Leadership for lifelong learning is necessary for the basic restructuring that the educational system needs. Educational administrators can and should enliven and change the system to accommodate the future. (CJ)

The author argues that, in all people, one hemisphere of the brain has dominance--either the left, logical side, or the right, creative side. He presents methods of improving the design and delivery of learning through developing the recessive hemisphere. (CT)

The theory and practice of analyzing jokes, with implications for class discussions. (RL)

After eight weeks of exposure to divergent-thinking situations in large and small groups and on an individual basis by specially-trained preservice teachers, experimental group kindergarten children were significantly superior to control group subjects on three measures of verbal creative thinking. (Author/RH)

Instructing the physically handicapped technical education student in the use of adaptive equipment (AE), such as Braille computers, involves four steps: keeping a current file of access to AE, insuring proper education in the use of AE, encouraging student creativity, and evaluating the equipment to recommend changes and adaptations. (CT)

The learning station process approach to curriculum enrichment in gifted education is considered. Key aspects of such an approach, including facilitator availability, spontaneity, flexibility, individualized and creative problem solving, and individual programing, are described. (CL)

In a follow-up study, college seniors who had been trained in creative thinking as freshmen could not be distinguished from untrained peers in a creativity test. (JD)

To study the effects of guided fantasy on the creative thinking of students, 51 fourth, fifth, and sixth grade students were assigned to one of two groups (relaxation techniques and guided fantasy or an arithmetic lesson). (PHR)

This article warns of the ultimate inadequacy of relying upon outward perception (through the senses) and argues how inward perception (through the mind as a whole) may bring us into contact with new forms and areas of reason. (MM)

The article discusses fostering creativity in young children through encouragement and training, both at home and at school, and presents parents and teachers with 10 examples of activities designed to stimulate creative thinking in gifted and talented children. (DLS)

The author describes a learning center in which primary aged gifted students are encouraged to think creatively. Examples of three creative activities are given. (CL)

"Creating a superhero", a minicourse for gifted elementary children, is described. (CL)

Examines written, visual and sound messages directed toward children and suggests that there is a significant difference among various mediums capacity for stimulating creative thinking. (MH)

Subjects worked on a problem, engaged in an intervening activity, and then resumed work on the problem. Different intervening activities represented various mechanisms that produce incubation (e.g., set breaking, facilitation by analogy, review of the problem's elements). These various treatment groups were compared to a control group that worked…

Presents selected responses to the question "The Farmer's Dilemma" that represent the thinking of sixth-, seventh-, and eighth-grade students. Indicates that by being given the freedom to use a variety of methods, most students found at least one solution or demonstrated an understanding of the restrictions set by the problem. (ASK)