负面核学习与印巴核不稳定

发布时间：2018-03-04 10:38

本文选题：负面核学习　切入点：冒险政策　出处：《南亚研究》2017年02期 　论文类型：期刊论文

【摘要】：核学习理论曾被用以解释两个拥有核武器的国家间战略稳定关系的形成,然而作为社会科学的"学习"概念并不内含价值规范性,它可以是正面的也可以是负面的。印度和巴基斯坦1998年进行核试验后,在卡吉尔冲突和2001~2002年军事对峙中经历了负面核学习过程,认为各自的冒险政策取得了胜利。负面核学习的结果是印度继续扩大常规优势和建立"三位一体"核力量,巴基斯坦则发展战术核武器并降低核使用门槛。印巴为升级优势展开的争夺,导致双方核军备升级,破坏了两国的战略稳定,增大了发生核冲突的风险。
[Abstract]:Nuclear learning theory has been used to explain the formation of strategic stability between the two nuclear weapons between countries, however, as a social science "learning" concept is not intrinsic value standard, it can be either positive or negative. India and Pakistan in 1998 conducted a nuclear test, negative nuclear learning experience in Cargill 2001~2002 years of military conflict and confrontation, that their risk policy victory. The negative nuclear study is India to continue to expand the conventional advantages and the establishment of "three-in-one" nuclear power, Pakistan is the development of tactical nuclear weapons and nuclear India. As the lower threshold for the use of the advantages of upgrading the competition, resulting in two nuclear arms upgrade that undermines the strategic stability between the two countries, increases the risk of nuclear conflict.

【作者单位】：南京政治学院马克思主义理论系;
【分类号】：D815.2

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