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Similarly, if I drop a magnet down an aluminum tube (commercially sold
as a Lenz's Law Apparatus), the induced currents flow to as to inhibit
the fall. As the magnet drops, much of the lost potential energy is
converted to heat as current flows in loops around the tube. If the
current were to flow in the direction that sped the fall of the
magnet, how would we account for the greater energy?
it sounds like you are disagreeing on pedagogy and not with the
physics
Your example with two masses is a different case, not just in the particulars.