Friday, 12 August 2022

The Contribution of Sun Tzu in International Humanitarian Law on Armed Conflict

By Bakampa Brian Baryaguma

[Dip. Law (First Class)–LDC; Cert. Oil & Gas–Mak; LLB (Hons)–Mak]

bakampasenior@gmail.com; www.huntedthinker.blogspot.ug

August 2022

1.                  Introduction

1.1.            Definition of International Humanitarian Law

International humanitarian law (hereinafter “IHL”) is a branch of international law that deals with the conduct of parties to an armed conflict, dealing with such issues as the conduct of hostilities, combatant and prisoner of war status and the protection of the Red Cross and Red Crescent emblems.[1] Hence, a set of international rules, established by treaty[2] or custom, specifically intended to solve humanitarian problems directly arising from international or non-international armed conflicts, have been developed and designed to limit the use of violence in armed conflicts by sparing those who do not or no longer directly participate in hostilities and restricting violence to the amount necessary to achieve the aim of the conflict, which – independently of the causes fought for – can only be to weaken the military potential of the enemy.[3] From the foregoing, the basic principles of IHL are as follows:

(a)                the distinction between civilians and combatants;

This principle demands that the two should always be separated by reserving violence for combatants, while sparing civilians from it.

(b)               the prohibition to attack those hors de combat;

This means those that are out of action due to injury or damage. The principle requires that those who no longer pose serious threats should not be killed, injured or damaged further.

(c)                the prohibition to inflict unnecessary suffering;

This prohibition promotes a humane approach to war, by forbidding anything which causes excessive – and therefore unnecessary – suffering to others in the conflict.

(d)               the principle of necessity;

This principle demands that any force used must be necessary in the circumstances.

(e)                the principle of proportionality.[4]

This principle requires that the force used should be commensurate to the threat confronted with. Use of excessive force is prohibited.

IHL applies to state and non-state actors – governments, rebel groups and individuals.[5]

1.2.            About Sun Tzu

Sun Tzu was a Chinese general, military strategist, writer and philosopher who lived in ancient China, in approximately 544-496 B.C.[6] He was active as a general and strategist, serving King Helü of Wu in the sixth century B.C., beginning around 512 B.C.[7]

Sun Tzu is traditionally credited as the author of a book entitled The Art of War, an influential work of military strategy that has since affected philosophy and military thinking.[8] His works focus much more on alternatives to battle, such as stratagem, delay, the use of spies and alternatives to war itself, the making and keeping of alliances, the uses of deceit and a willingness to submit, at least temporarily, to more powerful foes in order to avoid confrontation.[9] The book outlines theories of battle, but also advocates diplomacy and the cultivation of relationships with other nations as essential to the health of a state.[10]

The Art of War has been praised and employed in East Asian warfare since its composition.[11] Sun Tzu's work grew in popularity and saw practical use in the Western world and is said to have been the secret of Napoleon Bonaparte’s military genius and prowess.[12] The book continues to remain an indelible influence in many contemporary competitive endeavors across the modern world beyond military strategy and warfare, including culture, politics, business and sports.[13]

2.                  Contribution of Sun Tzu in International Humanitarian Law on Armed Conflict

Sun Tzu’s contribution in this field is evident in the manner in which his teachings, which are immortalized in his book, The Art of War, are in consonance with IHL rules and principles.

1.                  Modifying plans according to circumstances

Sun Tzu stated that in warfare, plans should be modified according to favorable circumstances.[14] The idea is to avoid unnecessary confrontations and fighting that inevitably result into death and injury of troops and wastage of other resources.

This teaching is in line with the IHL prohibition of inflicting unnecessary suffering and the principle of necessity.

2.                  Avoiding destroying the enemy

Sun Tzu said that in the practical art of war, it is not so good to shatter and destroy the enemy’s country, army, regiment, detachment or company,[15] reasoning that that the best thing of all is to take it whole and intact.[16] He said that supreme excellence consists in breaking the enemy’s resistance without fighting.[17] The idea is to avoid total annihilation of the enemy or a scorched earth policy.

