Postmodern Science Edification Philosophy

.
DOI: 10.4236/ojpp.2011.11007   PDF   HTML     4,523 Downloads   7,254 Views   Citations

Abstract

The objective is to introduce and describe a new philosophy for global science edification that will determine the extent and nature of humans’ accomplishments. These will affect life quality worldwide. Science as an ultimate essence encircles theoretical and applied findings and discoveries. These can only contribute to forming a trivial core, whilst the most crucial are insightful moral surroundings. Morality is most concerned with mentorship commitments. To sustain a dense and rigid shape that progressively improves science and life quality, imagination must be complemented with harmonizing approaches. Such perceptions become an obligation as growing knowledge creates novel questions and challenges. The upper tree of science glorified with blooming branches of knowledge, particularly over the last few centuries, is predicted to undergo progressive declines in the strength of its edification foundations unless the lower tree receives most-deserving mentorship contemplations. The upper tree describes tangible science products in routin life, and the lower tree represents sustainable mentorship. Mentors must replace teachers, by definition, and commit to generating more qualified educators than themselves. Mentors are expected to welcome and manage challenges from mentees. Challenges play crucial roles in granting mentees with integrated pathways of scientific development. The resulting pictures will be eagerly prone to revisions and elaborations as mentees themselves step into the pathway. This systematic edification will strengthen science roots in mentees’ minds and will uphold a sturdy science body for society. Science pictured as an integrated circle grants a prospect to envision where humans are and where not to end up. Maintaining a definitive shape for science in any major before and while enriching central cores with experimental novelties in minds and laboratories is crucial to improving man’s fulfillment of time in the third millennium. Such integrities are an obligation to optimally preserve and utilize what humans have achieved thus far and continue to accomplish.

Share and Cite:

Nikkhah, A. (2011). Postmodern Science Edification Philosophy. Open Journal of Philosophy, 1, 37-38. doi: 10.4236/ojpp.2011.11007.

Conflicts of Interest

The authors declare no conflicts of interest.

References

[1] Alberts, B. (2008). Considering science education. Science, 319, 1589. doi:10.1126/science.1157518
[2] Alberts, B. (2009a). Making a science of education. Science, 323, 15. doi:10.1126/science.1169941
[3] Alberts, B. (2009b). Rede-fining science education. Science, 323, 437. doi:10.1126/science.1170933
[4] Alberts, B. (2009c). Science for science. Science, 324, 13. doi:0.1126/science.1174131

  
comments powered by Disqus

Copyright © 2020 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.