01:51
@brahmajijnasa OK, now let me write the dialogue.
Teacher: OK class, time for an oral exam. Let me start with you. First question, is the Earth round or flat?
Teacher: Very good! Second question, can you prove that it's round?
Student: Oh, um... Oh, I know! The Earth is a solid object, and oranges are solid, so from the roundness of oranges we can deduce that the Earth is round.
Teacher: I'm afraid I can only give you credit for the first question, not the second.
Student: What are you talking about? I got it right! Are you disputing that the Earth is round?
Teacher: No, not at all. But your argument is invalid. What if some crazy guy stopped me on the street and said, "I can prove that ice cubes are round. An ice cube is a solid object, and oranges are solid, so from the roundness of oranges we can deduce that an ice cube is round." His argument would be invalid, so your argument is invalid as well.
Student: But we can observe that when ships sail into the distance, the front disappears before the back, whereas on a flat Earth the tall part of the ship would disappear before the small part. And we can observe that the Earth is spherical from pictures taken by satellites in outer space.
Teacher: All of that scientific data may well prove that the Earth is round, but that is a separate issue. That still doesn't mean you deserve credit for the second question.
Student: What! You're an irresponsible teacher then. This is supposed to be a science class, and you're saying that science is a "separate issue"! No, any argument that is not established on science is worthless. Your argument about the ice cube and the crazy guy has nothing to do with science, so it has no place in a science classroom. On the other hand my argument can be proven with satellite data and scientific observation of ships.
Teacher: No, that's where you're wrong. You are committing "brahma jijnasa's fallacy". It's a fallacy named after a Croatian Hindu guy who thought that if a statement is true, then all arguments for that statement must be valid. So he thought that if he could supply enough proof for the statement, he could prove the validity of his argument. But that's wrong. Even if you give me a thousand pieces of evidence that the Earth is round, that will still not prove that your orange argument was valid.
Student: OK that makes sense now. Now I understand why your ice cube argument belonged in a science class, and why satellite data did not prove that my orange argument was valid. Thanks, I'll avoid committing brahma jijnasa's fallacy in future.
@brahmajijnasa How do you like my dialogue? I even gave you a cameo appearance :-)
@brahmajijnasa I hope the analogy is clear. Even if you give me a thousand scriptural verses that prove that Sriman Narayana is the creator of the Universe, not Shakti, that will not prove the validity of Baladeva Vidyabhushana's argument that Shakti cannot be the creator because females can't produce anything without the participation of a male.
@brahmajijnasa And I'm quite sure that Baladeva Vidyabhushana understood the point I'm making, which is why he did not include the scriptural verses that you were trying to show me in his commentary.