This teaching is in line with all the principles of IHL in so far as it ensures that civilians are separated from combatants, the injured are not attacked, unnecessary suffering is avoided, combat is restricted to when it is necessary and that the force applied corresponds with the level of threat faced.

3.                  Avoiding prolonged warfare

Sun Tzu said that there is no instance of a country having benefitted from prolonged warfare.[18] He therefore advocated ending wars as soon as possible to reduce their resultant evils, avoid exhausting one’s strength and prevent straining the resources of the state.[19]

These observations are in line with IHL principles of necessity and prohibiting infliction of unnecessary suffering.

4.                  Knowing when to fight and when not to fight

According to Sun Tzu, one of the essentials for victory is knowing when to fight and when not to fight.[20] If it is to your advantage, move forward and attack;[21] but if it is not, stay where you are and defend.[22] Sun Tzu asserted that he who knows this will win. The lesson is to be selective in choosing one’s battles and opponents.

This teaching is in line with the IHL rule of prohibition of inflicting unnecessary suffering and the principle of necessity.

5.                  Avoiding the strong and attacking the weak

Sun Tzu said that you can be sure in succeeding in your attacks if you only attack places which are undefended;[23] and that in war, the way is to avoid what is strong and strike at what is weak.[24]

This teaching is in tandem with the IHL principles of necessity and prohibition of inflicting unnecessary suffering.

6.                  Careful planning before battle

Sun Tzu taught that the general who wins a battle makes many calculations in his temple before the battle is fought and that the general who loses a battle makes few calculations beforehand;[25] asserting that by looking at this, he can foresee who is likely to win or lose. The idea is for the commander to ascertain the adequacy of his or her chosen strategy and tactics for fighting the enemy, as well as ensuring fitness and suitability of his or her rank and file for the task ahead.

This teaching augurs well with every IHL principle because it must be clear that civilians and injured combatants will not be attacked, unnecessary suffering will be avoided, that the force used is necessary and in the right proportion.

3.                  Conclusion

International humanitarian law regulates the conduct of warfare by protecting persons and property that are, or may be affected by an armed conflict and limits the rights of the parties to a conflict to use methods and means of warfare of their choice.[26] Limitation is the gist of the law in this regard, underpinned by the understanding that the conduct of armed conflict should not be a do or die matter i.e. a situation where anything and everything goes.

Reading Sun Tzu’s book, The Art of War, one finds that the theme of limitation ebbs throughout the text. Sun Tzu was preoccupied with establishing limits or bounds of reason within which wars should be fought, including adherence to moral law as a constant governing factor in planning and executing wars.[27] His ideas are revered and keenly followed everywhere in the world today. In this regard therefore, Sun Tzu contributed immensely to the development of international humanitarian law on armed conflict.

 

Notes and References

[[1]] International Committee of the Red Cross, ‘International Humanitarian Law and International Human Rights Law: Similarities and Differences’ (2003), at 1.

[2] IHL main treaty sources applicable in international armed conflict are the four Geneva Conventions of 1949 and their Additional Protocol I of 1977 i.e Protocol Additional to the Geneva Conventions of 12 August 1949, and relating to the Protection of Victims of International Armed Conflicts (Protocol I), 8 June 1977. The conventions are:

(i) Geneva Convention for the Amelioration of the Condition of the Wounded and Sick in Armed Forces in the Field of 12 August 1949 (Geneva Convention I);

(ii) Geneva Convention for the Amelioration of the Condition of Wounded, Sick and Shipwrecked Members of Armed Forces at Sea of 12 August 1949 (Geneva Convention II);

(iii) Geneva Convention Relative to the Treatment of Prisoners of War of August 12, 1949 (Geneva Convention III); and

(iv) Geneva Convention Relative to the Protection of Civilian Persons in Time of War of 12 August 1949 (Geneva Convention IV).

