Science Education of the New Millennium: Mentorship Arts for Creative Lives (Report‪)‬

Introduction The significance of creative science education to optimizing human life is increasing as science expands (Alberts, 2009a, 2009b; Nikkhah, 2011a, 2011b, 2011c). Postmodern life quality depends on the creative science education quality greater than can be imagined mainly because the demand for all to be more similarly educated increases with time (Nikkhah, 2011b, 2011c). These high-light the most fundamental roles of "education" in enabling optimum human uses of nature. Humans are exposed to a variety of environments whose utilization efficiency is orchestrated and obliged by creative education systems qualities. As such, policy-making in creative science education is key to timely human developments. More important than feeding the rising world population is their adequate quality creative education. Feeding guts will only be a preliminary concern in the crucial face of nourishing creative brains and social intelligence in the new millennium. Effective policy-making in science education for any society relies on its legislators' and scientists' visions and prospectus insights. In support of the incremental importance of adequate investments in creative science education (Nikkhah, 2011c), for instance, Steven Weinberg, the 1979 physics nobelist, recently urged to help shift away the economy balance from private consumer goods to education and scientific research (Weinberg, 2011). Special care must be dedicated to both pure and applied sciences. One without the other will not make a long-term sense in optimizing life qualities. Advancements in pure sciences will fuel expansion of applied sciences that will allow progressive development of new integrative theories. The circular dependence will maintain sufficient dynamics in creative science education for consistent improvements in life quality.