The Great Chain of History: William Buckland and the English School of Geology, 1814-1849. Nicolaas A. Rupke

1985 ◽  
Vol 57 (3) ◽  
pp. 554-555
Author(s):  
T. W. Heyck
Keyword(s):  
English School

Hobbes among International Relations Thinkers

2018 ◽  
Author(s):  
David Boucher
Keyword(s):  
International Relations ◽  
Political Thought ◽  
International Relations Theory ◽  
English School ◽  
State Of Nature ◽  
International Issues ◽  
Civil Condition ◽  
The Individual

Among philosophers and historians of political thought Hobbes has little or nothing to say about relations among states. For modern realists and representatives of the English School in contemporary international relations theory, however, caricatures of Hobbes abound. There is a tendency to take him too literally, referring to what is called the unmodified philosophical state of nature, ignoring what he has to say about both the modified state of nature and the historical pre-civil condition. They extrapolate from the predicament of the individual conclusions claimed to be pertinent to international relations, and on the whole find his conclusions unconvincing. It is demonstrated that there is a much more restrained and cautious Hobbes, consistent with his timid nature, in which he gives carefully weighed views on a variety of international issues, recommending moderation consistent with the duties of sovereignty.

The United States, China, and the Politics of Hegemonic Ordering in East Asia

2021 ◽  
Author(s):  
Beverley Loke
Keyword(s):  
United States ◽  
East Asia ◽  
The United States ◽  
English School ◽  
Post Cold War ◽  
Regional Dynamics ◽  
Regional Order ◽  
Us Hegemony ◽  
Power Position ◽  
Hybrid Forms

Abstract China's rise has raised important questions about the durability of US hegemony in East Asia. Much of the debate, however, has generally been cast in fairly simplistic terms, suggesting the durability or end of US regional hegemony. Such framings nevertheless fail to fully capture regional dynamics and complexity. Advancing an English School conception of hegemony, this paper examines the politics, contestation, and renegotiation of the post–Cold War US hegemonic order in East Asia. It maps out four logics of hegemonic ordering in the existing literature, outlines their shortfalls and advances a twofold argument. First, although regional order will not disintegrate into binary “order versus disorder” or “US versus Chinese hegemony” scenarios, the politics of hegemonic ordering—the interactive discourses, processes, relations, and practices that underpin hegemony—will intensify as the United States and China continue to both cooperate and compete for power, position, and influence in East Asia. Second, I argue that the East Asian regional order will evolve in ways that resemble hybrid forms of hegemony in a complex hierarchy. Specifically, I develop a new logic—“coalitional and collaborative hegemonies in a complex hierarchy”—that is anchored in assertiveness, fluidity, and compartmentalization. It demonstrates that Washington and Beijing will not only form coalitional hegemonies, seeking legitimation from multiple and often overlapping constituencies, but also engage in a collaborative hegemony on shared interests. This better reflects evolving regional dynamics and yields theoretical insights into examining hegemonic transitions less as clearly delineated transitions from one distinct hegemonic order to the next, and more as partial and hybrid ones.

The enigma of Martin Wight

1981 ◽  
Vol 7 (1) ◽  
pp. 15-22 ◽  
Author(s):  
Michael Nicholson
Keyword(s):  
International Relations ◽  
Economic Factors ◽  
English School ◽  
High Esteem ◽  
The Right ◽  
The Way

Among the school of scholars of international relations, neatly called by Roy Jones the ‘English School’, the work of Martin Wight is placed in particularly high esteem. More perhaps than anyone else, he is regarded as the scholar who did international relations as it ought to be done. I suppose no one would assert that this form is exclusive and needed no complement. The need for the discussion of economic factors in international relations for example would presumably not be denied, nor that such a discussion might not need other methods. What I take to be asserted, however, is that the sort of problem which Wight faced is central to international relations (and given the generality of some of these problems, for some issues, at least, this would not be widely denied) but more importantly that the way he tackled them is the right way.

Character introduction in two languages: Its development in the stories of a Spanish-English bilingual child age 6;11–10;11

2003 ◽  
Vol 6 (3) ◽  
pp. 227-243 ◽  
Author(s):  
ESTHER ÁLVAREZ
Keyword(s):  
English School ◽  
School Age ◽  
Appropriate Use ◽  
Bilingual Child ◽  
Specific Language ◽  
English Bilingual ◽  
English Speaking ◽  
Characteristic Style ◽  
Autonomous Development ◽  
Child Age

It is a matter of debate whether the two differentiated grammatical systems in a bilingual child develop autonomously, or whether there is interdependence and in what areas (Genesee, 2001; Meisel, 2001). Extensive research is being carried out in the emergence of the two grammars, but not much attention has been given to the development of discourse in simultaneous bilinguals. This study examines longitudinal narrative data from a Spanish-English school-age simultaneous bilingual child, and, in particular, the development of character introductions in the story. The child's stories in both languages show similar degrees of appropriate use of grammatical means for discourse purposes during the period under study and inadequacies are related not to the specific language used by the child, but to semantic and syntactic factors that promote or hinder appropriateness and affect both languages equally. The child follows the characteristic style identified for each of the two languages in studies of monolingual Spanish- and English-speaking children and adults. This indicates an autonomous development. However, there is also evidence that the two styles are not as differentiated as might be expected in comparison with monolinguals. These results support the view that, although the two languages of a bilingual child develop autonomously to a great extent, there are certain aspects which develop interdependently (Genesee, 2001).

Sign in / Sign up

Export Citation Format

Share Document