The main treaty sources applicable in non-international armed conflict are article 3 common to the Geneva Conventions (i.e. Common Article 3) and Additional Protocol II of 1977 i.e. Protocol Additional to the Geneva Conventions of 12 August 1949, and relating to the Protection of Victims of Non-International Armed Conflicts (Protocol II), 8 June 1977, by virtue of which IHL also binds non-state armed groups during armed conflicts.

[3] International Committee of the Red Cross, ‘Fundamentals of IHL’ (2022). Accessed online at https://casebook.icrc.org/law/fundamentals-ihl, on 18 June 2022, at 10:21Hrs.

[4] See ibid.

[5] International Committee of the Red Cross, IHL & IHR, supra note 1, at 1-2.

[6] Wikipedia, “Sun Tzu” (2022). Accessed online at https://en.wikipedia.org/wiki/Sun_Tzu, on 18 June 2022, at 09:50 Hrs.

[7] Ibid.

[8] Ibid.

[9] Ibid.

[10] Ibid.

[11] Ibid.

[12] Ibid.

[13] Ibid.

[14] Sun Tzu, The Art of War (translated by James Clavell) (Rev. 2006), at 11.

[15] Ibid., at 18.

[16] Ibid.

[17] Ibid.

[18] Ibid., at 15.

[19] Ibid., at 14.

[20] Ibid.

[21] Ibid.

[22] Ibid.

[23] Ibid., at 32.

[24] Ibid.

[25] Ibid., at 12-13.

[26] International Committee of the Red Cross, IHL & IHR, supra note 1.

[27] Sun Tzu, supra note 14, at 9.

Tuesday, 9 August 2022

Considerations a Researcher Should Put in Place while Selecting Appropriate Methodology

By Bakampa Brian Baryaguma

[Dip. Law (First Class)–LDC; Cert. Oil & Gas–Mak; LLB (Hons)–Mak]

bakampasenior@gmail.com; www.huntedthinker.blogspot.ug

August 2022

1.                  Introduction

According to Gradireland, a social researcher is a person who, “Designs, manages and undertakes research projects that aim to investigate social issues such as employment, unemployment, gender, health, education and social policy.”[1] Denis Asiimwe Katebire avers that the purpose of a social researcher is to explore, describe or analyse social phenomena or events.[2] From Katebire’s averment, it can be deduced that a social researcher is a person who explores, describes or analyses social phenomena or events.

The term methodology is fairly easy to understand, but not easy to define. According to Denis Asiimwe Katebire, “Research methodology [i]s an attempt by scholars and researchers to validate the rationale behind the selected research design and provide justification of why it is appropriate in solving the selected research problem. Generally, in a methodology there is an overall philosophical approach to the problem.”[3] For their part, J. W. Buckley, M. H. Buckley and H. Chiang define research methodology as, "the strategy or architectural design by which the researcher maps out an approach to problem-finding or problem-solving."[4] Alternatively, PhD Monster states that, “Research methodology is a scientific and logical technique that helps you decide on an appropriate research method to collect data.”[5] I deduce from these definitions that methodology is a systematic plan for scientifically and logically addressing a research matter or problem.

The methodology section in a research paper, thesis or dissertation comprises the following:

(i)                 Research design – describes the nature and pattern the research intends to follow;

(ii)               Research approaches – qualitative vis-à-vis quantitative;

(iii)             Description of geographical area and population of study;

(iv)             Description of population to be sampled;

(v)               Sampling strategies used in selecting representative elements or population subjects;

(vi)             Data collection methods, including instruments and procedures to be used;

(vii)           Data quality control i.e. reliability and validity of instruments used in data collection;

(viii)         Measurements i.e. formulae or scales in the study; and

(ix)             Data analysis, involving organization and interpretation of data generated.[6]

2.                  Considerations for Selecting Appropriate Methodology

There is nothing like methodology in the abstract. Methodology applies in a given setting where some preconditions must exist. As such therefore, selecting an appropriate methodology is premised on many underlying considerations that a researcher must put in place. The following are the notable ones.

