Part One sets out the English School s origins and development, explaining its central concepts and methodological tools, and placing it within the broader canon of IR theory. Part Two offers a detailed account of the historical, regional and social structural strands of the English School, explaining the important link between the school s historical projects and its interest in a societal approach to international relations. Part Three explores the School s responses to the enduring problems of order and justice, and highlights the changing balance between pluralist and solidarist institutions in the evolution of international society over the past five centuries. The book concludes with a discussion of the English School s ongoing controversies and debates, and identifies opportunities for further research.
For students new to the topic this book will provide an accessible and balanced overview, whilst those already familiar with the ES will be prompted to look afresh at their own understanding of its significance and potentiality.
Part I Background and Context 1
1 The Evolution of the English School 5
2 Key Concepts 12
3 Theories and Methodologies 21
Conclusions to Part I 39
Part II The Historical/Structural Orientation 41
4 International Society in World History 47
5 The Expansion of European International Society 60
Conclusions to Part II: Theorizing International Society as
Social Structure 78
Part III Normative Orientations: Pluralism and Solidarism 81
6 Classical Pluralism and its Successors 89
7 Pluralism in Historical Perspective 97
8 Classical Solidarism and its Successors 113
9 Solidarism in Historical Perspective 134
Conclusions to Part III 164
10 Ongoing Debates and Emergent Agendas 168
Tim Dunne, University of Queensland
"This book is the culmination of Buzan′s call for a reconvening of the English School. Every conceivable aspect of the English School, what Buzan describes as a great conversation about international and world society, is included in this impressive book. Students and scholars alike will want to have this on their bookshelf."
Brian C. Schmidt, Carleton University