Some questions are so ill-defined that one has no idea what the questioner is asking, and it is reasonable to close such questions. In other cases, although the question is ill-defined, it reveals a muddle or misconception in the questioner's mind that can potentially be put right by careful explanation. In two recent cases, the question was of this latter type, and it was clear that the OP, although confused, was genuinely trying to resolve an imagined contradiction. I think that my answer, on each occasion, was a reasonable attempt to resolve the muddle. So it was disappointing to see that the questions were closed because "it isn't clear what you are asking". Of course the questions were not clear; what was clear was the misconception underlying them.
There is more to teaching mathematics than solving well-defined problems. Sometimes what is needed is to dissolve false assumptions and wrongly conceived ideas. We should not smack down people who are genuinely trying to understand just because their presentation is, necessarily from their inadequate state of knowledge, confused.