1.                  Concept

The first thing is to have a concept. A concept is an idea that one is interested in. If the researcher’s idea is to determine the relationship of one thing to another, then he would need to use quantitative methodology that can help him collect statistical data, with which to make clear numerical descriptions or inferences. On the other hand, if the researcher’s idea is to explore things like characteristics, reasons, opinions, perceptions and motivations, then the qualitative research methodology is ideal because these cannot be easily statistically quantified,[7] but can best be easily stated verbally or non-numerically.

2.                  Variables

A variable is a non-constant object of enquiry.[8] Like the name suggests, it is something that varies – as opposed to something that is deemed, within a research setting, to be fixed and unchanging.[9] It is a characteristic of a person, object or phenomenon, which can take on different values.[10]

Variables can be numerical or quantitative, for example age, distance, weight, income, etc.[11] They can also be categorical i.e. can be expressed in terms of categories, for example colour of eyes, blood group, sex, staple food of a locality,[12] political party affiliation, etc.

If a researcher is dealing with numerical or quantitative variables, he will use quantitative methodology that enables statistical analysis of phenomena and expression of findings. But if the researcher is handling categorical variables, he will need qualitative methodology that can be used to for instance verbally describe the nature of population sampled.

3.                  Hypotheses and Research Questions

Research is always a targeted endeavour, focusing on specific matters of interest to the researcher and therefore interested in specific answers to those matters. Being, “… starting point, clear assumptions about the likely relationships between the variables to be studied, or … clear questions about such relationships,”[13] hypotheses and research questions determine the kind of data needed to verify or answer those assumptions and questions.[14]

(a)                Hypotheses

According to Denis Asiimwe Katebire, “A hypothesis is a tentative assumption made in order to draw out and test its logical and empirical consequences. It is a proposition that is stated in testable form and predicts a particular relationship or lack of it between two or more variables. … it must be a statement of fact and susceptible to empirical investigation.”[15] Therefore a hypothesis is a statement of expectation or prediction that will be tested by research. It expresses expectation of or predicts the relationship between variables.

There are two kinds of hypotheses: statistical hypothesis / null hypothesis, which is a statement claiming or predicting equality between the variables under study;[16] and a research hypothesis / alternative hypothesis, which is a statement of inequality between the variables under study.[17]

Katebire avers that, “Hypotheses are a feature of quantitative studies which require statistical tests to prove or refute them, although research hypotheses are also used in qualitative studies.”[18] It follows from this that where a researcher assumes some things by way of hypotheses, he necessarily involves quantitative methodology to experimentally or statistically prove or disprove the existence, accuracy or otherwise of the things assumed at the commencement of the study. But where research hypotheses are concerned, the researcher uses qualitative methodology to explore or discover the reality of things assumed.

(b)               Research Questions

In simple terms, a research question is a question that a research study sets out to answer.[19] It is a concise interrogative statement, normally stated in the present simple tense.[20] Research questions normally focus on what variables are to be described and what relationship might exist among them.[21]

A research question determines the methodology to use depending on how it is crafted. If it is a how or why format, then qualitative methodology will be used[22] because how or why questions tend to be open-ended, providing direct quotations and make the researcher an integral part of the study,[23] thus being best achieved in an explorative manner: a key element of qualitative research.[24] If however, the research question is crafted in a where or when format, then quantitative methodology will be used in the study[25] because where and when require objective methods that attempt to remove the investigator from the investigation, which can best be achieved in a quantitative approach.[26] But if a research question is coined in what fashion, then mixed research[27] methodology will be used because answering the what will most likely require a blend of both verbal descriptions (qualitative) and numerical analysis (quantitative), since both techniques will be mixed in a single study.

4.                  Frame of Reference

A reference is something turned to or gone to for information, guidance, etc. Thus, a frame of reference informs, guides or shapes a research study. This is a framework within which to conduct a research study.[28] More technically, “A frame of reference is a theoretical analysis or abstract conceptualization that places the study within a context of meaningful reference.”[29] The American Psychological Association defines the term frame of reference in psychology terms, but their definition can be helpful in helping us understand it. They say that a frame of reference, “in social psychology, [is] the set of assumptions or criteria by which a person or group judges ideas, actions, and experiences.”[30] From this definition we may infer that in social research, frame of reference is a set of assumptions or criteria by which a researcher judges social phenomena or events.

