One equals to two, 1=2

Resolved: One equals to two. * Math debates are retarded. The voters know this. I know this. Regardless of the arguments involved for simply instigating the debate you should be voted down. I hold that this should be the general policy of all the voters on this site for the purpose of ending this nonsense. If you see a math debate up for review, I recommend all people vote against the instigator. * Arguing in favor of one equals two places me in the unique position of causing a clear contradiction. If 1 = 2 and 1 = 1, then we can use this flaw to come to any conclusion. Bertrand Russell once gave a speech noting that with a false statement and valid argument (no logical flaws in the argument) you can conclude anything. An audience member challenged him on this point saying, "certainly you can't take an statement like 2 + 2 = 5 to conclude that you are the pope!" - On the spot, Russell assembled the following proof: 2 + 2 = 5, 4 = 5 (subtracting four from both sides) 1 = 2 The pope and I are two, but we see that two equals one: The pope and I are one. Therefore, I am the pope. I bring up this story to show that, it is true that with 1=2 there is a contradiction. However, this doesn't make anything false. The problem with contradictions is that they make everything true. We avoid them out of utility not necessity. "One equals one and only one", is a requirement for coherent useful mathematics. Absolutely nothing in your opening statement or topic requires that I abide by a useful form of mathematics. There is no requirement to prove that 1=2, just as there's no requirement that 1=1. I assign one to equal one if I want useful mathematics. For the sake of this debate, I do not. I assign, 1=2. This allows anything to be true. Godel's incompleteness theorem shows us that a system cannot be both complete and consistent. A system cannot prove that it is valid, unless that system is not valid. With an inconsistent system we can prove anything, even the validity of this system (within itself). For incomplete systems, we are missing parts, like the ability to conclude that 1=2 or the system is valid. The utility of the resulting system is non-existent as utility of a system is in those things it cannot show (false things). * Taking this understanding into account. Your disproof of my position is clearly flawed. I can quite easily prove those things you claimed are not equal. 1) You concluded that 9 = 19, since this is false 1=2 is absurd. 2) 1 is lower then 2 (therefore they cannot be equal) 3) 100 = 200 (impossible without rounding up) However, as previously established. I can easily conclude all of these things. I can conclude that I am the pope. I have assigned 1 to be equal to 2, therefore I am no longer bound by an incomplete system of mathematics. A) 1=2, multiply both sides by 10. 10=20, subtract 1 from each side. 9 = 19. Reflexive property. 19 = 9. Previous conclusion: 9 = 19 Substitute: 9 for 19. 19 = 19. Divide by 19. 1 = 1. B) If X is less than Y, X cannot equal Y. Let X = 1. Let Y = 2. 1 is less than 2, therefore 1 != 2 However, we know that, 1 = 2. - Contradiction. The original statement is false. A number can be less and equal at the same time. 3) 100 = 200, 1 = 2, Multiply by 100 100 = 200. Previous conclusion: 100 = 200. Divide equivalence: 100/100 = 200/200 1 = 1 * We see now that your previous conclusions simply assumed that 1 could not equal 2 because you mistakingly believed that 9 could not equal 19 or that 100 could not equal 200. However, if one accepts that 1 = 2 then these assumptions are inaccurate. Further, you would need to prove that 9 could not equal 19 and to do this you would need to justify the system of mathematics from within the system of mathematics. However, by Godel we can tell that this could not be accomplished by any coherent system. You could only prove my position wrong if and only if, my position is correct. 1) To justify mathematics in such a way to disallow the 1=2, requires that mathematics is incoherent, by Godel's incompleteness. 2) If mathematics is incoherent then it contains a contradiction. 3) With a contradiction you can prove anything. 4) 1=2 is something. 5) With a contradiction you can prove 1=2. Conclusion: You can prove my position wrong, if and only if you can prove my position right I am not asked to prove that 1 = 2 in a coherent mathematics. Therefore, assigning 1 = 2 allows for the proof that 1 = 2 by permitting everything to be proved. Either one equals two or one does not equal two. Only one result may be accepted. Therefore, only two results may be accepted. We have two options: "equals two" or "does not equal two" -- Therefore, two of the two options are correct. One equals two and one does not equal two. Therefore, one equals two. QED. ---- I have proved that 1 = 2 mathematically, as well as proven by Godel's incompleteness theorem that you cannot prove that I am wrong, without proving that I am right. http://en.wikipedia.org... Your argument cannot succeed.