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Theories of world affairs
Chou, Mark Poole, Avery Dorothy Howard
Chou, Mark
Poole, Avery Dorothy Howard
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Abstract
This chapter demonstrates the importance of theory in the study of International Relations. The suggestion is that that the nature of the international system – how and why it came to be – cannot be fully understood without first understanding the system’s conceptual building blocks. Thus, we challenge the commonplace dichotomy that is thought to exist between ‘theory’ and ‘practice’ in International Relations. This chapter looks broadly at some of the most prominent theories of International Relations that have gone on to not only alter the debates within the discipline, but also fundamentally impact the course of twentieth-century world affairs. First, we develop this discussion by saying a few words about the role and significance of theory. We argue that theory helps us to interpret facts and make sense of reality; it helps us to categorize, give significance to and predict phenomena that may otherwise seem unintelligible. Second, we review the so-called Great Debates that have influenced the theoretical trajectory of International Relations since the discipline’s establishment in the wake of World War I. Third, we explore some of the more prominent theoretical perspectives which have influenced International Relations scholars and practitioners. We focus on familiarizing students with the two mainstream theories of Liberalism and Realism, and their so-called ‘neo’ variants. We also consider Constructivism and Feminism – theoretical perspectives which have set out to critique many of the liberal and realist assumptions entrenched within contemporary International Relations.
Keywords
International Relations Theory, the Great Debates, Liberalism, Realism, Constructivism, Feminism
Date
2015
Type
Book chapter
Journal
Book
Encounters with World Affairs: An Introduction to International Relations
Volume
Issue
Page Range
37-61
Article Number
ACU Department
School of Arts and Humanities
Faculty of Education and Arts
Faculty of Education and Arts
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Open Access Status
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Controlled