The Conceptual Difficulties with Building a “Chinese School”： A Comparative Perspective

    Abstract: There are still a wide range of points of view and much uncertainty when it comes to the issue of constructing a “Chinese School” of international relations theory. Even though this is the case, it is not too early to critically review the relatively influential key concepts that have emerged around a “Chinese School”. Based on a comparison of two perspectives on concepts underlying the “Chinese School”, We find the main conceptual difficulties faced by the School are: If we criticize Western International Relations Theory as having a deep gap in terms of its practical application, do we risk undermining the core advantages of the theory? As we advocate for Chinese concepts and values, how do we avoid their potential disadvantages and pitfalls? As Chinese social reforms continue to go deeper, it will only be after the process of reforms exhibits a rise in culture, civilization and thinking and once there is a revitalization of the national spirit that a “Chinese School” will be able to provide a source of inspiration to international relations theory. In other words, for those constructing theories, rather than considering the drawbacks of Western international relations theory to construct a new theory, it might be better to consider the problems currently faced by the Chinese peoplehow to build a strong and positive state, how to maintain the development and progress of the Chinese nation, and then to think about what the ideal world might look like for us.

   Author: Wang Zhuoyu is a PhD Student in the School of International Studies at Renmin University of China