Presents activities for students with or without behavior disorders that promote active learning of language arts skills, including creative thinking, writing, listing, and oral presentation. Activities begin with a lunch bag, can be adapted across grade or skill levels, and used from independent to large-group work arrangements. (Author/CR)

Argues that managed care approaches are part of a larger cultural problem--the loss of soul. Discusses how managed care may force counselors to rely on codified approaches and limited interventions, such as problem-solving and solution-focused counseling, which can stifle imaginative ways of working with clients. (RJM)

Considers the definition and assessment of creativity, a framework for understanding what occurs during the creative thinking process, and how the caregiver, educator, or helping professional can develop creativity to find solutions to caregiving or managerial problems. Discusses the attributes of creative individuals, and is the importance of…

Describes the use of an extended problem-solving assessment task with a Japanese secondary class. Argues that extended problem-solving tasks have the potential to illuminate a much wider range of student performance and to offer learning opportunities almost never realized with more traditional--albeit often quicker--forms of assessment. (ASK)

Presents an art project where students are asked to use paper to create a product for a business, such as paper flowers. Explains that the project works well for sixth- and seventh-grade students. Discusses the process of creating the product and the product exchange. (CMK)

This article discusses the process skills students need to develop a basic scientific understanding, emphasizing the need for creative thinking within these endeavors. It provides examples of activities, using differentiation, which are appropriate for students in kindergarten through second grade and presents a hierarchy of science process…

This article describes a New Zealand elementary school that offers a Friday afternoon "options" class to allow all students the opportunity to solve real-world problems through the development of authentic products and services. One of the classes, an inventions class involving five students (ages 11-12), is discussed. (Contains 9…

Focuses on elementary school teachers' perceptions of creativity and logic and their places within mathematics education. Explores themes arising from the ways in which creativity and logic were talked about, addressing the extent to which the teachers believed that mathematics was creative or logical and whether these two characteristics were…

Suggests some helpful trade books and activities to nurture creativity and inventiveness. (KHR)

Identifies four characteristics of the creative endeavor: (1) musical imagination; (2) model of the creative process; (3) measures of creative aptitude; and (4) the observation of creative behavior. Examines the role of technology in creativity, and contends that creative thinking can be measured. Includes suggested readings. (RW)

Recommends that teachers be skilled and respectful in helping students identify the functions of religion. The "Simulated Garbage" technique urges students to consider the qualities that give a religion coherence and meaning, without relation to external criteria of seeming rightness. (RAE)

Managers can improve their decision making skills through training in organizational communication which emphasizes the intuitive processes. The article describes the role of intuitive processes in executive decision making and outlines the four levels of a taxonomy for developing intuition as it relates to creative thinking and problem solving.…

Computer software that promotes creative and higher level thinking skills and develops writing ability in gifted students with learning disabilities is examined. Brief descriptions and appropriate grade levels are offered for such programs as "Science Toolkit,""Advisor,""VCR Companion,""Rocky's Boots,""Hinky/Pinky,""Story Sketches,""Author!…

Before chaos theory, Western society had no "scientific" tools to deal with disorder and unpredictability because science relied on factual evidence. With chaos theory, knowing and believing are now seen as interconnected and both are considered authentic. Counseling should reflect this authenticity with compassion, not control. (LKS)

This article presents the perspective that chaos theory may provide a more flexible, nonlinear, and effective model and basis for the preparation and education of counselors than competing linear-causal models. (Author)