[RS]

“(1) If Waleed had made no movement I would have been killed
(2) Waleed made a movement - my life was saved because I played dead”

Nope - let me correct you again

(1) If Waleed had made no movement I would have been killed
(2) Waleed made a movement - my life was saved because the shooter did not notice I was still alive.

[Star Traveler]

You were responding to this listing of the uninjured students mixture of belief and facts that I presented here —

(1) If Waleed had made no movement I would have been killed
(2) Waleed made a movement - my life was saved because I played dead

And then you said —

Nope - let me correct you again

(1) If Waleed had made no movement I would have been killed
(2) Waleed made a movement - my life was saved because the shooter did not notice I was still alive.

.

Once again, the uninjured student is making his “beliefs” known — however you remove the “pertinent facts” that show why the killer did not notice he was alive. So, let’s put the facts of the matter in there with the “beliefs” of the student.

(1) If Waleed had made no movement I would have been killed
(2) Waleed made a movement - my life was saved because the shooter did not notice I was still alive because I was playing dead

Now, we have added the relevant fact to this uninjured student’s “belief”. AND, once again simply by adding the one relevant fact, which was a fact given to us by this very same uninjured student. We see where his belief is totally unfounded.

I merely state the situation again, because it is all exactly as it was before...

In line two, we see that the “operative statement” is simply “my life was saved because I played dead.”

And from that, we see that line 1 is simply an “added belief” to give the student some sense of meaning to the senseless death next to him.

The student is surely affected as all other traumatic victims are affected in these situations and is dealing with guilt at being alive and the senseless death right next to his own body, while he was playing dead.

And in an effort to “make sense” of it all (as we people attempting to do) — this student assigns a “belief” to a senseless death.

But, as we see, it was simply the students own “feigning death” that saved his life.

Waleed’s death was merely a senseless death. His flips or flops or movements merely contributed to being shot by the killer again.

Regards,
Star Traveler