Currently, the collective rise of countries in the "Global South" has become one of the most important forces in global governance, which poses new requirements for regional and national studies. China's regional and country studies should play a major role, delve into the Chinese proposition of solidarity and cooperation among countries in the "global South", and unite and guide the direction for jointly advancing towards modernization and building a better world. The new requirements for the development of regional and national disciplines and the collective rise of "global southern" countries are essentially a process of gradually increasing subjectivity. The contemporary popular concept of subjectivity is a product of the development of modern history and philosophy. The development of modern Western industry and science and technology has enhanced humanity's ability to transform nature, gradually making humans the subject in their relationship with nature. Due to this first mover advantage, developed Western countries have a dominant productive base compared to other countries in the world. At the same time, the development of the market economy system has created an incredibly rich material wealth for developed Western countries and laid the foundation for subjective production relations. Under such historical conditions, the international status and influence of developed countries have gradually been established. In fact, these countries are not subjects because of an existing entity, but are in an active position in their relationship with the world. If they lose their active position, the country also loses its subjectivity. Therefore, the subject is not a tangible category, but a category of value relationships. The development of the subjectivity of countries in the 'Global South' differs from that of developed countries. The countries of the 'Global South' generate, discover, and demonstrate subjectivity on the premise that developed countries already have subjectivity. On the one hand, the environment in which subjectivity is formed is not suitable. Western developed countries, as global hegemons, do not want more countries to challenge the existing international order in terms of productivity or production relations, whether in ideology, economic growth, or international relations. Therefore, objectively speaking, there are not many areas and spaces for countries in the "global South" to leverage their latecomer advantages. To seek opportunities in the midst of the cracks, their own efforts and capabilities are very important. On the other hand, the process of subjectivity generation is a historical process. The understanding of oneself as a subject and subjectivity by actors varies depending on specific historical conditions. National independence and liberation were the main goals of the early stages of the formation of a country. At that time, poverty and weakness were accumulated, and various tasks were waiting to be revitalized. The sense of national community was not yet clear, and powerful external forces often played a leading role. Subjectivity means the active relationship of the actor towards the world. Initiative is the combination of thinking and practice, actively, proactively, consciously, selectively, purposefully, and systematically reacting to external or internal stimuli or influences. The collective rise of countries in the 'Global South' is a manifestation of this subjective initiative, with influence coming from both internal and external sources. The countries of the 'Global South' fully recognize the importance of economic and social development and international status, and actively and consciously choose goals in the reshaping of national governance and international order. The transition of countries in the 'global South' from national liberation and independence to striving for the right to development and international status is a process of increasing subjectivity. Firstly, in terms of conceptual views, countries in the 'global South' no longer use the discourse system of developed countries as the 'absolute standard'. The example of China following its own development path has given great confidence to countries in the "global South" that even if the paths are different, it is possible to achieve development and progress. Secondly, in terms of status, in the past, whether it was economic and trade investment, development models, or rule making, the countries of the "Global South" were passive recipients. Now, with the increasing share of "Global South" countries in the world economy, they have voiced a common voice on the international stage, gradually playing a coordinating, influencing, and even shaping role. In terms of regional country studies, the original regional country studies were developed by developed Western countries during the Cold War to maintain global hegemony, and their essence was to serve the position and perspective of developed countries. Developing countries exist as passive research objects and do not have the status of actively shaping theoretical frameworks and systems. With the collective rise of countries in the 'Global South', these countries are no longer treated as research objects, but as research subjects exploring themselves and examining the world. Therefore, the original regional and country analysis framework and paradigm are not suitable for new development requirements, and the foundation, boundaries, connotations, and goals of regional and country disciplines have also undergone new changes. Firstly, the starting point for the construction of regional and national disciplines is the need to maintain global hegemony for developed countries, and the need for development, cooperation, and enhancing international status for countries in the "global South". Different starting points create differences in the entire disciplinary system. Secondly, the boundaries of disciplines are no longer a one-way expansion from the perspective of developed countries, but have a multidimensional dimension of joint exploration, mutual learning and exchange among countries in the "global South". Finally, the connotation and development goals of discipline construction are no longer just about using research objects as a means to "know each other". Regional and country studies in countries of the "global South" are based on "local" and promote independent interaction and prosperous