The development of critical thinking skills in students is seen in this presentation as a significant and worthy objective of education, though the realization of this objective will be dependent upon many important factors. Among the factors cited here are, first, that recent major reform efforts have created no barriers to including critical…

This paper discusses intellectual competence and ways in which to define, measure and use this concept in evaluating college effectiveness. Intellectual competence is divided into two categories: academic mastery and intellectual resourcefulness, with evaluation methods suggested for each. (CK)

Reviews the place of creativity in the two major orientations of art education: (1) creative self-expression; and (2) discipline-based art education (DBAE). Asserts that critics of DBAE argue that it is dry and does not allow for creative expression. Rejects this notion and claims that properly implemented DBAE produces intellectual and emotional…

The goals of education are literacy, intellectual development, aesthetic perception and creativity, cultural and cross-cultural understanding, and self-realization. How the arts can foster each of these goals is discussed. (RM)

This address examines the personal experiences and attitudes of a language teacher during the 1960's, exploring the then commonly held notions of "creativity" with a view toward stimulating professional reappraisal of the term and its pedagogical implications. The author suggests that the notion of the teacher "guiding creativity" must yield to a…

Highlighting some of the newer understandings about the nature of giftedness, the goals of educating gifted children, problems of identification and motivation, and development of giftedness during the preschool years, chapters are devoted to the development of creative readers and to the teaching of research concepts and skills. The final chapter…