This paper presents four major features of L. S. Vygotsky's theory of creative imagination. The first feature discussed is that imagination is the internalization of children's play. It is explained that the development of imagination parallels the development of speech which originates in the child's social dialogue with adults, passes through an…

Creativity can be considered a function of knowledge, imagination, and evaluation and usually programed instruction is thought to be detrimental to creative behavior since the material is highly structured and the responses are usually restricted. However, this need not be so, for one seed of creativity, student control, is inherent in programed…

A study was conducted to better understand creative visioning, the human ability to make connections. Interviews were conducted with 20 Seattle (Washington) residents, each of whom was involved in creativity or creative visioning. The sample defined creative visioning as a process which encourages the pursuit of new possibilities, dimensions, and…

In order to assess the effect of relaxation training and imagination exercises on the creativity of elementary-age students, 94 children in first through fourth grades were randomly assigned to either a treatment or control group. Prior to the treatment, all students were pretested on the Torrance Tests of Creative Thinking. Children in the…

Considered is the importance of teaching creativity in the field of chemical engineering. Lists major concepts in teaching creativity. Suggests ways of bringing creativity into chemistry instruction. (MVL)