The English School of International Relations emerged in the mid-20th century as a

response to the dominant paradigms of international relations theory at the time,

particularly realism. Its creation can be understood in the following context:

Historical Context:

1. Post-World War II Era: The aftermath of World War II marked a period of

significant change and upheaval in international relations. The United Nations
was established to promote international cooperation, and the world was
transitioning from the bipolarity of the Cold War to a more multipolar system.
2. Challenges to Traditional Paradigms: Realism, which had been the
dominant paradigm in international relations, faced challenges in explaining
the evolving global dynamics. Realism tended to emphasize state interests
and power politics but struggled to account for the emergence of
international institutions and norms.

Why It Was Created:

1. Need for a Broader Perspective: Scholars began to recognize that traditional

paradigms like realism had limitations in explaining complex international
phenomena. There was a growing sense that international relations needed a
more comprehensive and nuanced framework that could incorporate the role
of norms, institutions, and shared values.
2. Response to Global Change: The post-World War II era brought about
significant changes in international relations, such as the growth of
international organizations, the emergence of human rights concerns, and the
importance of diplomacy. These developments prompted scholars to seek a
more inclusive framework.
3. Intellectual Diversity: A group of British scholars, including Hedley Bull,
Martin Wight, and others, began to explore alternative approaches that could
accommodate these changes and provide a more intellectually diverse
perspective on international relations.

Key Factors in Its Creation:

1. Influence of Classical Realism: While the English School represents a

departure from classical realism, it was also influenced by classical realist
thinkers like E.H. Carr, who emphasized the role of ideas and norms in
international politics.
2. Historical Analysis: Scholars within the English School often emphasized
historical analysis and the importance of historical events, treaties, and
practices in shaping international norms and institutions.
 3. Interdisciplinary Approach: The English School adopted an interdisciplinary
approach, drawing insights from political philosophy, international law, and
history to provide a more holistic understanding of international relations.
4. Balance Between Realism and Idealism: The English School sought to strike
a balance between the realist emphasis on power and state interests and the
idealist emphasis on norms, values, and international cooperation.

In summary, the English School of International Relations was created as a response

to the changing dynamics of the post-World War II era and the need for a more
comprehensive framework that could account for the role of norms, institutions, and
shared values in international relations. It sought to bridge the gap between realism
and idealism and offered a nuanced perspective on global politics.

The English School of International Relations, also known as the International Society or the
British School, is a theoretical perspective that emerged from British scholars in the mid-20th
century. It seeks to understand international relations by emphasizing the role of international
society, norms, and institutions. The English School does not offer a single comprehensive theory
but is characterized by a set of interconnected concepts and theories. Here are the main theories
and ideas associated with the English School of International Relations:

1. International Society: The central concept of the English School is "international

society." This idea suggests that states exist within a broader international society or
community with shared norms, rules, and institutions. States are not purely self-interested
actors but are also concerned with maintaining order and cooperation within this
international society.
2. Three Traditions: The English School identifies three key traditions that help explain the
evolution and dynamics of international society:
• Solidarist Tradition: Emphasizes the importance of shared values, norms, and
human rights in shaping international society. Solidarists argue that states should
intervene in the affairs of other states to protect these values.
• Pluralist Tradition: Focuses on the interactions between states as the primary
driver of international society. Pluralists emphasize diplomacy, international law,
and the balance of power as key factors in maintaining order.
• Realist Tradition: While not strictly part of the English School, realism is often
considered alongside the other traditions. Realists emphasize the role of power
and state interests in shaping international relations.
3. Norms and Institutions: The English School places significant importance on
international norms and institutions. It argues that shared norms, such as sovereignty and
non-intervention, are critical for maintaining order in international society. International
institutions, like the United Nations, are seen as mechanisms for managing international
relations and resolving conflicts.
4. Primary and Secondary Institutions: The English School distinguishes between primary
institutions, which are fundamental norms like sovereignty and territorial integrity, and
 secondary institutions, which are specialized international organizations and regimes that
address specific issues (e.g., trade, environment).
5. Balance of Power: While emphasizing norms and international society, the English
School recognizes the ongoing importance of the balance of power as a realist concept. It
argues that a balance of power among great powers can help prevent the domination of
international society by a single state.
6. Cosmopolitanism: Some scholars within the English School incorporate elements of
cosmopolitanism, emphasizing the moral obligations of individuals and states to protect
human rights and promote global justice.
7. Historical Context: The English School often considers the historical development of
international society and the impact of events, treaties, and international actors on its
evolution.

Overall, the English School provides a framework for understanding international relations that
balances state-centric realism with a recognition of shared norms, institutions, and international
society as essential elements in shaping the global order. It emphasizes the importance of ideas,
values, and historical context in addition to power politics.

The English School of International Relations is a diverse and interdisciplinary

perspective, and it encompasses a range of scholars who have contributed to its
development. While it's difficult to provide an exhaustive list of key figures, here are
some prominent scholars associated with the English School and some additional
details about its key concepts:

Prominent Scholars:

1. Hedley Bull: Often considered one of the founding figures of the English
School, Hedley Bull's work, including "The Anarchical Society" (1977), has had
a profound influence on the development of the school. He emphasized the
concept of international society and the role of norms and institutions in
international relations.
2. Martin Wight: Wight's work, including "Power Politics" (1946), helped shape
the English School's understanding of power and morality in international
relations. He contributed to the differentiation of the solidarist and pluralist
traditions within the school.
3. Adam Watson: Adam Watson's writings, such as "The Evolution of
International Society" (1992), explored the historical development of
international society and its norms. He was instrumental in advancing the idea
of primary and secondary institutions in international relations.
4. Robert Jackson: Robert Jackson's work, including "The Global Covenant"
(2000), has contributed to the solidarist tradition within the English School. He
has explored issues related to human rights, humanitarian intervention, and
the moral dimensions of international relations.
5. Timothy Dunne: Dunne's research has focused on issues of normative
change and the impact of international society on state behavior. He has
 contributed to the understanding of how norms evolve and shape
international politics.
6. Barry Buzan: Buzan has worked extensively on security studies within the
English School framework. His contributions include the development of the
concept of "securitization" and the idea of regions as subunits of international
society.

Key Concepts and Ideas:

1. International Society: This is the central concept of the English School,

emphasizing that states exist within a broader society with shared norms and
institutions.
2. Three Traditions: The three traditions—solidarist, pluralist, and realist—
provide a framework for understanding the various perspectives within
international relations theory.
3. Norms and Institutions: The English School highlights the role of norms
(shared values and rules) and institutions (international organizations and
regimes) in shaping state behavior and international order.
4. Primary and Secondary Institutions: Primary institutions include
fundamental norms like sovereignty, while secondary institutions are
specialized organizations or regimes addressing specific issues.
5. Balance of Power: This concept acknowledges that power and the balance of
power among states remain important factors in international relations, even
within the context of international society.
6. Historical Context: The English School emphasizes the historical evolution of
international society and the role of historical events and treaties in shaping
international norms and practices.
7. Cosmopolitanism: Some scholars within the English School incorporate
elements of cosmopolitanism, emphasizing moral obligations beyond the
state level.

The English School is known for its interdisciplinary approach, drawing insights from
history, political philosophy, and international law. It offers a nuanced perspective
that combines elements of realism with a focus on shared norms and international
society, contributing to a broader understanding of global politics.