BLBK723-c01 BLBK723-Bjorndal April 11, 2018 14:50 Printer Name: Trim: 279mm × 216mm Chapter 1 Introduction to endodontology John Whitworth, Lise-Lotte Kirkevang, and Lars Bjørndal Endodontology The word “endodontology” derives from the Greek lan- guage and can be translated as “the knowledge of what is inside the tooth.” Thus, endodontology concerns all structures and processes within the tooth, with particu- lar reference to the dental pulp and the space it occupies. But what about “knowledge”? What does it actually mean to “know” things? Most people would probably say that knowledge has something to do with truth and being able to provide reasons for things. It is often believed that dental and medical knowledge is simply scientifc knowledge – truth that is supported by scien- tifc research to provide reasons for disease processes and justifcation for clinical actions. But as practicing dentists, scientifc knowledge is not always suffcient, and although it is important to know about the anatomy of the pulp space and the fatigue failure of engine-driven endodontic fles, we must also develop sound judgment and the ability to make correct clinical decisions, often in the face of uncertainty. The knowledge required by dental practitioners is therefore complex and multi- dimensional and can be considered within Aristotle’s domains of “episteme,” “techne,” and “phronesis” [1]. Episteme Episteme is the word for theoretical, scientifcally sup- ported knowledge, the opposite being doxa, which refers to common beliefs or opinions that may not be so grounded in “hard” evidence. The body of epistemic knowledge in endodontology is enormous, spanning from fundamental pulp biology to the clinical risk factors associated with root canal treatment failure. The knowledge generated by science, however, is often less certain than we would wish, and subject to the weakness of study design, the bias of conficting inter- ests, and a lack of obvious translation to the realities of “wet-fngered” dentistry. Nevertheless, efforts are made to present scientifc knowledge in a balanced way through lectures, articles, and textbooks, so from a student’s point of view, learning requires ample time for reading and opportunities for discussion and refection. This book, in large part, is composed of epistemic knowledge. Techne A substantial element of learning endodontology must be characterized as techne, or “knowing how,” which embraces elements of practical skill, craft, and artistry. It is not always possible to explain every detail of how we perform technical acts, such as negotiating a chal- lenging root canal with delicate tactile sense or riding a bicycle around a corner without falling off. In this way, it is not suffcient to teach students how to shape a root canal solely by asking them to read a book or attend a lecture. Their knowledge must be supplemented with practical experiences, both observing and doing, and by discussion and personal refection to understand the challenges they encounter, develop cognitive and prac- tical strategies to overcome them, and to help them do better next time. It is not possible to learn all about the procedures in endodontology by studying a textbook. Observing a good clinical instructor, watching other dentists at work, performing the procedures oneself, and refecting on what has been learnt are all important. The preclini- cal simulation laboratory provides an essential environ- ment in which to embed new factual knowledge and translate it into practical reality. Phronesis According to Aristotle, phronesis is the ability to think about practical matters and then acquire the ability to act Textbook of Endodontology, Third Edition. Edited by Lars Bjørndal, Lise-Lotte Kirkevang, and John Whitworth. © 2018 John Wiley & Sons Ltd. Published 2018 by John Wiley & Sons Ltd. Companion Website: www.wiley.com/go/bjorndal/endodontology 1 COPYRIGHTED MATERIAL