Arthur Adler <
aadl...@gmail.com> wrote:
> On Wednesday, August 11, 2021 at 2:37:01 PM UTC-7,
bodk...@gmail.com wrote:
>> I asked you what your intentions were in responding.
>
> And I replied "To say the truth".
An answer I acknowledged and followed up with: for WHAT benefit and for
WHOM?
>
>> Whatever gave you the idea I engage in a conversation with you to learn
>> something from you?
>
> I don't have that idea. It's quite obvious that you have no intention of
> learning anything.
Certainly not from you. Why would I come to you to learn about physics when
I have the carefully crafted explanations by physicists?
>
>> Ah, good, I’m glad you’ve made it clear that your intent is to denigrate
>> the intellectual prowess of the person you’re responding to.
>
> You mis-read. I said that when a logically self-contradictory statement
> is made, I may point it out, and explain why the statement is logically
> self-contradictory as clearly and simply as I can. This is what
> scientists (and rational people) do.
Well, specifically what I said was: “It is also clear that your intent is
to make sure that your correspondent hears your assessment that they’re
being illogical, incoherent, and self-contradictory,” and your reply was,
“Yes, exactly.” And furthermore you commented that “Look, if you think
you’re going to free a hardened crackpot of 60 years from his crackpot
beliefs, I think you’re being naive.” And you do not think these statements
stand as evidence of intent to denigrate the intellectual prowess of the
person you’re responding to?
>
>> And what would be the end game of that? What desirable outcome do you expect to emerge?
>
> As I said, the intended outcome of saying the truth is to have said the
> truth. Some people value truth.
Well, valuing the truth (as you see it) is different than feeling the need
to express the truth (as you see it) for its own sake. You said above that
this is what scientists (and rational people) do. It’s interesting to me
that among the many science teachers I’ve had, it’s actually not a common
practice to point out to students where their thinking is illogical,
incoherent, and self-contradictory. A few do, but not the good ones.
Behaving that way tends to be demoralizing and discouraging to students,
which inhibits success.
It may have also been expressed to you at various points in your life that
feeling the need to pontificate to the truth (as you see it) for its own
sake is a behavior exhibited by sanctimonious blowhards. Let me know if
this at all sounds familiar.
>
>> Does that accomplish anything? Or does it just feel good to point it out without
>> any hope of positive effect?
>
> Well, since you don't value truth for itself,
Don’t judge too hastily. As mentioned above, valuing the truth is different
than seizing the opportunity to express the truth as you see it. Choosing
not to express the truth as I see it does not logically imply that I do not
value truth for itself. See there? I’ve tried to echo back to you the
pattern of illustrating where my correspondent is being illogical,
incoherent, or self-contradictory. What’s your internal reaction to that
pattern echoed back to you?
> I can mention that engaging with cranks can be useful in revealing the
> numerous weird and wacky ways in which individuals can misconstrue and
> misunderstand seemingly plain and simple explanations. For example, some
> crank can read (say) Einstein's second postulate and construe it in ways
> that a scientifically literate person might never imagine. And yet, when
> you re-read the wording, you can say to yourself "Ah, I see how this
> contains some verbal ambiguity, especially for someone with limited
> scientific background", and so then in future presentations to normal
> students, say in a cross-disciplinary class, you can be a little careful
> to point out that verbal ambiguity, and make sure the students don't go
> down that rabbit hole.
And is that a particular value that applies to you? That is, is your
conversation with cranks used in practice by you in the instruction of a
formal cross-disciplinary class? Are you a titled teacher in a school?
>
> That's just one example of how engaging with an anti-relativity person
> can be useful, not that it results in curing the person, but one can be
> made aware of the many ways in which a subject can be misunderstood.
>
>> You choose to engage in a conversation with a hardened crackpot of 60 years
>> with no hope on your part of actual reform of their thinking...
>
> There's a variety of people here. I doubt that you have been a hardened
> crackpot for all of 60 years,
Likely not, since I’m not 60 years old.
> but regardless of the actual duration, it's fairly well established that
> there is no cure for hard core crackpotism. One doesn't engage in
> discussion with cranks for the purpose of reforming them.
Yes, well, you’ve mentioned that “one” engages in discussion with cranks to
speak the truth as you see it, for its own sake, though it’s not clear that
Truth gives a damn one way or the other about that. You’ve also mentioned
some vague audience that might benefit, but you have not declared at all
explicitly that it is your intent, when engaging with the hardened
crackpot, to teach teachers in the audience how to teach, for example. If
that IS your intent and is the primary gain to be had in the exchange with
crackpots as you see it, then I wonder how it is you view this forum as an
appropriate place to instruct other physics instructors.
> As Einstein once said, once someone has been in love with an idea for
> more than 6 months, he can no longer be freed from it, except by himself.
>
>> making sure that it’s clear to the crackpot that they are being illogical, incoherent,
>> and self-contradictory, ...
>
> Yes, the only point in such discussions is to clarify what is correct,
> point our illogical and self-contradictory reasoning, and so on. This is
> what theoretical physicists do.
Do theoretical physicists post here? Which ones? And do theoretical
physicists have a habit of engaging in conversations with crackpots for the
purposes you indicate? Which theoretical physicists have engaged with Seto,
Lake, Rabbidge, Wozniak?
> In a relativity newsgroup, talk about relativity. Not sociological
> posturing. Not psychological counseling.
>
>> just for the edification of OTHER audience members...?
>
> Often bystanders have expressed appreciation for interjecting into a
> thread by providing (for example) a missing part of a quote from some
> scientist that the crackpot has selectively omitted, or pointing out
> where in a paper certain relevant statements are made, and explaining the
> actual reasoning that a crank has been misrepresenting. So that's
> another kind of value... there actually are some individuals interested in the subject.
>
>> I did not ask you about your perception of the effect of my messages to Ed.
>
> But you're confused... I already told you the effect in my very first
> post, before you had asked any of your little questions at all. This is
> the point I was making in my post: The answer you gave to Ed was (1)
> technically wrong, and (2) encouraging him. You completely disregarded
> the substantive content, and launched into a tirade about the purpose of life. Sheesh.
>
Not the purpose of life. Questions to you about your purposes in posting
here, which I hope has very little to do with how you approach life in
general — given the general reception that approach has earned you.