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標題: | 學習型政黨:中共黨國「學習」的制度變遷、運作機制與功能意涵 Learning Party: The CCP’s Party-State “Learning” of Institutional Changes, Operational Practice, and Functional Implications. |
作者: | Yen-Ming Kuo 郭晏銘 |
指導教授: | 陳明通 |
關鍵字: | 學習型政黨,集體學習會議,思想統一,政權調適,領導人意志, learning party,collective learning conference,thought unification,regime adaption,the willingness of CCP leader, |
出版年 : | 2019 |
學位: | 碩士 |
摘要: | 學習,已成為當前中共完善黨建工作的主要方法之一。總書記習近平曾於中共「十九大」的政治報告中,強調黨內學習效率對執政本領的影響。事實上,自胡錦濤主政以來,中共即提出「學習型政黨」的建設目標,並以「集體學習會議」做為幹部在崗學習的主要表現形式。然而,按照黨國慣性的思考邏輯,當代中共學習體制的呈現,必然有其源頭可循。是以,本研究旨在探討,中共黨國學習的制度變遷、運作機制與功能意涵。
首先,本研究依循「歷史制度論」的觀察視角,透過縱向歷史的爬梳,了解學習體制的變遷過程。研究發現,中共對學習的提倡,可回溯至建黨初期。外部環境的變化,對學習體制的演進,具有深刻的影響。學習本身在歷經數次的關鍵變革後,產生路徑的偏移與機制的創新,從而奠定建政後的三大學習功能:幹部教育、思想統一與政權調適。前者做為學習的本體;後兩者則為側翼,端看歷屆領導人本身的需求與重視程度,而決定分配的比重。至於,在改革開放後的中共學習體制,主要奠基於鄧小平與江澤民時期,對中央領導幹部的學習要求,進而在胡錦濤任內,擴大為全黨上下的集體學習運作機制。 其次,本研究則以中共政治局的集體學習會議為例。透過「政治系統論」的橫向運作框架,分析胡錦濤與習近平任內的學習內涵。總體而言,中共的學習體制,確實得以吸收外部環境的變化、意見與要求,從而轉化為幹部集體學習的課程主題,並在學習會後做出相應的政策或意識形態輸出。不過,由於集體學習會議的制度設計初衷,係為了樹立領導人在黨內的權威。因此,領導人意志對於學習的主題、學習本質與課程講師的背景來源,皆有決定性的影響力。此外,中共黨內的權力格局變化,亦影響著集體學習會議的運作效果。在胡錦濤時期,集體學習會議可做為政策醞釀與凝聚共識的二線決策機制;然而,在習近平任內,集體學習會議則偏向於領導人考核幹部忠誠與工作情況的控制機制。 Learning has become one of the major methods for the Chinese Communist Party (CCP) to optimise its party-building. Xi Jinping, General Secretary of CCP, emphasised the impact of intra-party learning on the consolidation of the regime in the 19th National Congress. In fact, the CCP has proposed the attainment of “learning party” since the regime of Hu Jintao. Under the CCP learning system, the “collective learning conference” is at the forefront of the in-service cadre education. The contemporary learning system should yet be traceable with the routine and logical thread of the party-state. This study therefore aims at delving into the learning system of CCP in terms of its institutional changes, operational practice, and functional implications. Firstly, through the lens of Historical Institutionalism, the study reviews the CCP developing history so as to understand the transformation of CCP’s learning system. The initiation of CCP learning party can be traced back to the beginning of the party establishment. The CCP underwent several critical changes during its process of learning so that the learning system has been profoundly evolved by external factors. Such innovations have foregrounded three functions: Cadre Education, Thought Unification, and Regime Adaptation. Cadre Education is regarded as the focal point while the other two function as the supportive enhancement. It depends upon how the CCP leader values each variable. After CCP’s reform and opening, the learning system accentuated the education of central leadership in the period of Deng Xiaoping and Jiang Zemin. Shifting to the period of Hu, CCP broadened its learning system to the whole party as collective learning. Secondly, under the framework of Political System Theory, the study analyses how the learning system worked with an instance of the Politburo’s collective learning conference in the period of Hu and Xi. It is general for the learning system to obtain the changes, suggestions, and demands outside of the party, and these becomes lessons for the leading cadre to learn in the conference. At the end of the event, the official would yield the corresponding policy and ideology. However, the very intention of the collective learning conference is to establish the authority of the CCP leader. The learning topics and the background of lecturers are decisively determined by the CCP leader’s willingness. The power structure in the intra-party also has a great effect on the collective learning conference. In the period of Hu, the collective learning conference played the roles of promoting policies and reaching a consensus on issues, whereas Xi now deploys the conference not only to have an internal control of CCP but also to conduct the loyal evaluation and work efficiency of the CCP cadres. |
URI: | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/73419 |
DOI: | 10.6342/NTU201900782 |
全文授權: | 有償授權 |
顯示於系所單位: | 國家發展研究所 |
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