
M. NIKKHAH, A. NIKKHAH
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be proportionally either one. Unifying theoretical and applied
aspects of science will strengthen the interactions of academia
and industry. The resulting graduates will be better prepared to
work through challenges of the industry. Also, the systematic
integration of theoretical and applied sciences will increase
mentors’ inspiration in supervising the learning process. The
enthusiasm will improve science perception and minimize am-
biguities. In addition, such a mentorship passion will better
mentor-mentee interactions and their task satisfaction. Integrat-
ing a multitude of sciences with theoretical and applied aspects
resemble playing a multitude of music instruments in an or-
chestra. The harmony among the instruments will create states-
of-art that are greatly superior to when each instrument is
played alone. Science would similarly benefit from such an
influential harmony because science is an art and scientists are
artists (Nikkhah, 2011b). Thus, pursuing multi-science perspec-
tives should be encouraged. Brain cells process information
more effectively when an increased enthusiasm results from an
amalgamation of different sciences (Berns & Moore, 2011;
Berns et al., 2011; Nikkhah, 2011c). As a result, global insights
into the ultimate goals of progress in science and technology for
improving human life quality will be optimally developed in
mentees’ minds. Optimal understanding of the global science
philosophy will be a commitment and will mature with men-
tees’ appreciation of such multi-science learning strategies.
Mentee evaluation programs should not be limited to only
written examination of theoretical sciences. This would only
test mentees’ memory and photocopying practices that are not
praiseworthy in the postmodern science education. Memorizing
and delivering the same information given by the teacher is not
an art. Receiving insights from the mentor, contemplating, dis-
cussing, and proposing innovative proposals that lead to new
experiments and discoveries are among the postmodern duties
of mentees. In testing mentees’ challenged learning and ana-
lytical skills for both theoretical and applied aspects, they are
expected to independently direct and conduct experimental or
thought designs. This will prove their capability in contemplat-
ing, tackling, and overcoming real-life problems as applied to
their major. Communication skills will expand and be tested
when mentees conclude the designs with public presentation
and data dissemination in both oral and written. A recent study
suggested that mentees who experience both teaching and re-
search perform superior in designing new experiments com-
pared to those who focus only on research (Feldon et al., 2011).
Thus, what are expected from an upcoming mentor must be
exercised in mentees’ graduate programs. Ultimately, any
postmodern scientist must become proficient in research design,
data collection, analysis, communication, and distribution to be
of utmost benefit to science and society. These are undoubtedly
the most determining duties of a scientific task. Science must
generate producers and not consumers. Such procedures would
ensure generating upcoming insightful mentors instead of lin-
gering students who do not initiate confronting and surmount-
ing life challenges. The most devastating failure of an education
system would be a collection of follower graduates who despite
having high scores in written tests are unable to mentor, design,
direct, conduct, and conclude experiments that aim to advance
science and improve life quality. Demonstrating such skills is
not suddenly expected at the termination of mentees’ studies,
but they are trained to gain those skills throughout their pro-
gram. This preparation will involve proficiencies in definitive-
decision-making, collaborative-working, and independent-men-
toring as graduates start their professional activities. Optimally,
students should thus be provided with opportunities to simulta-
neously act as mentor and mentee to experience and appreciate
their responsibilities. That will help optimize their communica-
tion skills in academia and industry in contributing to generat-
ing distinguished elite mentors.
Implications
This perspective article delineated postmodern learning-
mentoring interrelations, discovering and sustaining elite men-
torship capacities, teacher education for optimum mentorship,
and mentor-staff-mentee interactions. The socio-economic se-
curity for science educators, fundamental integration of theo-
retical and applied sciences, and revisited mentee evaluation
programs were described. With most deserving thought, time
and financial investments in the above philosophies, elite-
management projects and elite-manager development will pre-
vail as a creative commitment in academia. These education
philosophies will improve social economics and creative life
quality worldwide.
Acknowledgements
Nature for its inspiring life expressions deserves the highest
acknowledgments.
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