Civil Power and the Deconstruction of Scholasticism in the Thought of Marc'antonio de Dominis

Summary

Marc'antonio de Dominis is well known to historians as a figure in the political and religious culture of early modern Britain and Europe. This article contends that he was also a major theorist of civil power: his critique of Catholic scholastic political thought is compelling and his account of divine right kingship sheds light on conceptual problems that troubled a range of early modern thinkers. De Dominis dismantled the scholastic theory of political power on its own terms, insisting that Almain, Bellarmine, Suárez and others could not distinguish, as they sought to, between the potestas politica in general and the rule of particular princes. By this insight de Dominis could vindicate royal authority against the deposing pretensions of the Pope, the main objective of James I's supporters during the Allegiance Controversy, but his own positive account of how to think about power ran into theoretical trouble which he evidently perceived himself. If the potestas politica cannot be abstracted from a specific regime, and if the prince's absolute sovereignty depends on this fact, can politics be understood only at the level of the particular and contingent? The article closes by setting Thomas Hobbes—well versed in Jacobean polemic—in the context of this question.     

当代中国城市地理学的基石——记我的导师周一星教授的重要学术创建

本文概述了中国当代著名城市地理学者周一星教授所取得的若干重要学术成就。     

Albert the Great's interpretation of neuropsychiatric symptoms in the context of scholastic psychology and physiology* 1

Abstract

Albert the Great (ca. 1193–1280) serves as an example to show how the Latin West successfully integrated Greco‐Arabian psychology with Galenic physiology. He divised a model of perceptive, cognitive and mnestic powers located in different areas of the “brain cells”; and interacting with the immaterial and man‐specific intellect. He managed to describe anmesis, epileptic seizures and psychotic states as results of disturbed brain fuction. Finally, further aspects of Scholastic theorizing on mental disorders are discussed.