Learning from China?

向中国学习?

IN a couple of recent public comments, Prime Minister Imran Khan referred to drawing lessons from China. Can we learn from China, given the uniqueness of its historical experience, cultural and civilisational outlook, political discipline and command economy of a one-party system and national cohesion? Are there areas where China’s example offers relevance?

在最近的几次公开评论中，伊姆兰汗总理提到了借鉴中国经验。鉴于中国独特的历史经验、文化文明观念、以及民族凝聚力，我们能向中国学习吗?中国在哪些领域的例子值得借鉴?

China’s experience of the last century has no parallel. The intellectual fervour and debate for national revival and renaissance gripping China’s urban centres at the turn of the 19th century appeared richer than what I observe in present-day Pakistan.

中国上个世纪的经验是无法借鉴的。19世纪初席卷中国城市中心的民族复兴的学术热情和辩论，似乎比我在今天的巴基斯坦看到的更为丰富

The first 15 years of the Chinese revolution brought about four major accomplishments: universal education, female participation in the workforce, organised employment of population, and above all, changing the traditional mindset of the masses to instil a confidence that they were the masters of their own destiny. They can ‘move mountains’, and there was an inexorable progression in human affairs. Compare this to the confusion and crisis that pervade minds in Pakistan. For models, we look backwards, and not forward.

中国革命的前15年取得了四项重大成就：普及教育、妇女参与劳动、有组织的人口就业、还有最重要的一点是改变了群众的传统观念，让他们相信自己能主宰自己的命运，他们能“移山”，这是人类事务中一个不可阻挡的进程。相比之下，巴基斯坦人头脑中弥漫着混乱和危机。对于一些模式，我们总是在回顾过去，而不是向前看。

Deng built on the four accomplishments of the revolution and reoriented society with calls for the ‘Four Modernisations’ and ‘Opening to the West’, and thus set the course for the miracle of China’s rise. Never before has a human society achieved so much development within the span of one generation.

在革命和社会转型的四大成就基础上，倡导“四个现代化”和“对外开放”，为中国崛起的奇迹指明了方向。社会在一代人的时间里取得了前所未有的发展。

In 2003, a Chinese minister told me that there were more than 40,000 US-Chinese joint ventures operating in the country. Today, nearly 400,000 Chinese students are attending American universities mostly to study the sciences. China has been the top beneficiary of globalisation. Such open interaction demands self-confidence and vision at the national level which will be resisted in Pakistan by our increasingly xenophobic security, religious and social concerns.

2003年，一位中国部长告诉我，有4万多家美中合资企业在中国运营。如今，近40万中国学生进入美国大学，主要是学习理科。中国一直是全球化的最大受益者。这种开放的互动需要国家级的自信和远见，而在巴基斯坦这将受到我们日益排外的安全、宗教和社会问题的抵制。

Imran Khan has a charisma untainted by corruption. This asset by itself will not measure up to the challenge of a transformation of the quality of China’s experience. But his motivational appeal can help shape a signature contribution in setting the direction for the normal functioning of the country that frees the energy of the people for progress, development and a better future. Here one can find some relevance in the early experience of China.

伊姆兰汗的拥有未被腐败玷污的个人魅力。这种资产本身无法应对中国经历的质量转型的挑战。但是，他的激励性呼吁可以帮助形成一种标志性的贡献，为国家的正常运作指明方向，使人民的精力用于进步、发展和更美好的未来。在这方面，可以从中国早期的经历中找到一些关联。

Just to illustrate the point, the decade of the 1950s saw mass mobilisation in China to construct reservoirs, canals, aqueducts and embankments to overcome the twin menace of cyclical droughts and floods, and to ensure food security. Simultaneously, there were campaigns for literacy, agricultural organisation and population planning. These efforts involved both the party cadres and the Peoples Liberation Army.

为了说明这一点，在20世纪50年代，中国大规模动员建造水库、运河、高架渠和堤坝，以克服周期性干旱和洪水的双重威胁，并确保粮食安全。与此同时，还开展了扫盲、农业组织和人口规划运动。这些努力包含了党的干部和解放军的参与。

The PTI agenda includes many sound plans. However, for clarity it is well worth pointing to a few ideas for directions which can have a consequential long-term impact for the good of society.

正义运动党的议程包括许多合理的计划。然而，为了清晰起见，我们很有必要指出一些对社会有益的长远影响的方向。

Purposeful universal education can be one goal. This will require large-scale teacher training and upgradation of primary and secondary schools with an emphasis on science and technology and civic responsibility. I was delighted to visit in Islamabad two campuses of The Science School, with commendable standards, started with individual initiative and government help. Madressahs need to teach science and skills so that the three million enrolled students can have an opportunity to participate in national development.