Characteristics of the creative child (such as environmental sensitivity and individuality) are described, problems of the highly creative child are discussed, and the role of the parent in overcoming problems and nurturing creativity is examined (CL)

Research on the sociocultural context of creative development is reviewed; and external influences on creative development are seen to include Availability of role models, political fragmentation, civil disturbances, and political instability. (CL)

A mother and her 15-year-old daughter respond to observations of Donald W. Mackinnon regarding creative families ("In Search of Human Effectiveness: Identifying and Developing Creativity," 1978). Aspects addressed include parent expectations, psychological distance between parent and child, and parent' avoidance of pressuring the child to perform.…

The author suggests that students can achieve an expansion of successful creative problem-solving through the use of psychosynthesis and allied techniques in transpersonal psychology. This paper discusses the philosophical rational of teaching creativity and examples of a practicum for use in the classroom or work place. (Author/CL)

Discusses encouraging creativity and innovation in an organization. It examines creative training, creative problem solving, fostering creativity, how several corporations are teaching creativity to employees, what chief executive officers think of creativity workshops for employees, and the difference between the logical and creative approaches…

Discusses creativity and the creative process. Delineates four habits that may be prevalent among community college educators that inhibit creativity (e.g., the pursuit of perfection and the need for personal control). Argues for creativity in leadership and suggests strategies by which educational leaders may encourage their own and others'…

Discusses the philosophy behind a part-time program for young people who want to discover and develop their creativity. The program was pioneered in a Massachusetts school to emphasize the process of discovering what is unique about each student for goal-setting and to remedy the ills of tracking. (Author/JF)

Paper presented at the third meeting of the Central States Conference on the Teaching of Foreign Languages, April 15-17, 1971, in Detroit, Michigan. (DS)

A review of and commentary on papers by Milton E. Rosenbaum, Jose Barchilon, Leon Jakobovits, and Frank Barron presented at Conference on the Creative Process and Composition (Colorado Springs, Colorado, November 3-6, 1968) sponsored by the National Council of Teachers of English. (Editor/RD)

The author quotes passages from the first two chapters of "Genesis" to support four hypotheses such as that the stages of creative process do not occur systematically but are reported in orderly sequence. (MC)

The author describes three techniques for developing conscious awareness of the responses and behaviors of the right parietal lobe through describing a right brain related impression aloud in sensory image terms of color, shape, and texture. (CL)

Briefly described are the use of three games to develop creative thinking skills at the third grade and college levels. The games are part of the "Think Links" series based on Edward De Bono's Thinking Skill Model. (DB)

Some Japanese cultural characteristics that foster creativity, giftedness, and achievement are examined: and based on these, eight specific suggestions are offered that might be useful in solving some of America's national problems of underachievement, particularly among gifted and talented children. (DLS)

The author examines various definitions of creativity, from broad global statements to narrow views of testable traits. Concluding that none of these definitions can be operationalized in education, he suggests that educators concentrate on more definable components of creativity, such as critical thinking, aesthetics, and the imagination. (SJL)