#16169
.....as a generalised phenomenon people who behave this way certainly ought to - after all, how many times can 2+2≠5 be explained only for the recipient to reply 2+2=5 for his dishonesty to be wilful?
2+2=5 is far too simple a comparison though isn't it.
Personally, I think the accusations against Alan Burns are grossly unfair.
The use of the 2+2=5 analogy is interesting though. 2+2=5 being wrong can be demonstrated conclusively by
• Showing that 2+2=4
• Showing that 2+3=5
If the ‘5’ as the answer represents Alan Burns’ conclusions, then where were the equivalent of proving that
• An alternative path exists to get to his conclusions, or
• Something else is responsible for the item under discussion, thereby disproving his claims
Since the analogy of 2+2=5 was used for comparison purposes, the implication is that the person using it is claiming their position as factually true (because the error in the calculation is provably wrong). Yet at no stage has this been demonstrated, otherwise there would be no argument; there would no need for one!
While we are on mathematical analogies, I would suggest the situation is more this.
Alan Burns is doing the equivalent of claiming that 1+1=10. Many of the arguments against him are doing the equivalent of claiming that 1+1=2, except those making them are assuming base 10
and only base 10 whereas Alan is using base 2. Alan is being told the equivalent of,
he is not allowed to use base 2 because it isn’t valid (for whatever reason that is claimed) and that base 10 is the only base allowed.Surely Alan is within his rights to argue from his position when all of the allegations of logic and fallacies are all based on the equivalent stance of saying
only base 10 is allowed. 1+1=10 is not a logical statement in base 10 but it is in base 2. To therefore assume that Alan is doing the equivalent of saying 2+2=5 and ignoring rebuttals shows that there is a problem in the approach that assumes the truth of their position without proof, then uses it to make deductions against opposing arguments.