Within the reasoning of this study, a particular philosophy may be noticed in the background of my postulates and hypotheses. I readily acknowledge that these premises have been inspired by the writings of Bahá'u'lláh (1817-1892). In fact, one of the motivating factors for my interest in science has been the high regard and emphasis that Bahá'u'lláh placed on sciences and critical rationality.

As this study points out, we human scientists base our work on one or another set of premises -- on assumptions that are usually arrived at through some personal process. Sometimes, such premises come intuitively as the outcome of our childhood education, our backgrounds and our experiences; sometimes, they come as outcomes of personal contemplation and systematic investigation. Often, such premises remain unarticulated in the process of research and do not become a target of critical evaluation. Yet, such assumptions are the axiomatic basis -- matters of faith -- at the core of research. It is therefore important that these assumptions are made knowingly and are also articulated.

In my case, I have squarely articulated my premises and am aware that both my postulates and my hypotheses are inspired by the writings of Bahá'u'lláh. However, my method of investigating the validity of my premises in general, and the hypotheses in particular, is based on the accepted tradition of scientific investigation and logical reasoning. Therefore, it is these assumptions and my reasoning on their basis that should become the target of critical evaluation.

If the premises and the reasoning are regarded by the scholarly community as rationally sound and scientifically plausible, my intended contribution is made. In any case, I sincerely hope that my systemic reflections for holistic vision will help to open an ongoing "quest of the science of education" in a manner that would be relevant to the global turning point at which humankind is presently standing.