Knowledge becomes robust if it can survive maintained feedback or criticism as mentioned before, and the best way to analyze this is with contradiction or disagreement. On the off chance that it develops with consensus, thus becoming robust; apart from that, it will be discontinued as knowledge by any means. In this case, I will be conveying how both consensus and disagreement is required for robust knowledge. Contradictions or disagreements happen regularly, from frivolous every day contentions with parents to the generally critical level-headed discussions day by day in the political field. Yet, when these contradictions arise into the setting of the fields of the human and natural sciences, it presents us with the issues of how differences develop when experts inside a comparative field come to similar approaches from comparable substances. It is clear that contradictions co-exist through the natural and human sciences, for example, genetics, psychological investigations, evolution. Contradictions can transpire from many reasons, however, I will concentrate on how differences come from Preconceived notions of individual predisposition and specific real data presentation of the specialists inside the field, and how these components can add to various conclusions in spite of the entrance to similar certainties. Differences inside a field can emerge from various individual predispositions harbored by the analysts, their preconceived notions in the field, even the processing methods of said information. These inclinations will without a doubt offer ascent to various conclusions. Therefore, we can assume that ‘Preconceived notions of personal biases affect the validity of knowledge’. The 20th century stress theory and ulcers is a good example of this. It’s clear that interchange amongst facts and the individual impression of the different specialists that prompt an alternate translation of a similar data exhibited to them, and subsequently prompts disagreements. Yet, in any case, the previously mentioned differences all fill a positive aim.    Differences can emerge from particular liability of contrasting factual evidence, as the specific presentation will without a doubt model a pathway for people to head towards to a set direction. Consequently, we could come to conclude that selective facts are the causations of disagreements within the human and natural science. Gregor Medal’s influence on the pea plants experimentation is an example that helps explain said counterclaim. All in all, contradictions can emerge either by individual predisposition of the specialists in a field or through the presentation of various certainties. It’s clear that there is a wide range of variables that can influence how selective facts are viewed and after used to help develop and aid assistance to their claims/different hypotheses, as apparent in the cases given.