英文摘要 |
Due to the rise of China and its rekindled conflicts with neighboring countries like Japan, India, Vietnam, and the Philippines in recent years, the study on Communist China's external use of force has once again attracted much academic attention. This thesis's research questions are: there are numerous causes for Communist China's external use of force, could all these causes be conceptualized? Are Communist China's external uses of force capricious? unexplainable? or could only be analyzed statically? If not, what mechanism facilitates Communist China's final decision for the use of force? What factors would limit or influence the final decision to use force (the scale of the conflict) to exhibit a dynamic conflict decision-making pattern? This thesis draws on the core concepts of various theories such as the preventive motivation theory, dynamic differentials theory, alliance theory and window logic in international relations, cognitive theory in psychology, prospect theory in economics, and poliheuristic theory in foreign policy analysis. Through the conceptualization of the causes for Communist China's external use of force, the author wanted to construct a ''dynamic conflict decision-making pattern for Communist China's external use of force'' along the axis of preventive motivation. The 1962 Sino-Indian Border War was selected as a case study and was analyzed using both the process-tracing and typology methods to examine the applicability of this pattern. By way of the case study, the two following research hypotheses were verified: First, Communist China's use of force against neighboring countries that challenged its authority and position in the region were caused by preventive motivations to prevent any decline of its regional status. Second, the final decision for Communist China's external use of force was influenced by the strength of its preventive motivations and exhibited a dynamic conflict decision-making pattern. Therefore, the applicability of this pattern was also preliminarily validated. |