和平理论与追求和平:跨文化视角

J. Hsiung
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引用次数: 0

摘要

在众多的和平理论中,有两个特别突出:(a)康德的民主和平理论,它认为和平取决于民主国家的联盟;(b)自由主义的和平经济理论,自由开放的世界市场有助于和平。在这篇文章中,引用了一些具体的例子来质疑这些理论的有效性。然后,它继续研究文化是否会对战争的发生率产生影响。在此基础上,将威斯特伐利亚国家体系与中国历史上的“朝贡体系”作为一种内在的国际关系体系进行比较。一个明显的区别是,后一种体系的战争发生率要低得多,正如大卫·康(David Kang)的研究指出,在5个世纪(1368-1841)中,中国的朝贡体系在其成员圈子内只发生了两次国家间战争,这还不包括外部的、非区域的西方大国发起的战争。而且,困扰西方的宗教战争在中国的朝贡制度中从未出现过。为了寻找这个几乎令人难以置信的低战争发生率记录的答案,本文发现,与亚伯拉罕文化中关于冲突的教义相反,儒家文化强调和谐与对立的和谐,似乎掌握着答案的关键。如果是这样,文化,而不是体制(如民主、开放的世界市场等)应该被认真考虑为促进和平的有关因素。最重要的是,文化本身是可以教授和传播的,包括通过课堂。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Peace Theories & Quest for Peace: A Cross-cultural Perspective
Out of the plethora of peace theories, two stand out in particular: (a) the Kantian democratic theory of peace, which argues that peace depends on a league of democracies, and (b) the liberal economic theory of peace, that a free, open world market conduces to peace. In this essay, concrete examples are cited that would raise doubt on the validity of these theories. It then proceeds to examine whether culture would make a difference on the incidence of war. In this light, the Westphalian system of states is compared with the historical Chinese “tribute system” qua an inherent system of international relations. One distinct difference is found in the much lower incidence of wars in the latter system, as David Kang’s study identified that in 5 centuries (1368-1841) the Chinese tribute system had only two interstate wars within its circle of members, not counting the wars initiated by external, ex-regional Western powers. And, the religious wars that plagued the West were never found in the Chinese tribute system. In search of an answer to this almost incredible record of low incidence of war, this essay finds that the Confucian culture, with its emphasis on harmony and harmonization of opposites, in contradistinction to the teachings on conflict in Abrahamic cultures, seems to hold the key to an answer. If so, culture, rather than institutions (such as democracies, open world market, etc.) deserves to be seriously considered as a relevant factor contributing to peace. Most importantly, culture as such can be taught and disseminated, including through the classroom.
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