2. English School ( International society)
International society instead of international system:
focuses on the shared norms and values of states and how
they regulate international relations ( as Idealist )
Beleive in Anarchical society ( As Realist )
Not pessimist as Realist
Not Optimist as Idealist
3. English School
there is a society of states at the international
level, despite the condition of anarchy.
International relations represents a society
of states war
the great powers
diplomacy
the balance of power
international law in the
sovereignty
Regulate
4. English School
A great deal of the English School of thought concerns
itself with the examination of traditional international
theory:
1. Realist or Hobbesian (after Thomas Hobbes)
2. Rationalist (or Grotian, after Hugo Grotius)
3. Revolutionist (or Kantian, after Immanuel Kant).
In broad terms, the English School seeking a middle way
between the 'power politics' of realism and the
'utopianism' of revolutionism.
Not pessimist as Realist
Not Optimist as Idealist
5. Some have argued that the English School is essentially a
British variant on realism which exaggerates the
importance of the veneer of society and pays too little
attention to its role in safeguarding the privileges of the
leading powers and other dominant interests.
The international system is not a state of war despite the
fact that each state has a monopoly of control of the
instruments of violence within its territory.
Why?
Because of a common interest in placing restraints on the
use of force, states have developed the art of
accommodation and compromise which makes international
society possible.
English School
6. English School
Bull: States may not agree on the meaning of justice
but, they can concur about how to maintain order
among themselves. Most agree that each state should
respect the sovereignty of the others and observe the
principle of non-intervention. Each society can then
promote its notion of the good life within its own territory,
recognized as an equal by all others.
Order among all mankind is of primary value, not order
within the society of states.
7. 18th With the expansion of Europe:
other peoples were forced to comply with its conception
of the world and, gradually, most of those societies
came to accept European principles of
international society.
But they came to enjoy equal membership of the
international society of states only after a long
struggle to dismantle Europe’s sense of its own
moral superiority and political invincibility.
Bull called this struggle the revolt against the
West
English School
8. English School
5 Components:
1. Struggle for equal sovereignty
china and Japan Independent but were
considered inferior to the western powers
legal revolt against the West:
Japan joined the society of states in 1900,
Turkey in 1923
Egypt in 1936
China in 1943
the former colonies freedom from colonial
domination
Demanded
9. English School
2. struggle to abolish slavery and the slave trade
3. white supremacism and quest for freedom and dignity
4.economic revolt against the forms of inequality and
exploitation associated with a Western-dominated global
commercial and financial system.
5. the cultural revolt
protest against all forms of Western cultural imperialism
10. English School
Martin Wight the remnants of medieval
conceptions of societas Christiana
Hedley Bull sovereign states to safeguard
and promote basic goals, especially their survival.
① to ensure life security against violence
resulting in death or bodily harm
② to ensure the keeping of promises, or the
implementation of agreements;
③ to ensure the stability of the possession of
things which is free from constant and
unlimited challenges.
Origin
Goal
11. English School
The most important reason:
Britain’s history as a super power
The experience in diplomacy, law and other areas
accumulated since the period of British Empire
has provided the members of the English school
with rich historical resources.
12. English School
Conclusion
The English school focuses on norms, rules,
institutions and values and develops a new
normative thinking into international relations.
