One of the goals of education can be considered the transfer of knowledge, skills, competencies, wisdom, norms and values between generations. Intergenerational learning program provide this goal and opportunities for lifelong learning and sharing knowledge and experience between generations. This review aimed to investigate the benefits of this program for the children and older adult and its application in health care systems. An extensive literature search was conducted in some online databases such as Magiran, SID, Scopus, EMBASE, and Medline via PubMed until July 2016 and Persian and English language publications studied that met inclusion criteria. The review concluded that this program can be provided wonderful resources for the social and emotional growth of the children and older adults and can be used for caring, education and follow-up in health care systems especially by nurses. Also, this review highlighted the need for research about this form of learning in Iran.

Theories of justice are bound to look at the future when it comes to outline the requirements of justice. Intergenerational concerns that have been aggravated by environmental problems and natural resource depletion have brought out new issues including the realm, pattern, and criterion of Intergenerational justice. Although Dworkin has not discussed independently about Intergenerational justice, the theory of equality in resources, providing uniform images of values of human societies such as justice, has the capability to respond to these issues. The principles of independence and Interpretation of values, together with the specific interpretation of rights, make it possible provide the theory of Intergenerational equality of resources using the deconstruction method. This theory is individualistic considering all future generations along with preserving the human dignity of everyone. This goal is achieved by observing the two principles: first, it must show equal concern for the fate of every person throughout the ages. Second, it must respect equally the personal responsibilities of each person towards their lives.

Introduction: Lamarck’ s idea of the ability to transfer memories acquired in the face of various environmental conditions through non-educational and non-genetic mechanisms to children has been extensively considered. Previous studies have shown that parents’ environmental experiences, such as exposure to environmental toxins, educational behaviors, stress, and fear, may affect several generations’ phenotypes. The inheritance of epigenetic patterns, including DNA methylation, histone modification, and non-coding RNA, to living organisms, allows the information related to the ancestral environment to be passed on to their offspring. Presently, the acquired traits related to learning and memory capabilities are among the essential issues in the field of epigenetic transmission. Considering that methylation DNA, histone methylation, and histone acetylation are three major epigenetic processes involved in the regulation of memory, which leads to modification of epigenetic patterns, and given the possibility of transmitting epigenetic symptoms from parents to offspring, it is anticipated that the phenotypes created in the learning process and memory formation in parents will be passed on to their children. It facilitates the learning process and memory formation of the offspring. Therefore, this study aimed at specifically analyzing whether Paternal learning of a spatial task before fertilization can impact the process of spatial learning in the male offspring. Methods: In the present study, Wistar adult male rats (8 weeks old) were used at the beginning of the study. The first eight male rats were randomly divided into the two groups: spatial memory training group (n=4) and control group (n=4). The rats participated in the spatial memory training group in the Morris water maze Protocol, and the control group did not participate in any training. After the end of the training session, male rats of both groups mated with female rats that had not experienced any training. After the end of mating, pregnancy, birth, and lactation, four male offspring from each mother were randomly selected in each group, and in the two groups, paternal train (n=16), and paternal no-train (n=16) they were practicing Morris water maze within five days. Results: Escape latency: A two-way ANOVA with repeated measures (2×12) (Group × Trial) showed that the main effect of trials (F11, 330=19. 63, P≤ 0. 001), the main effect of group (F11, 30=11. 77, P≤ 0. 01), and interactive effect of trials and group (F111, 330=1. 98, P≤ 0. 032) is significant. The post-hoc test results revealed that in trial five, there was a significant difference between the time to find the platform in the paternal train and paternal no-train groups, and male offspring of the paternal train group had better performance than others. Swimming speed: A two-way ANOVA with repeated measures (2×12) (Group×Trial) showed significant main effects of Trial (F(11, 330)=7. 48, P<0. 01) and Group (F(1, 30)=4. 52, P<0. 05), while the interaction Group×Trial (F(11, 330)= 0. 69, P=0. 74) was not significant. The results showed that the swimming speed in the male offspring of trained fathers was higher than in the female offspring of not-trained fathers. Total distance swum: A two-way ANOVA with repeated measures (2×12) (Group×Trial) showed significant main effects of Trial (F(11, 330)=10. 20, P<0. 001) and Group (F(1, 30)=7. 14, P<0. 05), while the interaction Group×Trial (F(11, 330)=0. 72, P=0. 71) was not significant. These data indicate that the male offspring of trained fathers’ total distance swum was significantly shorter than that of male offspring of not-trained fathers. Probe phase: Twenty-four hours afterward, the animals were submitted to the spatial probe test, and the time spent in the target quadrant was calculated. Student’ s t-test showed a significant difference between groups (t=2. 99, df=30, P<0. 01). The results showed the longer time spent in the target quadrant displayed by the male offspring of trained fathers compared to the male offspring of not-trained fathers. Conclusion: These findings indicate that paternal spatial training before fertilization improves the male offspring’ s spatial learning and memory consolidation process and motivation.