Normative Effects of Scientonomy

What are the normative effects of scientonomy on the process of scientific change?

How can our accepted scientonomic theories influence the very process they are meant to describe? Specifically, can an acceptance of scientonomy and its becoming part of broad university curricula affect the way scientists do science? If so, wouldn't this be a case of self-fulfilling prophecy, when scientists start acting in accord with the laws of scientonomy even if they weren't doing so prior to learning the laws of scientific change?

In the scientonomic context, this question was first formulated by Hakob Barseghyan, Sinan Karamehmetoglu and Ameer Sarwar in 2018. The question is currently accepted as a legitimate topic for discussion by Scientonomy community.

Scientonomic History

Acceptance Record

Here is the complete acceptance record of this question (it includes all the instances when the question was accepted as a legitimate topic for discussion by a community):

Community	Accepted From	Acceptance Indicators	Still Accepted	Accepted Until	Rejection Indicators
Scientonomy	18 January 2018	It was acknowledged as an open question by the Scientonomy Seminar 2018.	Yes

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Accepted Theories

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Current View

At the moment, the question has no accepted answer in Scientonomy.