| 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.
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