中国与联合国教科文组织的合作:从学习者到引领者

The Cooperation between China and UNESCO:From Learner to Leader

1971年中国恢复联合国教科文组织的合法席位之后,一直与该组织保持着良好的合作关系,影响力不断上升,角色有所变化。中国在二十世纪七八十年代主要是学习联合国教科文组织的知识和经验,并将其"思想实验室"的功能在中国实践和推广。从九十年代开始,中国在联合国教科文组织内更加活跃,作用不断增强,积极与该组织及其他会员国在各个领域展开合作。进入二十一世纪后,中国的角色从学习者转变为引领者,提供了包括资金、经验、理念等在内的一些公共产品。随着中国实力地位的继续上升,美国再次退出联合国教科文组织,中国所倡导的"新型国际关系"、"人类命运共同体"的理念在当前的特殊情势下,对于联合国教科文组织的运作起到了不可或缺的支撑和引领作用,成为促进全球治理的一个重要方面。

Since China returned to UNESCO in 1971, it has maintained a good cooperative relationship with UNESCO, with increasing influence and changing roles. In the 1970 s and 1980 s, China mainly studied the knowledge and experience of UNESCO, and practiced and popularized its "laboratory of ideas" function in China. Since the 1990 s, China has been more active in UNESCO, playing a growing role and actively cooperating with UNESCO and other member states in various fields. In the 21 st century, China’s role has changed from a learner to a leader, providing some public goods including funds, experience and ideas, etc. With the continuous rise of China’s status of power, and the United States second withdraw from UNESCO, the concept of "new international relations" and "community of shared future for mankind" advocated by China plays an indispensable supporting and leading role in the operation of UNESCO under the current special circumstances, and becomes an important aspect of promoting global governance.