Science Education of the New Millennium: Mentorship Arts for Creative Lives
Author(s)
Akbar Nikkhah
ABSTRACT
Science as an ultimate essence encircles theoretical and applied findings and discoveries that can only contribute to forming a trivial core. The most crucial are, however, insightful moral surroundings. The upper tree of science glorified with blooming branches of knowledge is predicted to undergo progressive declines in the strength of its education foundations unless the lower tree receives most-deserving mentorship contemplations. Mentoring rather than teaching of science will be a frontier for quality creative lives. Postmodern Mentors will create and designate definitive shapes from discoveries and findings to grant human life with ongoing peace and ultimate satisfaction. Mentors are expected to welcome and manage challenges from mentees. Challenges play crucial roles in granting mentees with creative pathways of scientific development. Science education policies are to pursue arts as a model to reach and maintain harmony. Finest harmonies are accomplished by assimilating a multitude of creative sciences as is rousing a piece of music by composing manifold melodies. Human brain communicates with arts in ways that determine various future choices of life. Artistic science education requires creative educators who can perceive, perform and analyze arts. Governments are increasingly responsible for making new policies that will allow creative public education and refined education programs. Governments should foster creative education policies at governors, educators, and learners levels. In the post-modern time, mentors and trainers themselves require frequent timely education to remain most up-to-date and creatively functional. Constant education of educators faces more practical challenges than education of learners. Effectual education of governments and policy makers on ‘science education policies’ will be a turning point in enabling continual improvements in global science and creative life qualities. Sciences educated artistically will make and shape most yielding policies in creative science education of the new resourceful millennium.
Science as an ultimate essence encircles theoretical and applied findings and discoveries that can only contribute to forming a trivial core. The most crucial are, however, insightful moral surroundings. The upper tree of science glorified with blooming branches of knowledge is predicted to undergo progressive declines in the strength of its education foundations unless the lower tree receives most-deserving mentorship contemplations. Mentoring rather than teaching of science will be a frontier for quality creative lives. Postmodern Mentors will create and designate definitive shapes from discoveries and findings to grant human life with ongoing peace and ultimate satisfaction. Mentors are expected to welcome and manage challenges from mentees. Challenges play crucial roles in granting mentees with creative pathways of scientific development. Science education policies are to pursue arts as a model to reach and maintain harmony. Finest harmonies are accomplished by assimilating a multitude of creative sciences as is rousing a piece of music by composing manifold melodies. Human brain communicates with arts in ways that determine various future choices of life. Artistic science education requires creative educators who can perceive, perform and analyze arts. Governments are increasingly responsible for making new policies that will allow creative public education and refined education programs. Governments should foster creative education policies at governors, educators, and learners levels. In the post-modern time, mentors and trainers themselves require frequent timely education to remain most up-to-date and creatively functional. Constant education of educators faces more practical challenges than education of learners. Effectual education of governments and policy makers on ‘science education policies’ will be a turning point in enabling continual improvements in global science and creative life qualities. Sciences educated artistically will make and shape most yielding policies in creative science education of the new resourceful millennium.
Cite this paper
nullNikkhah, A. (2011). Science Education of the New Millennium: Mentorship Arts for Creative Lives. Creative Education, 2, 341-345. doi: 10.4236/ce.2011.24048.
nullNikkhah, A. (2011). Science Education of the New Millennium: Mentorship Arts for Creative Lives. Creative Education, 2, 341-345. doi: 10.4236/ce.2011.24048.
References
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