Interpreting the English School: History, Science and Philosophy, with Mark Bevir, Journal of International Political Theory (2020). (original) (raw)
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Journal of International Political Theory, 2020
This article introduces the Special Issue on ‘Interpretivism and the English School of International Relations’. It distinguishes between what we term the interpretivist and structuralist wings of the school and argues that disagreement about its preferred approach to the study of international relations has generated confusion about what it stands for and weakened its capacity to respond to alternative approaches. It puts the case for a reconsideration of the underlying philosophical positions that the school wishes to affirm and suggests that a properly grounded interpretivism may serve it best. The final part of the article discusses the topics and arguments of the remaining pieces in the Special Issue.
The English School, International Relations, and Progress
The English School, International Relations, and Progress, 2005
This essay evaluates the English SchoolFa prominent approach to the study of international relationsFas a ‘‘research enterprise’' ( James 2002). Our exploration begins with an introduction of a ‘‘continuum of aggregation’’ that conveys a given research enterprise, such as the English School, at different conceptual levels. The English School’s axioms along with its negative and positive heuristics are identified and evaluated based on the classics and more recent works from Wight, Bull, and others. Conclusions and prospects for further development of the English School complete the review.
The English School, International Relations, and Progress1
International Studies Review, 2005
This essay evaluates the English SchoolFa prominent approach to the study of international relationsFas a ''research enterprise''(James 2002). Our exploration begins with an introduction of a ''continuum of aggregation''that conveys a given research enterprise, such as the English School, at different conceptual levels. The English School's axioms along with its negative and positive heuristics are identified and evaluated based on the classics and more recent works from Wight, Bull, and others. Conclusions and prospects for further ...
Interpretivists in the English School: Aren't we all
Journal of International Political Theory, 2022
This article is a reply to Bevir and Hall, who recently argued in this journal that the English School needs to reflect more on its philosophy. They are right. Yet, their preferred distinction between a structural and an interpretivist strand of the School is not a constructive way forward. This is because their distinction between a structural and an interpretivist strand of the school is too stark, their chosen dimensions for sorting through the School are arguably not the most fruitful, and the inclusion of the English School's normative agenda must remain independent of whether one is inclined to start from structure or from agency. After elaborating these points, the article moves on to suggesting a number of other philosophical issues which would be more relevant for the English School to work through. It ends with an empirical illustration of what an integrated English School approach, inspired by structuration, could look like.