在历史与经济之间——朱伯康民国时期的思想理路及其现代价值

朱伯康是民国时期的经济学家、经济史学家。青年时期的朱伯康曾积极参与革命,并作为经济学本科生参与了中国社会史论战,在马克思主义唯物史观话语体系下,运用历史解释中国社会,为革命诊断出路。留学德国后,朱伯康接受了系统的经济学训练,受德国历史学派影响极深,形成了不同于英美主流经济学的思想。归国后,朱伯康成为职业经济学家,师法李斯特,主张由国家采取保护主义政策推进工业化,回应了抗战建国的时代主题。朱伯康的思想理路揭示了民国经济学的多样性传统,也蕴含着抵制新自由主义经济学霸权的思想史价值。

Will the Service Sector Promote China’s Long-Term Employment Growth?

The coexistence of the slowing-down economy and the buoyant employment market has been the pattern in China in recent years, and the service sector has played an important role in this regard. This paper uses empirical analysis to prove that the service sector has a long-term mechanism to promote employment growth： first, the verification of the Baumol-Fuchs hypothesis shows that the income elasticity of demand for services in China is greater than 1. As the current development of the services is lagging behind, this sector has great development potential. Second, the revised employment equation shows that the employment elasticity of the service sector is much higher than that of the industrial sector, and its employment adhesiveness is stronger as well. The employment of the service sector can not only create more jobs for the national economy, but also help stabilize the job market. The employment pressure in China is mainly caused by migrant workers and college graduates. To solve the employment problems of these two groups, China has to promote the development of traditional services and speed up the upgrading of emerging services at the same time, and should neglect neither. This paper provides recommendations accordingly.

Impact of Regional Economy on Internal Migration in Yangtze Delta:Based on Panel Data

Metropolitan Shanghai, in Yangtze River Delta (YRD), plays undoubtedly the leading role in the economic development in China, and becomes one of the most important population con- gregation areas. It is also widely regarded as the sixth uprising urban agglomeration in the world. Based on the quantitative stud- ies on basic socioeconomic and demographic profile on the num- ber and transition of population, this paper concluded that the migration is the key factor for population dynamics in YRD. Then, what are the regional economic factors affecting the migration of different cities in YRD? The panel data show that the different wage level is the most important factor that affects the immigra- tion in YRD. Moreover, the ratio of industry sector and service sector has an impact on attracting immigration. However, per-capital GDP and the share of foreign direct investment (FDI) to GDP have dual-side impact: not high per-capital GDP and FDI bring the high immigration.

The Experience of Model Minority for High- and Low-Income Asian American Students

The author examines the differentiation of self-identity, school treatment, and academic struggle between two Asian American students in U.S. Midwest urban school environments. Using an interview study, the author focuses on understanding the students＇ perspectives in relation to the label of model minority. The purpose of the study is to investigate how social, academic, and economic factors affect these students, including different outcomes in terms of school achievement and self-identity formation. The findings aim to help urban educators approach complex factors regarding minority students＇ educational opportunities. Comprehensive results identified that： （1） The concept of model minority significantly affects Asian American students at all levels of daily life; （2） Urban schools continue reinforcing social reproduction and producing perceptions based on socioeconomic background and intersectional discrimination; （3） The evidence in the study shows that school environments do not aid students in valuing their cultural capital; （4） Students from different social classes present different linguistic and behavioral patterns; and （5） Social stratification significantly influences students＇ perspectives in response to the Asian stereotype, self-identity, and racial hierarchy in school and society.

Philosophy and Economic Injustice in Nigeria

In philosophy, justice is a big and yet flexible concept. Thrasymacus sees it as the interest of the stronger party; while the Institute for Creation Research sees it as being legal and ethical, restorative and penal with regards to human rights. Political, legal, religious, social etc., are forms of justice but in this work, the authors are concerned with economic justice. First, the authors say that the Nigerian society is in disorder as a result of entrenched economic injustice partly inspired by its multi-ethnicity and multi-religiousity. The authors therefore, investigate what constitutes economic justice in a nation like Nigeria： Is it equitable distribution of national wealth to individuals, groups, and regions？ Or, is it the distribution of national wealth proportionate to the contributions of individuals, groups, and regions to the national treasury, or still the distribution of national wealth according to political power blocs which fall within regional and ethnic lines？ The aim of this paper is to establish that no matter which definition one adopts, there have been some regions in Nigeria namely Niger Delta or the South-South and southeast regions which account for over 80% of national income in oil revenue but which continue to experience sustained economic injustice in the distribution of national wealth, federal projects, basic amenities etc., since the end of the civil war in 1970. In the societal strata, the wage earners are at the receiving end of government＇s unjust taxation system which enables the high net-worth individuals to pay less and most times evade taxation on their stupendous income. In another scenario, poor citizens are unjustly treated in the sharing of national wealth when compared with the wealthy class for example; they live in areas lacking in basic amenities; they are deprived access to loans to finance their businesses, agricultural project, and other crafts by the premium placed on collateral policies. We therefore conclude that the Nigerian society is lopsided as a result of massive economic injustices in Nigeria at the individual, group, and regional levels. In sum, the authors revisit philosophy＇s role at addressing such societal disorder orchestrated by various economic injustices perpetrated in Nigeria.

A New Theory About Teaching Philosophy

The aim of this paper is to elucidate the nature and viability of teaching philosophy establishing their impact on the construction of philosophy in developing countries such as Peru. This article is inserted in the context of the need to rethink the missed philosophy marked by Badiou who proposes two ideas and binding areas： Philosophy is a reflection on all that is in the infinite universe, including humans; and, being the reflection （thinking） an innate characteristic of the human being, then, in some way, we are philosophers. It follows two thoughts that philosophy is not taught or learned but is assumed in the measure of their level of education and knowledge. In such conditions, it is not the teaching of philosophy that which has to build philosophy or form ＂philosophers,＂ but is education. It is established, therefore, that between the philosophy and the education, there is a direct relationship in the sense that the first is based on the second and a good education is a prerequisite for the development of philosophy in a society condition. For this important reason, developing countries still do not have adequate conditions for sustained construction of philosophy because they have educational models that prevent it from radiating a good education to society. Being a good carrier of a good education philosophy, a poorly educated person has limitations to acquire of philosophical thinking. Therefore, these reasons are that in these countries, the teaching philosophy has proved to be unsuccessful. Being poor education in underdeveloped societies, where language skills and science are below international standards, it is easy to deduce that such societies are facing philosophy and devoid of conditions to form part of their cultures. Our hypothesis is that philosophy in a society cannot be built on the basis of the teaching of philosophy, but on the basis of a good education. The fact that in underdeveloped societies, as is the case of Peru, there is no philosophy in terms of what it means in modern times, is not because there is no teaching of philosophy but because there is archaic educational models. In these countries, the education model is anti-philosophical. Our approach is based on the education system prevalent in underdeveloped countries such as Peru, which is not feasible ＂teaching philosophy＂ to steadily build philosophy as part of national cultures, and instead it is necessary for the design and implementation of new models of education.