Difference between revisions of "Introduction"

The text also delves into epistemology, examining the conditions for acquiring scientific knowledge and the methods to achieve it. Issues such as the verifiability of theories and the importance of statistics in the scientific realm are addressed, highlighting how concepts like P-value have been subject to debate and revision.

Furthermore, the importance of interdisciplinary research is highlighted, emphasizing the need for 'metacognitive scaffolds' to facilitate communication and understanding across different disciplines.

In summary, the text anticipates a thorough discussion on fundamental scientific and philosophical concepts, with the goal of introducing new approaches and paradigms in the fields of medicine and dentistry. The text discusses the complex concept of 'Malocclusion', examining it from both a traditional orthodontic perspective and a more holistic, interdisciplinary viewpoint. Here's a summary of the key points:[[File:Occlusal Centric view in open and cross bite patient.jpg|200x200px|right]]'''Introduction to Malocclusion:''' Malocclusion is introduced as a term indicating incorrect teeth alignment, often attributed to Edward Angle, considered the father of modern orthodontics.

'''Debate on Malocclusion:''' It is highlighted that the term "malocclusion" is subject to debate, as evidenced by the significant amount of articles discussing it on PubMed and the interdisciplinary approach proposed by some researchers.

 

'''Case Study:''' A clinical case of malocclusion is presented, illustrating the discrepancy between traditional orthodontic diagnosis and the patient's functional and health experiences.

 

nuanced understanding that takes into account the complexity of the masticatory system and its interaction with the central trigeminal nervous system. The term "Occlusal dysmorphism" is proposed as a more appropriate alternative to "Malocclusion."

 

'''Paradigmatic Innovation:''' The discussion connects to the broader theme of paradigmatic innovation in science, emphasizing the need to adopt interdisciplinary approaches to challenge traditional viewpoints and advance understanding.

 

Overall, the text emphasizes the importance of adopting a holistic perspective and embracing interdisciplinary collaboration to effectively address complex phenomena such as malocclusion.

===Kuhn's phases in Dentistry ===

*<u>'''''Phase 2'''''</u>, or the Normal Science<br>For example, in phase 2 of the Kuhn Paradigms, called '''Normal Science''', scientists are seen as problem solvers, who work to improve the agreement between the paradigm and nature. This phase, in fact, is based on a set of basic principles dictated by the paradigm, which are not questioned but which, indeed, are entrusted with the task of indicating the coordinates of the works to come. In this phase, the measuring instruments with which the experiments are made are developed, most of the scientific articles are produced and its results constitute significant growth in scientific knowledge. In the normal science phase both successes and failures will be achieved; the failures are called by Kuhn ''anomalies'', or ''events that go against the paradigm''.

== Epistemology==

| align="center" |[[File:Black_Swan_(Cygnus_atratus)_RWD.jpg|175px|center]]  

* '''Interdisciplinarity''': <br>In science policy, it is generally recognized that ''science-based problem solving requires interdisciplinary research'' ('''IDR'''), as proposed by the EU project called Horizon 2020<ref>European Union, ''[https://ec.europa.eu/programmes/horizon2020/en/h2020-section/societal-challenges Horizon 2020]''</ref>. In a recent study, the authors focus on the question why researchers have cognitive and epistemic difficulties in conducting IDR. It is believed that the loss of philosophical interest in the epistemology of interdisciplinary research is due to a philosophical paradigm of science called "Physics Paradigm of Science", which prevents recognition of important IDR changes in both the philosophy of science and research.<br>The proposed alternative philosophical paradigm, called "''Engineering Paradigm of Science''", makes alternative philosophical assumptions about aspects such as the purpose of science, the character of knowledge, the epistemic and pragmatic criteria for the acceptance of knowledge and the role of technological tools. Consequently, scientific researchers need so-called ''metacognitive scaffolds'' to assist them in the analysis and reconstruction of how "knowledge" is constructed in different disciplines.<br>In interdisciplinary research, metacognitive scaffolds help interdisciplinary communication analyse and articulate how the discipline builds knowledge<ref name=":0">{{cita libro  

  }} Oct;129:25-39.</ref>

==Anomaly ''vs.'' Interdisciplinarity ==

== Conclusion==