作为国际关系语言的国际法在教学认知与实施中的逻辑  

The Logic of Teaching Cognition and Implementation of International Law as a Language of International Relations

作　　者：赵琪[1,2] Zhao Qi

机构地区：[1]西南民族大学法学院 [2]西南民族大学国家民委“一带一路”国别与区域研究中心东南亚研究中心

出　　处：《法学教育研究》2021年第1期200-217,共18页Legal Education Research

基　　金：西南民族大学一流本科课程(国际法)建设项目(项目编号:2020TLKC14)阶段性成果。

摘　　要：国际法源于国际社会的长期交往与相互制约,源于国际社会对共同规则的确立与俗成。作为国际关系语言的国际法,其本身又表现出语言的建构性、同质与异质性和实践性。在教学中,应当坚持将国际法语言的特性作为国际法教学认知与实施的逻辑,以建构性开端,以同质与异质性展开、以实践性为终点。只有这样,国际法讲授的才是现实的、活生生的国际规则而不是静止的法律文本,国际法才会真正在日益严重的政治两极分化和日益敌对的政治争论时代成为国际社会加强联系、消除屏障、维护国家利益的工具。International law originates from long-term interaction and mutual constraint of international community,and from establishment and common practice of common rules by international community.As a language of international relations,international law shows its linguistic characteristics that has constructivity,homogeneity,heterogeneity,and practicality.In teaching of international law,it should be implemented based on the logic that teaching cognition and implementation start with constructivity,develop in homogeneity and heterogeneity,and aim at practice.Only in this way,can international law teach realistic and lively international rules rather than static legal texts,and will truly become a tool which strengthens international ties,with the purpose of removing transnational barriers,and maintaining national interests in this age of growing political polarization and increasingly hostile political debate.

关 键 词：国际法 国际关系的语言 国际法教学 认知与实施 

分 类 号：D99-4[政治法律—国际法学]