Science Edification Arts: The Ultimate Frontiers To Eradicate Economic Sanctions

Document Type : Original Article


Highly Distinguished Professor, PHD in Animal Sciences, Faculty of Agricultural Sciences, University of Zanjan, Zanjan, Iran.


The objective of this systematic policy-making article is to design life pathways that establish elite edification-fueled, economic-sanctions-eradicating entrepreneurship in science and technology. Edification is not a single science but an integrated multi-science central to the wholeness of the global science and technology. Educators need to be persistently educated to become cognizant of state-of-the-art elite mentorship philosophies. This will enable economy-based science and technology to evolve timely and progressively. Elite-generating edificational psychology and entrepreneurship are emerging sciences, the inclusion of which in innovative policy-making will determine the depth of upcoming accomplishments in science and technology edification. Motivation is where learning evolves to more advanced and effective communication and dissemination. Amalgamating different learning strategies result in more appropriate inclusion of elite-generating entrepreneurship in systematic edification. The goal will be to fuel creativity in all aspects of life. Mentorships arts equipped with moral edificational obligations will lead innovative economic-sanctions-eradicating programs for ongoing peace and prosperity.


Alberts, B. (2009a). Making a science of education. Science, Vol. 323, p 15 [DOI: 10.1126/science.1169941].
Alberts, B. (2009b). Redefining science education. Science, Vol. 323, p 437 [DOI: 10.1126/science.1170933].
Berns, G.S. & Moore, S.E. (2011). A neural predictor of cultural popularity Journal of Consumer Psychology,
Berns, G.S., Capra, C.M., Moore, S., & Noussair, C. (2010). Neural mechanisms of the influence of popularity on adolescent ratings of music. Neuroimage, Vol. 49, No. 3, pp 2687-96.
Carter, L. (2008). Globalization and science education: The implications of science in the new economy.  Journal of Research in Science Teaching, Vol. 45, No. 5, pp 617–633.
Hodson, D. (2010). Time for action: Science education for an alternative future. International Journal of Science Education, Vol. 25, No. 6, pp 645-670.
Lemke, J.L. (2001). Articulating Communities: Sociocultural Perspectives on Science Education. Journal of Research in Science Teaching, Vol. 38, No. 3, pp 296-316.
Nikkhah A. (2013). Optimizing Education Systems: An Empowering Foundation to Undermine Economic Sanctions. International Conference on Economy under sanctions. Toroudshomal Co., University of Mazandaran, Babolsar, September 2013.
Nikkhah A. (2012a). Structuring Science Education in the New Millennium: Authorizing a Succeeding Integrity. In Progress in Education. Vol 28. Edited by R. V. Nata. Nova Science Publishers Inc., NY, USA.
Nikkhah A. (2012b). Science for Quality Life. In Progress in Education. Vol 28. Edited by R. V. Nata. Nova Science Publishers Inc., NY, USA.
Nikkhah, A. (2011a). Science education of the new millennium: mentorship arts for creative lives. Creative Education, Vol. 2, No. 4, pp 341-345.
Nikkhah A. (2011b). Postmodern Governments and Science Education. Journal of Public Administration and Governance, Vol. 1, No. 1, pp 71-74.
Weinberg S. (2011). Nobelist Steven Weinberg Calls for Bigger Science, More Taxes. By Karen A. Frenkel, 6 June 2011, Science NOW.