The framework (whether theoretical or conceptual) comprises concepts or variables, their relationship to one another and a basic theory explaining them.[31] A frame of reference is very important because it determines the methodology to use during research in two main ways:

(a)                on basis of concepts and variables – if the framework identifies comparative ones in the sense of determining relationships, then quantitative methodologies will be used; but if the concepts and variables are exploratory, inquiring into new phenomena and events, then qualitative methodologies are to be used; and

(b)               on theoretical or conceptual basis – if there is a dominant theory that explains the state of things as are presently, then that theory should be interrogated more for veracity and accuracy which requires qualitative methodologies; but if there are different explanations for various perceptions of or ideas about the subject of study, then quantitative methodology would be ideal to explain or predict the more authentic one.

5.                  Appropriate Data Collection Instruments

A data collection instrument is a tool used to collect research data. Using appropriate tools is crucial because, “Accurate and systematic data collection is critical to conducting scientific [and social] research.”[32] Examples of data collection instruments are questionnaires, interviews, observations, experiments and scales (including measuring and weighing tapes).[33]

Data collection instruments are appropriate if and when they produce valid and reliable results. The instruments chosen must possess certain qualities and standards so as to collect data that is acceptable as appropriate and authentic.[34] Appropriateness and authenticity are determined by the validity and reliability of the data collected,[35] which inevitably depends on the kind of data collection instrument used. This is how critical the data collection instrument is. And so, a researcher must ensure that the right tools are in place while selecting a methodology to use in the course of study. Interestingly, the instrument chosen to collect the data will also depend on the type of data planned on collecting (qualitative, quantitative or mixed) and how it is planned to collect it.[36] The most used data collection instruments are questionnaires, interviews and observations.[37]

(a)                Questionnaires

Invented by Sir Francis Galton, “A questionnaire is a data collection instrument consistent of a series of questions and other prompts for the purpose of gathering information from respondents.”[38] Questionnaires are best suited for quantitative methodology,[39] where data collected is objective (i.e. not subject to individual tastes and preferences) and is statistically significant representing a large sample of the population covered.[40]

But questionnaires are also ideal for mixed methodology, measuring both qualitative / subjective data and quantitative / objective data.[41] This usually happens in situations where respondents are asked to explain their previous choice, hence inviting inclusion of personal perceptions and attitudes in the study.

(b)               Interviews

Interviews are active interactions between two or more people leading to a negotiated contextually based result.[42] Data is collected by asking questions through listening to individuals, recording, filming their responses, or a combination of methods.[43] Interviews are popular as a data-collection tool because of their flexibility.[44] They can be structured or semi structured to generate insights and concepts.[45] It is important to hold interviews because they help the researcher understand other people’s constructions of reality in their terms and in a depth which addresses the rich context that is the substance of their meanings.[46]

Interviews are a tool mainly for the collection of qualitative data,[47] and so they are best suited for qualitative methodologies like probing, which enable collecting complex information with a higher proportion of opinion-based information.[48]

(c)                Observations

Observation is a systematic data-collecting technique that involves watching people or things in their natural environment or in a naturally occurring situation.[49] It can cover individuals, groups and whole communities.[50] The researcher cum observer can participate at different levels ranging from wholly participant to non-participant.[51] Data is collected through field notes, video or audio recordings.[52]

Observation is most suitable for qualitative methodologies which permit searching for patterns, themes and holistic features, in order to generate new hypotheses and theories grounded in the data collected.

But if observations are coded to exact numerical data, this instrument can be used in quantitative methodologies by summarizing the data and identifying statistical relationships.

3.                  Conclusion

Methodology is very vital for the success of a research activity or project. Selecting the appropriate methodology is dependent on many considerations as discussed above. A researcher should put those considerations in place at the start of the research study.

 

REFERENCES

[1] Gradireland, ‘Social researcher’ (2022). Accessed online at https://gradireland.com/careers-advice/job-descriptions/social-researcher, on 12 April 2022, at 16:01 GMT.