coexistence of diverse civilizations in the world. The development of regional and national disciplines requires theoretical innovation. The socialization process of regional and national discipline development includes a series of links such as academic discovery, system construction, application, and dissemination. Academic discovery is the exploration of unexplored fields, the introduction of new concepts, the characterization of new phenomena, and the continuous advancement of academic frontiers. System construction is the gradual enrichment of logical relationships between concepts based on conceptual foundations, forming a more comprehensive and systematic understanding of regularities. Application and dissemination are based on grasping theoretical methods, applying laws to explain and solve complex phenomena or problems, continuously expanding the influence of academic viewpoints and the scope of ideological audiences, thus creating possibilities for further academic discoveries and applications. From the process of disciplinary development, it can be seen that the development of regional and national disciplines is a comprehensive systematic project, which not only requires clarifying disciplinary boundaries, constructing disciplinary cores, constantly enriching concepts and logical systems, but also requires favorable development conditions. How to reflect the essence of disciplines in regional and national studies is a difficult point in discipline construction. Building the core of a discipline is a process based on creative thinking, exploratory spirit, and knowledge accumulation. However, the development process of science is a process in which a new progressive research program constantly replaces outdated and degraded research programs. It is generally believed that the formation of an independent discipline includes at least the following aspects: firstly, the research object or research field, that is, the discipline has a unique and irreplaceable research object. Next is the theoretical system, which forms unique concepts, principles, propositions, and laws, forming a rigorous logical system. Finally, there is the research methodology. At present, regional and country studies have relatively clear research objects, namely regions or countries. In terms of theoretical system, regional and national studies still follow the academic paradigms of relevant fields in different areas. In terms of research methods, summarizing and generalizing facts and phenomena is a commonly used research method in regional and country studies. The in-depth exploration of typical facts in regional and country studies, as well as the grasp of regularity and theoretical sublimation, are also based on existing disciplines. Therefore, to form an academic core that can characterize the unique characteristics of regional and national disciplines, it still requires joint efforts from the academic community. At the same time, the historical and cultural backgrounds, development models, and other national factors of different countries determine their respective research positions, tendencies, and characteristics, which are also important components in forming the core of the discipline. For the countries of the 'Global South', how to form an appropriate understanding of themselves, other countries, and the world from the perspective of subjectivity is the goal and direction of local regional and country studies. The regional and country studies of countries in the 'Global South' mainly rely on developing major countries. Although some countries in the 'global South' have experts in studying world powers such as China, the United States, and Russia, only a few major countries have the ability to conduct regional and country studies that can cover most countries around the world. Therefore, there is a considerable gap between the fact of the collective rise of countries in the "Global South" and the reality of regional and national studies of countries in the "Global South". China plays an active role in the development of regional and national studies. As a developing country, China's stable political system and thriving economic development provide support and guarantees for regional and national studies. China has the responsibility and ability to contribute to the knowledge public goods of the "Global South", promote the reform of the global governance system, promote the security and development of the "Global South", and build a community with a shared future for mankind. Meanwhile, deepening regional and country specific research can also help construct China's independent knowledge system and achieve strategic layout globally. The key to theoretical innovation in regional and national studies lies in the construction of academic cores. Regional and country specific disciplines are essentially interdisciplinary. In the process of constructing a theoretical system for regional and country specific research, scholars should reach a consensus on the basic paradigms of regional and country specific research, and maintain consistency in the basic intentions of the research objects. On this basis, scholars can use beneficial elements from different disciplines to collaboratively construct theoretical cores for the problems to be solved, and establish standards and frameworks in the initial stage of the discipline to gain development opportunities. To achieve such goals, the role of organized scientific research should be fully utilized, starting from serving the strategic needs of the country with higher quality and greater contribution, targeting key countries and key issues, and achieving interdisciplinary solutions to complex problems. We should also increase the construction of academic networks for regional and national studies, establish academic communities for regional and national studies in the "Global South" countries, and carry out educational, academic, and think tank exchange programs for "Global South" countries, accelerating the construction of overseas Chinese research centers. At the same time, we will increase the training of language and professional talents, promote the integration of science and education, comprehensively improve the level of regional and national research teams, and gradually enhance their capabilities on a large-scale basis. Author: Chai Yu (Director of the Institute of Latin American Studies, Chinese Academy of Social Sciences)