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Китайская школа международных отношений: право на методологическое самосознание
Грачиков Евгений Николаевич

кандидат политических наук

доцент, Московский государственный университет им. М.В. Ломоносова (МГУ)

119991, Россия, г. Москва, Ломоносовский пр., 27

Grachikov Evgeny Nikolaevich

PhD in Politics

Senior research fellow, Sociology department, the Lomonosov Moscow State University

119991, Russia, g. Moscow, ul. Lomonosovskii Pr., 27

egrachikov@gmail.com
Аннотация. Предметом исследования данной статьи является генезис китайской школы теории международных отношений. Автор подробно рассматривает такие аспекты темы как глобальный контекст теоретических "школ" различных стран, в том числе незападного ареала, общее состояние и направления международных работ академического сообщества Китая. Особое внимание в статье уделяется трем дебатам (о специфике, теории и школе), через которые прошли китайские ученые, а также полемике о международном обществе между ведущими учеными Запада и Китая. Используя количественные и качественные методы, автор анализирует сложный процесс развития различных «подходов», как методологических, так и концептуальных, которые сейчас составляют понятие, но не единую «китайскую школу». Автор использует новейшие исследования китайских ученых, еще не введенные в российский академический контекст политических изысканий. В статье делается вывод, что китайские ученые, став неотъемлемой частью мировой академической среды, пока воспроизводят доминирование западных теорий международных отношений и даже свои «инновации» рассматривают через призму западных исследовательских парадигм.
Ключевые слова: китайская школа, теория отношений, подход Цинхуа, три дебата, методологическое самосознание, китайская история, китайская культура, традиционные политические идеи, Цинь Яцин, Янь Сюетун
DOI: 10.7256/2409-8671.2017.1.21534
Дата направления в редакцию: 27-12-2016

Дата публикации: 23-04-2017

Abstract. In the English-speaking segment of the global academic environment, the concept of the «Chinese School» is known also as the English School. Despite its young age and initially claimed position to follow the Western methodology and big theories, adherence to which has been daily confirmed by Chinese scholars in their articles, monographs and doctoral dissertations, the "Chinese School" from the very beginning of its existence proclaimed the main principle (not yet paradigm) - it will be based on Chinese culture and Chinese history, which should be included in the global international research on a par with Western culture and history.The article deals with the evolution of Chinese thought as a part of the international global context, which has passed its own "big" debates and entered into controversy with influential Western scholars for their right to methodological consciousness. Using quantitative and qualitative methods, the author gives a general picture of the current state of international research in China, analyzes the complex process of development of the various "approaches", which now make up the concept, but not a single "Chinese school". The article concludes that Chinese scholars are becoming an integral part of the global academic environment, while reproducing the dominance of Western theories of international relations, and even its "innovations" are considered in the context of Western research paradigms.

Keywords: Chinese culture, Chinese history, methodological identity, three debates, Qinghua approuch, theory of relationship, Chinese school, traditional political ideas, Qin Yaqing, Yan Xuetong

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