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| 1 |
ID:
168501
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| Summary/Abstract |
Since its appellation, much work has sought to consolidate neoclassical realism. Specifically, a number of variations on the neoclassical theme have reconceptualised the third-image and carved out a distinctly European neoclassical variant. This article contributes by recollecting the Structural Realism of Logic of Anarchy. In unpacking Structural Realism’s framework and dissecting its engagement with inter alia Kenneth Waltz, this article illustrates the importance of Logic’s conceptualisation of the system, particularly in terms of anarchy’s logic. This framework can enrich a number of debates within the neoclassical realist community, especially concerning third-image change and the possibility of a neoclassical realism in and of Europe, while also contributing to debates regarding the strategic actor-ness of the European Union. While Logic and its framework might appear dated, the article submits that one of its principal motifs, anarchy, along with realism’s normative ethos may remind us of International Relation’s (IR’s) healthy pluralism.
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| 2 |
ID:
123631
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| 3 |
ID:
105647
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| Publication |
2011.
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| Summary/Abstract |
This article looks at the significance of Barry Buzan's 2004 reformulation of the English School from the perspective of the normative dimension of English School theory. Picking up a challenge that Buzan set, but which has largely gone unanswered, for those who see normative theory as a key aspect of the English School's contribution, the article assesses three possible responses. It rejects a stance denying the relevance of Buzan's approach to normative theory and is dissatisfied with a second line that distinguishes methodologically between Buzan's social structural theorising and an approach to normative theory that draws principally on political theory. Instead, it argues for the inherent normativity of Buzan's position because of its reliance on values, arguing that many of the analytical benefits of Buzan's approach can also be deployed normatively because of the way he highlights contested and competing dynamics in play at different times and at different levels. The article suggests that this has the potential to revive pluralism as a normative position in the English School in a way that retains and extends the enhanced analytical power that Buzan's reformulation offers.
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