Questioning Eses as Pure Western Theoretical Constructs

Is It true that ESES a pure western theoretical construct?

English School (ES) is an alternative approach of International Relations Theories that historically speaking, it emerged after the world war II which many writers working in Britain began to search alternatives to the realist and liberalist viewpoint of international relations (Internationalrelations.org 2016). English school is society of states approach in the anarchy world (a state no global ruler or higher authority of states), that is used to understand how the world operates. As has been mentioned before that the ES is emerge in seeking alternatives from realist and liberalist, ES sometimes being regarded as Liberal realism (Murray 2015, 1).

The theoretical framework of ES approach consists of three part that are working simultanously, they are:

1. International System (Hobbes/Machiavelli)

“is about power politics amongst states, and Realism puts the structure and process of international anarchy at the centre of IR theory. This position is broadly parallel to mainstream realism and structural realism and is thus well developed and clearly understood.” (Murray 2015, 1)

1. International Society (Grotius),

The international community has been a major focus of thought school English with a concept that is developing well and is relatively clear, “is about the institutions of common interest where the identity of the inter-state and rationalism also puts the creation, maintenanace, norms, rules, and institutions along the center of international relations theory.” (Murray 2015, 2)  In theory this position have the same regime that is much deeper and also has implications not only instrumental constitutive.

1. And World Society (Kant),

The revolution is about the form of universalist cosmopolitanism which may include communism but it can be considered liberalism in recent times where this position has some similarities to transnationalism. Non-state organizations is more to the overall global community setting as the focus of global society’s identity and governance. The concept of English is at least well developed although not explicity. (Murray 2015, 2)

As we are now discussing whether the ESES (Environmental Studies English School) is pure western theoretical construct or not, here are two main cores of it, which are: Sustainable Development, and Global Environmental governance.

• Sustainable Development

Is the development that fulfil need of the present without taking toll the ability of future generations in fulfiling their needs. According to International Institute for Sustainable Development, there are 17 Sustainable Development Goals (SDGs) that already signed by 193 heads of states in addrees the sustainable development until 2030 (International Institutional for Sustainable Development).

• Global Environmental Governance

The idea of Global Environmental Governance provides a very fluent and detail statement about the key international events and history, as well as the most relevant concepts and philosophies that have influenced the global environmental agenda over the past decades (Finkelman, 2007). This idea is supporting the first point which is Sustainable Development as the core element to manage all human activities in all aspects. It also talks about the process of decision making in regards with environmental issue that are conducted by state, civil society and the market. In the theory of English School this kind of system is really needed in our anarchical world.