity and national identity. Therefore，the author states system and approach relevant to the “Triple Identities centered” ideological and political education for minority ethnic groups. “Triple Identities” serves as the principal line for ideological and political education for minority ethnic university students. It is because of the core role it plays in the education that minor ethnic university students are expected to have their political accomplishment，ideological accomplishment，national psychological accomplishment and cultural accomplishment elevated subtly.

We shall place the education of “Triple Identities” throughout ethnic higher education as a guiding star to direct ideological and political education development for minor ethnic university students. Enhancement of “Triple Identities” education avails in fundamental aspects of stabilizing society，realizing social harmony，maintaining national reunification and fighting against national separatists. It also in return achieves ideological and political goals for university students of ethnic groups by improving their political accomplishments，enhancing political confidence，expanding the number of ethnic student participants and establishing national pride etc. Simultaneously，it also accelerates the propaganda of our national religious policies to external areas，intensifies international exchanges and nurtures consciousness of world citizens for Chinese dwellers.

Higher institutes for ethnic minorities endowed with innovative mind must surely will develop and expand，where competent talents and builders of peculiar originality are bred. We have the faith to accomplish，and so do the world itself to wait.