Open Journal of Philosophy
2012. Vol.2, No.2, 128-129
Published Online May 2012 in SciRes (
Copyright © 2012 SciRes.
Frontier Science Philosophies for Quality Lives
Akbar Nikkhah
Department of Anim al Sci ences , University of Zanjan, Zanjan, Iran
Email: nikkhah@znu
Received October 3rd, 2011; revised Novem ber 10th, 2011; accepted November 28th, 2011
The optimum science benefits to routine life have insufficiently been proved. Science progress is not
merely reflected in machinery and technological breakthroughs. Subordinate impacts of science and sci-
entists on global interactions are an evidence for the major deficiencies and futility of the many current
science designations. A primary objective is to describe postmodern global interrelations of science men-
toring policies and life quality. Also, global programs are proposed that will aid in the timely achievement
of optimal real-life science goals. The global wholeness of science pictures should be visible, acknowl-
edged, and educated. The wholeness of science, no matter how exposed or sophisticated, should never
change. Definitive paths should be developed to bestow science with sufficiently empowered authorities
to lead and optimize economics, politics, and international relations. Mentoring rather than teaching of
science will be a main frontier for quality lives. Postmodern mentors will be cognizant of the science en-
tirety. Mentors will create and designate definitive shapes from discoveries and findings that will grant
human life with ongoing peace and ultimate satisfaction.
Keywords: Frontier; Mentoring; Peace; Philosophy; Quality Life; Science
Science has embodied inexpressible progress especially since
the agricultural revolution. A following wave of science glori-
fication has occurred in the 19th and 20th centuries involving the
birth and growth of modern physics and quantum mechanics.
These accomplishments have totally transformed human life
and enabled more efficient uses of natural resources and time
(Nikkhah, 2011). However, such advancements in tangible
science and technologies have often remained uncoupled from
applications and implications that should reflect in adequately
satisfied and moral quality lives worldwide. Therefore, a pri-
mary objective is to address and describe postmodern science
and life quality interrelations. Another main objective is to
propose and fuel global programs that will aid in timely achieve-
ments of optimal real-life science goals.
Quality Science Philosophies:
Beyond Classes, Laboratories and Libraries
Science and its progress should ultimately and significantly
contribute to easing life affairs and creating adequate satisfaction
for all humans (Nikkhah, 2011). These are beyond improving li fe
energy efficiencies. More intense daily activities and busier
schedules are not undesirable if pursued within programs that
result in such moral life accomplishments. Greater activity for
greater success in social and financial states should not interfere
with personal and communal capacities to create atmospheres
that provide all with sufficient peace of body and mind. Under
such considerations, more active daily lives, despite increased
body workload, will lead to more relaxed minds and psyches. It
is not a main aim of this paper to discuss how different sports,
especially mind exercise procedures, help to improve body and
mind health. Instead, it is delineated that how more effective
and transformed perspectives into global science can entirely
improve conceptual expectations from science impacts on life
quality. Science in different fields generates findings, discover-
ies, and perspectives that enhance man’s understanding of life
mechanisms (Alberts, 2009). In addition, science in general and
regardless of field should yield and lead pathways that allow
human to most efficiently utilize the new findings and discov-
eries. These pathways have received virtually no or little atten-
tion in global science and technology. Without optimal path-
ways to carry the findings and discoveries through, science will
contribute negligible to human life quality no matter how ad-
vanced and sophisticated technologies are created and widely
accessible. The necessity of such science visions increases with
time and as findings and innovations escalate. As such, in a
more modernized environment, human life will be more prone
to possible disadvantages of a mismanaged and misperceived
science. These principles highlight the significance of educating
upcoming generations a science that is beyond classes, labora-
tories, and libraries.
Science is a discernible delineation of knowns among un-
knowns. Science is not an obscure territory of knowledge. It is
the entirety of such delineations that should be educated.
Knowledge and insight will advance, but the optimal harmony
of science, no matter how much exposed or sophisticated,
should never change. Science has mostly been perceived as an
unlimited field of advancement without creating frontier direc-
tions and goals. Such an ambiguity will cause science and the
world to encounter progressive life dissatisfaction. Definitive
paths are proposed that will help bestow science sufficiently
empowered authorities to optimize economics and global hu-
man relations.
Frontier Global Science Philosophies
Science in the postmodern era will no longer be judged based
on applied and theoretical research accomplishments. The abil-
ity and capacity to retain an evolving trend in science accom-
plishments will depend on the creation of scientists who are
capable of creating more qualified than own. Those whose
quality does not only lie in distinguished teaching and research
tasks. Those whose qualifications are encompassed with a dis-
tinction in education where science is mentored rather than
taught. Mentorship is an indefinite art while teaching by defini-
tion is a defined job. Teaching is passing knowledge to others
while mentoring is fostering insights exchange. Teaching mo-
tivates learning while mentorship develops abilities to educate
others. Teaching gives rise to students who graduate while
mentorship creates mentees who remain students so long as
they live. Teaching demands returning teachers the materials
taught while mentoring lead mentees to challenge existing in-
sights and establish new concepts. Teaching is mostly a one-
way communication while mentorship is an environment for
thought exchanges. Teaching does not bear questioning teach-
ers while mentoring welcomes challenges from mentees. Chal-
lenges are where mentees practice and perceive true education.
Teaching is concerned with routine hours while mentoring is a
life-time contemplation commitment. Teachers are employed
by science while mentors employ science. Teaching motivates
learning while mentoring generates mentors who can sustain
ever-evolving mentorship pathways. Teachers teach science
while mentors generate those who can produce science. Teach-
ing is a task while mentorship is a commitment. Teaching’s
most significant outcomes are research findings and discoveries
while mentoring’s most important products are elite-generating
mentors. Teaching furthers knowledge while mentoring dis-
covers and generates scientists who can educate others to create
innovative insights. Knowledge is an endpoint while insight is a
beginning to innovation and expansion of knowledge. Teaching
transfers science while mentoring creates pathways to trans-
form science. Teaching is a straight line while mentoring is
definitively shaped to form—for instance—a circle that consists
of a central point (i.e., findings and discoveries) and the sur-
roundings (i.e., science morality). Teaching merely adds to
knowledge and literature while mentoring integrates knowledge
into quality life strategies. As such, teaching complicates sci-
ence while mentoring simplifies life affairs and perceptions.
Responsible mentoring rather than teaching of science will be a
cutting-edge frontier for quality postmodern lives. Postmodern
mentors will be cognizant of the science entirety, and will cre-
ate and designate definitive shapes from discoveries and find-
ings. These shapes will grant human life with ongoing peace
and ultimate satisfaction.
Accomplishments in science and technology must ultimately
ease human life. In a more modernized environment, human
life will be more prone to the disadvantages of a mismanaged
and misperceived science. Thus, education must commit to
educate upcoming generations a science that is beyond classes,
laboratories, and libraries. Postmodern science will be judged
based on the ability and capacity to retain evolving science
accomplishments via creating mentors capable of creating more
qualified than own. Responsible mentoring rather than teaching
of science philosophies will lead frontier sciences for quality
postmodern lives.
The Iranian Ministry of Science, Research and Technology,
and University of Zanjan are appreciatively acknowledged for
supporting the author’s philosophies of optimizing global sci-
ence education policies in the new millennium.
Alberts, B. (2009). Making a science of education. Science, 323, 15.
Nikkhah, A. (2011). Structuring science education in the New Millen-
nium: Authorizing a succeeding integrity. Progress in Education,
New York, NY: Nova Publishers Inc.
Copyright © 2012 SciRes. 129