[2] Denis Asiimwe Katebire, Social Research Methodology: An Introduction (2007), at 15.

[3] Ibid., at 19.

[4] J. W. Buckley, M. H. Buckley and H. Chiang, Research Methodology & Business Decisions (1976). Accessed online at https://maaw.info/ArticleSummaries/ArtSumBuckley76.htm#:~:text=The%20authors%20define%20research%20methodology,six%20parts%20as%20indicated%20below., on 12 April 2022, at 12:47 GMT.

[5] PhD Monster, ‘Factors to Consider while Choosing the Right Research Methodology’ (2019). Accessed online at https://www.phdmonster.com/factors-to-consider-while-choosing-the-right-research-methodology/, on 9 April 2022, at 13:00 GMT.

[6] Makerere University, ‘Guidelines for the Format of Research Proposals, Research Reports, Thesis and Dissertations’ (2011), at 4.

[7] See Denis Asiimwe Katebire, supra note 2, at 9, for the difference between qualitative and quantitative research.

[8] Lee Harvey, ‘Social Research Glossary’ Quality Research International (2022). Accessed online at https://www.qualityresearchinternational.com/socialresearch/variable.htm#:~:text=The%20object%20of%20enquiry%2C%20treated,gender%20and%20party%20political%20preference., on 12 April 2022, at 18:06 GMT.

[9] Ibid.

[10] Denis Asiimwe Katebire, supra note 2, at 19.

[11] Ibid.

[12] Ibid.

[13] Ibid., at 26.

[14] Ibid.

[15] Ibid.

[16] Ibid.

[17] Ibid., at 27.

[18] Ibid.

[19] Wikipedia, ‘Research question’ (2022). Accessed online at https://en.wikipedia.org/wiki/Research_question, on 13 April 2022, at 05:11 GMT.

[20] Denis Asiimwe Katebire, supra note 2, at 27.

[21] Ibid.

[22] Wikipedia, supra note 19.

[23] Denis Asiimwe Katebire, supra note 2, at 62.

[24] Ibid., at 15.

[25] Wikipedia, supra note 19.

[26] Denis Asiimwe Katebire, supra note 2, at 62.

[27] Ibid., at 8, defines mixed research as, “… that one in which quantitative and qualitative techniques are mixed in a single study.”

[28] Ibid., at 28.

[29] Ibid.

[30] American Psychological Association, APA Dictionary of Psychology (2022). Accessed online at https://dictionary.apa.org/frame-of-reference, on 13 April 2022, at 08:07 GMT.

[31] Denis Asiimwe Katebire, supra note 2, at 28.

[32] Dr. Karim Abawi, ‘Data Collection Instruments (Questionnaire & Interview)’ (2014), at 2. Accessed online at https://www.gfmer.ch/SRH-Course-2013/Geneva-Workshop/pdf/Data-collection-instruments-Abawi-2014.pdf, on 13 April 2022, at 12:00 GMT.

[33] Coventry University, ‘Data-collecting instruments: An overview of instruments to collect qualitative or quantitative data for analysis’ FutureLearn (2022). Accessed online at https://www.futurelearn.com/info/courses/research-construction-management/0/steps/75098, on 13 April 2022, at 08:40 GMT.

[34] Denis Asiimwe Katebire, supra note 2, at 29.

[35] Ibid.

[36] Coventry University, supra note 33.

[37] Ibid.

[38] Dr. Karim Abawi, supra note 32, at 3.

[39] Coventry University, supra note 33; Dr. Karim Abawi, supra note 32, at 10.

[40] Dr. Karim Abawi, supra note 32, at 10.

[41] Ibid.

[42] Coventry University, supra note 33.

[43] Dr. Karim Abawi, supra note 32, at 11.

[44] Coventry University, supra note 33.

[45] Ibid.

[46] Ibid.

[47] Ibid.

[48] Dr. Karim Abawi, supra note 32, at 13.

[49] Coventry University, supra note 33.

[50] Ibid.

[51] Ibid.

[52] Ibid.

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