Knowing how to read is a very important aid in accelerating mental activity and curiosity in children and thus opening up new regions of thought and experience--one of the broad goals of education. However, reading should not be defined solely in relation to print media. Other languages, such as film, can enrich the study of all humanities…

Jackson and Messick present the beginning of a broad theory of creativity which includes four sets of properties by which outcomes of creative processes can be judged. The properties are unusualness, appropriateness, ability to transform the constraints of reality, and ability to condense meaning. Current tests for creativity generally emphasize…

This document discusses techniques for teaching Shakespeare at the secondary level. It is suggested, by way of innovation, that a teacher working with a Shakespearean drama (1) ask each of his students to select and bring to class a magazine or newspaper picture of a contemporary person (e.g., an athlete, a politician, a police officer, a nurse…

Learning systems or creativity games are innovative strategies for teaching a variety of subjects with maximum rewards for teachers and students alike. By definition, learning systems are in opposition to the conventional teaching formula. They are productivity rather than procedurally oriented, and they rely on discovery rather than reception…

The author reviews the research conducted on dyadic interaction and its role in the development of creative thinking and problem solving. Earlier research has shown that children at a certain stage prefer to work alone rather than with other children. However, empirical data have shown on the whole that dyadic interactions result in better…

Linguistic and psychological factors which bear on the concept of "intuitive thinking" are analyzed with respect to second language learning. Analytical thinking is considered as being logical, cognitive, and objective while intuitive thinking is considered to be creative, constructive, and non-analytical. Following a brief discussion of Piaget's…

Synectics is a method of creative problem solving through the use of metaphor and apparent irrelevancy developed by William J. J. Gordon. The process involves rational knowledge of the problem to be solved, irrational improvisations that lead to fertile associations creating new approaches to the problem, and euphoric state that is essential in…

Poetic writing involves thinking processes which are partially, and perhaps totally, different from the thinking processes involved in transactional writing and which are useful in learning across the entire range of organized knowledge, including the typical subjects in the school curriculum. This paper defines expressive, transactional, and…

Administrators and supervisory personnel (N=20) of a hospital participated in a workshop in "Creative Management". Participants received eight hours of training in: creative thinking and problem-solving; leadership and group dynamics; and motivation. Comparisons of pre- and posttest ratings revealed gains in both the Leadership and Total Test…

Much difficulty in teaching composition stems from the erroneous assumption that thought precedes writing. (JH)

Total individual satisfaction is not the organization's responsibility, but does assume increasing importance when corporate commitment is apparent. Studies have examined employees' values, attitudes, and job satisfaction and often found that individuals feel job dissatisfaction. In remedying this, organizations should develop an interdependent…

Examines brainstorming as an aid to creative group problem solving. Presents a history of its practice, a survey of empirical studies, and theoretical explanations for the superiority of individual over group brainstorming. (PD)

The relationship between knowledge and effective and autonomous thoughts and actions is explored with special regard to implications for educational curriculums and teaching. An educational program that concentrates on rationality without reference to creative autonomy, it is stressed, will impoverish the thinking process. (DS)

Shows higher levels of creativity in relaxed-friendly or test-loke/high-noise-level conditions than in test-like/low-noise-level conditions. (RL)

The Wallach and Kogan Creativity Battery, a self report questionnaire of creative activities, and a group intelligence test were administered to an entire Israeli high school senior class. Creative activity was found to be related to creative thinking but not to intelligence or school grades. (Author/DEP)