Author attempted to clarify the concept of "creativity" so that students might become more creative and teachers might realize more effective methods for stimulating student development. (RK)

This 1967 "classic revisited" discusses the importance of the first of Whitehead's three stages of learning--Romance--and how it has been excluded from formal education for the sake of Precision. (CS)

Paper considered alternate possibilities that involve action learning. (Author/RK)

The principal function of education is to transmit culture so that students may profit from what others have already learned. Making this process one of conspicuous progress is a simple means for insuring student satisfaction. Self paced instruction is such a means that does not replace the instructor's educational responsibility. (JH)

The debate continues as to whether the school should be a transmitter of traditional knowledge in the various academic disciplines or be the center of relevance for students' personal concerns. These authors opt for relevance. (Editor)

Adult students learn effectively only when there evolves, in the course which they attend, a framework of reference to experience of the world outside the meeting room by which they can orient, assimilate and make use of what it is they are learning. (Author)

The structural features extracted for the schizophrenics, nonschizophrenic psychiatric patients, and normals were very similar to each other. A group difference was found in the subject's sorting strategy, but its effect on the main findings was judged to be minimal. (Author)

Voices the plea that classroom teachers learn more about the learning process. (RB)

Testing of Spanish students revealed that students preferred to learn vocabulary through use of synonyms or devices using similarity of implied class membership. (CK)

Using a computer assisted learning task, subjects were assigned to an example-only, objective-example, rule-example, or objective-rule-example treatment. The subjects were required to meet minimum criterion performance at each level of the task. The findings discuss the use of objectives, rules, and examples on student performance. (Author/SE)

One of the objectives of the present study was to examine the role of conceptual structure in learning when position in the series and stimulus number were not confounded. (Author/RK)

The hypothesis that observers would attribute more generality to an observed sample of behavior than would actors was tested in four related experiments. (Editor)