This paper analyzes the existence of developmental views and compares the results of previous studies for underdeveloped regions. In view of the limitations of previous studies, this study details regional unit, expan...This paper analyzes the existence of developmental views and compares the results of previous studies for underdeveloped regions. In view of the limitations of previous studies, this study details regional unit, expands index system, applies factor-analysis to structure index system, uses the fuzzy comprehensive evaluation model to improve analytic hierarchy process, and identifies the economic developmental levels of 384 regions, including 4 municipalities, 333 cities at prefecture level, and 47 counties under the jurisdiction of province. The levels of the 47 counties are identified by dividing the rank of comprehensive values of more than 337 regions unit into five equal graduations and then matching the 47 counties with the five-graduation results. This study provides the distribution of resources-rich region in China qualitatively and quantitatively in terms of coal, oil gas and other 14 kinds of metal mineral resources. Finally, by matching the two parts of results, this study identifies the distribution of underdeveloped resource-rich regions (URRRs). URRRs are mainly distributed in Shaanxi, Shanxi, Guizhou, Yunnan, Sichuan, He’nan, Shandong, Guangxi and Gansu provinces, which accounts for 78.57% of the total in China. To a certain degree, the result of this paper proves that “resources curse” existing in the national stratification plane in later 20th century still takes places in some cities in China, especially in the counties of these cities’ jurisdiction.展开更多
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 c...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.展开更多
文摘This paper analyzes the existence of developmental views and compares the results of previous studies for underdeveloped regions. In view of the limitations of previous studies, this study details regional unit, expands index system, applies factor-analysis to structure index system, uses the fuzzy comprehensive evaluation model to improve analytic hierarchy process, and identifies the economic developmental levels of 384 regions, including 4 municipalities, 333 cities at prefecture level, and 47 counties under the jurisdiction of province. The levels of the 47 counties are identified by dividing the rank of comprehensive values of more than 337 regions unit into five equal graduations and then matching the 47 counties with the five-graduation results. This study provides the distribution of resources-rich region in China qualitatively and quantitatively in terms of coal, oil gas and other 14 kinds of metal mineral resources. Finally, by matching the two parts of results, this study identifies the distribution of underdeveloped resource-rich regions (URRRs). URRRs are mainly distributed in Shaanxi, Shanxi, Guizhou, Yunnan, Sichuan, He’nan, Shandong, Guangxi and Gansu provinces, which accounts for 78.57% of the total in China. To a certain degree, the result of this paper proves that “resources curse” existing in the national stratification plane in later 20th century still takes places in some cities in China, especially in the counties of these cities’ jurisdiction.
文摘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.
