| Summary/Abstract |
Twenty years ago, I called the English School (ES) an underexploited resource (Buzan 2001). Since then, a great deal has been done, and the ES can no longer be characterized as an ‘underexploited resource’. But that does not mean that nothing remains to be done. Opinions no doubt differ about what the priorities for the ES should be, but here are my three choices, and the reasons for them.
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