David Rozema
Biographic Data
| ID | 2385500 |
|---|---|
| NAME | David Rozema |
| GIVEN NAMES | David |
| FAMILY NAME | Rozema |
| SIGNATURE | ROZEMA D |
| AFFILIATIONS | University of Nebraska at Kearney, Nebraska, United States |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 2 |
Naturalism
In May of 1947, C. S. Lewis’s book Miracles was published, the third chapter of which was entitled, “The Self-contradiction of Naturalism.” In this chapter, Lewis presented a reductio argument, concluding that the metaphysical theory of Naturalism, if assumed to be true, undermines itself. Lewis’s main aim in giving this argument against naturalism is to leave us with the only alternative to naturalism: supernaturalism. This argument for the exis…
What can a Natural Theologian Learn from Kierkegaard and Wittgenstein
Most natural theologians purport to give reasons for believing in a God possessing certain attributes. The implication is that belief in God is a matter of rational decision. But this way of looking at religious belief can lead to the danger of thinking that one has “become a believer” when, in fact, one is living under the illusion of having religious faith. Wittgenstein and Kierkegaard provide insight into the causes and effects of this illusio…
Tractatus Logico-Philosophicus
Journal of the History of Ideas - Volume 63, Number 2, April 2002
The Polemics of Education
In his book, Sex, Economy, Freedom and Community, Wendell Berry describes two poles of how one understands ‘economy’: (a) ‘the kind of economy that exists to protect the “right” of profit’ and (b) ‘the kind of economy [that] exists for the protection of gifts’. In this paper I describe a similar polemic in how one understands ‘education’. I suggest that, correspondingly, there are two kinds of education. There is (a) the education of commodity—th…
Plato's Theaetetus
Socrate's dialogue with the young student, Theaetetus, is a case of the highest form of education: a ‘divine service’ to the state of Athens, to Theaetetus' family and friends, and to Theaetetus himself. It is less a means for Socrates (or Plato) to present his theory of knowledge than a sort of ‘noble lie’ designed and intended by Socrates to keep Theaetetus both appropriately humble and hungry for wisdom. The progress of the dialogue is an alle…
Tractatus Logico-Philosophicus
Journal of the History of Ideas - Volume 63, Number 2, April 2002
The Polemics of Education
In his book, Sex, Economy, Freedom and Community, Wendell Berry describes two poles of how one understands ‘economy’: (a) ‘the kind of economy that exists to protect the “right” of profit’ and (b) ‘the kind of economy [that] exists for the protection of gifts’. In this paper I describe a similar polemic in how one understands ‘education’. I suggest that, correspondingly, there are two kinds of education. There is (a) the education of commodity—th…
Plato's Theaetetus
Socrate's dialogue with the young student, Theaetetus, is a case of the highest form of education: a ‘divine service’ to the state of Athens, to Theaetetus' family and friends, and to Theaetetus himself. It is less a means for Socrates (or Plato) to present his theory of knowledge than a sort of ‘noble lie’ designed and intended by Socrates to keep Theaetetus both appropriately humble and hungry for wisdom. The progress of the dialogue is an alle…
Plato's Theaetetus
Socrate's dialogue with the young student, Theaetetus, is a case of the highest form of education: a ‘divine service’ to the state of Athens, to Theaetetus' family and friends, and to Theaetetus himself. It is less a means for Socrates (or Plato) to present his theory of knowledge than a sort of ‘noble lie’ designed and intended by Socrates to keep Theaetetus both appropriately humble and hungry for wisdom. The progress of the dialogue is an alle…
The Polemics of Education
In his book, Sex, Economy, Freedom and Community, Wendell Berry describes two poles of how one understands ‘economy’: (a) ‘the kind of economy that exists to protect the “right” of profit’ and (b) ‘the kind of economy [that] exists for the protection of gifts’. In this paper I describe a similar polemic in how one understands ‘education’. I suggest that, correspondingly, there are two kinds of education. There is (a) the education of commodity—th…
Tractatus Logico-Philosophicus
Journal of the History of Ideas - Volume 63, Number 2, April 2002
What can a Natural Theologian Learn from Kierkegaard and Wittgenstein
Most natural theologians purport to give reasons for believing in a God possessing certain attributes. The implication is that belief in God is a matter of rational decision. But this way of looking at religious belief can lead to the danger of thinking that one has “become a believer” when, in fact, one is living under the illusion of having religious faith. Wittgenstein and Kierkegaard provide insight into the causes and effects of this illusio…
Naturalism
In May of 1947, C. S. Lewis’s book Miracles was published, the third chapter of which was entitled, “The Self-contradiction of Naturalism.” In this chapter, Lewis presented a reductio argument, concluding that the metaphysical theory of Naturalism, if assumed to be true, undermines itself. Lewis’s main aim in giving this argument against naturalism is to leave us with the only alternative to naturalism: supernaturalism. This argument for the exis…
Epistemology (5 works) · Philosophy (5 works) · Psychology (3 works) · Law (2 works) · Philosophy (2 works) · Political science (2 works) · Wittgensteinian philosophy and applications (2 works) · Appeal (1 works) · Argument (complex analysis) (1 works) · Art (1 works)