从工具理性到关系性:太空治理的理念困境及其突破  

From Instrumental Rationality to Relationality:Conceptual Dilemmas and Breakthroughs in Space Governance

作　　者：林娴岚 夏宇腾 龙开元[4] LIN Xianlan;XIA Yuteng;LONG Kaiyuan

机构地区：[1]湖北大学公共管理学院,430062 [2]湖北大学区域与国别研究院 [3]澳门大学社会科学学院,中国 [4]中国科学技术发展战略研究院

出　　处：《世界经济与政治论坛》2025年第2期48-67,173,174,共22页Forum of World Economics & Politics

基　　金：国家高端智库课题“新形势下加快推动在我国境内设立国际科技组织的举措建议”(ZXZK202409);北京市战略咨询专项“北京依托国际组织融入全球创新网络的策略研究”(Z241100009224010)的阶段性研究成果。

摘　　要：人类开发利用太空水平的提升催生了各类太空问题,而当前太空治理仍存在困境。国家主义范式或多元主义范式的治理成效均不尽如人意,其共性原因在于:治理行为体受工具理性理念影响,易忽视太空这一全球治理新疆域的公共属性;源自西方的工具理性理念压制了非西方经验的应用,导致治理共识上的分裂。与之相对,源自中国的关系性理念可提供有益补充。尽管关系性理念在接受度与有限性方面仍面临挑战,但其指导太空治理方面的实践探索已呈现与工具理性理念的本质差异。秉持关系性理念的太空治理行为体可以强化关系性共在与中庸辩证观,倡导关系治理与国际法规治理相结合,这有助于拓展互惠与非排他性太空关系网络,进而为构建外空领域人类命运共同体创造条件。LIN Xianlan,XIA Yuteng,LONG Kaiyuan The increasing level ofhumanity s exploitation of space has spawned diverse challenges in outer space,yet current space governance still faces dilemmas.Neither the statist paradigm nor the pluralist paradigm has achieved fully satisfactory outcomes in space governance,sharing a common flaw:the governance actors,swayed by instrumental rationality,tend to overlook the public attributes of space as a new domain of global governance.Moreover,the Western-originated instrumental rationality suppresses non-Western experiences,leading to a split in governance consensus.In contrast,China s relational perspective offers a constructive complement.While there are still challenges on its acceptance and limitations,its exploration in guiding space governance has diverged fundamentally from instrumental rationality.Actors adopting relational theory can strengthen relational coexistence and dialectical moderation,advocating an integrated approach combining relational governance with international legal frameworks,thereby expanding reciprocal and non-exclusive space relations,and ultimately laying the groundwork for building a community with a shared future for mankind in outer space.

关 键 词：太空治理 治理理念 工具理性 关系性 人类命运共同体 全球治理 

分 类 号：G63[文化科学—教育学]