Abstract
The relationship between theory and history is one of the topics of great interest in International Relations. Hedley Bull, a leading figure of the English School of International Relations, once argued that theories are constructed by theorists who are embedded in specific historical situations, and that the understanding of historical conditions is crucial in evaluating those theories. However, there is no denying that much of English School theory has been interpreted rather abstractly and taken out of historical context. This paper is an attempt to contextualize some of the theories of the English School and to understand them in terms of the intellectual and linguistic context out of which they arose.
This paper begins by sketching the existing literature as it touches upon the English School, and points out the general tendency to abstract theory being discussed from context surrounding it. Instead, this article stresses the importance of historical context when interpreting and understanding the meaning of texts. The first part outlines the argument over “peaceful change” that took place between the First and Second World Wars in order to identify the context. In this process, the international political thoughts of Hersch Lauterpacht, E. H. Carr, and C. A. W. Manning, who all actively participated in the debate, are explored. Secondly, the international political thoughts of Martin Wight and C. A. W. Manning, both of whom are thought to be the founders of the English School, are surveyed so as to show the continuity between the argument over peaceful change and some of the arguments of the English School. The third part focuses on Hedley Bull’s work. After adumbrating some of his central arguments, it points out that Bull’s work on Order and Justice in international relations can be understood as an extension of the debate over peaceful change. Finally, the last part of this article argues that the understanding of English School theory depends upon our understanding of the nature of the debate which took place during the inter-war period. Accordingly, the interpretation of its theory and of some of its key concepts can be altered by reexamining and reviewing those controversies. Bearing this in mind, it goes on to offer a fresh interpretation of “Rationalism” and “international society” in the light of peaceful change. This paper concludes by emphasizing the importance and productiveness of understanding “peaceful change” in interpreting the texts of the English School, especially those produced during its formative period.
