较长时间以来,在组织马克思主义理论学习方面,许多单位不同程度的存在着形式主义。在学习内容上贪多求全;在学习方法上千篇一律;在学习形式上搞急风暴雨。其中一个重要原因,是人们对“灌输”一词的理解不尽一致,甚至出现了某些偏差。偏差之一,是把“灌输”单纯当作一种学习方法来认识,并且通常把“灌输”理解成强制硬灌。这样,在实际工作中就自然而然地采取了忽视客观效果的硬性方法。当碰到“被教育者”有某些抵触情绪时,还错误地认为,这正是教育时必须进行“灌输”的理由。偏差之二,是与硬性灌输相反,在一定程度上, For a long time, formalism existed in many units to varying degrees in the organization of study of Marxist theory. In the learning content on the whole more than greedy; in the learning method of stereotyped; in the learning form on the storm. One of the important reasons is that people have different understandings of the term “inculcation” and even some deviations. One of the deviations is the recognition that “instillation” is simply a learning method, and that “instillation” is usually understood as compulsory irrigation. In this way, it is natural to take a hard look at objective effects in practical work. When encountering some resistance of “educated people”, it is mistaken to think that this is the reason why “indoctrination” must be done in education. Bias two, contrary to rigid instillation, to a certain extent,