Comparisons Between Social Functionalism and Constructivism International Relations: Example of the French Revolution

Authors

  • Xintong Ge

DOI:

https://doi.org/10.54097/ehss.v8i.4481

Keywords:

Social functionalism, Constructivism, the French revolution.

Abstract

For researchers in the fields of sociology and international relations, the thoughts and actions of using theories from each other’s fields are regular and frequent, as the two research fields sometimes share similar research goals and subjects. Yet even though corporations between subjects are regular, articles merely focusing on comparisons of theories in two research fields can be defined as in shortage. As a result, trying to find out similarities and differences between major sociological theories and international relations theories can be a great help and guidance for crossing-major research. From the analysis with a theoretical aspect, this paper tries to show the differences and similarities of two theories from a theoretical basis by adding a brief introduction of a combined new theory from two theories and a table showing the comparison of the two theories; the paper will show a much clearer vision to the differences and similarities. By using the example of situations in the French revolution, those true and existing historical issues with great influences on both French society and European, even international politics and diplomatic atmosphere gave out clear sights about the practical analysis for comparisons between international constructivism and social functionalism. As a result, from both theoretical aspects and practical examples, the paper will conclude that the similarities between the two theories will focus on the interdependent relationship between agencies and structures, and the differences will focus on the appropriate use fields.

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References

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Published

07-02-2023

How to Cite

Ge, X. (2023). Comparisons Between Social Functionalism and Constructivism International Relations: Example of the French Revolution. Journal of Education, Humanities and Social Sciences, 8, 1333-1337. https://doi.org/10.54097/ehss.v8i.4481