College instructors can design discussion classes so that students use the concepts and processes of the discipline to evaluate facts and move toward reliable conclusions. Described are: discussion as a cycle of inquiry; creating tension around ideas; seeking causal relationships; scanning the factual base, etc. (MLW)

People in the creative arts are no less scholarly, but their scholarly efforts are less quantifiable. A rationale for accepting creative works as scholarly equivalents is developed by examining creativity, the creative process, and the creative product. An historical viewpoint about creativity, creative works, and their social importance is…

Reviews theory and research on the relationship between humor and creativity. Briefly describes two Israeli projects aimed at encouraging humor creativity in adolescents and at teaching teachers to use humor to foster creativity. (FMW)

Discusses the value of wordless picture books. Topics addressed include children's attitudes toward wordless books; historical tradition; sequencing; illustrative details; the use of humor; the development of oral and written language skills; self-confidence; creative thought; and natural language competencies. (Contains 20 references.) (LRW)

This article outlines goals and techniques that can be used to seek and employ intuitive skills for improved decision making. The article describes the Brain Skill Management program, which helps organizations identify intuitive talent resources and needs, integrate this talent with traditional management approaches, and develop intuitive talent…

Examines majaor constituent ideas of education (from Durkheim, Plato, Rousseau, Dewey), suggesting that they are mutually incompatible and consequently result in an incoherent concept of education. Proposes an educational scheme that would develop the kinds of understanding developed in cultural history, which would require focus on imaginative…

Suggests teaching modes of thought other than the scientifically based theoretical mode. Urges teaching students to nurture practical thinking. Describes a case study of a program of Israel studies in Israelis Jewish schools that includes a variety of disciplines. Offers a plan for monthly conferences organized by students with assistance from…

Forty-eight seventh grade children were divided into four groups based on creative thinking scores and intelligence scores. On some measures of problem solving, imagery, and mathematics, highest scores were achieved by the high-intelligence/high-creativity group. For other assessments, creativity did not add to performance and even appeared to…

Various examples of open-ended problems and ways to obtain them are presented. Suggestions for incorporating open-ended problems and some of the benefits and difficulties encountered by teachers and students are discussed. Examples are from courses on mass and energy balances, communications, kinetics and ideal reactors, and reactor design. (KR)

A Creativity Night Festival encourages parents, teachers, and the public to explore a variety of techniques and activities that foster creative thinking and expression. Participants rotate among 20-minute sessions which actively involve them in the creative process. Twenty-one ideas are offered as creative opportunities for the sessions. (JDD)

Outlines a plan of action designed to enhance growth in problem-posing skills. The "blueprint" provides a model for teachers and teacher educators who wish to integrate more problem posing into their curriculum. Specific activities and instructional strategies are cited to illustrate the development of problem posing as a process in the classroom.…

Discusses an assignment where students draw a self-portrait of their hands after studying the structure of their hands to create a credible gesture. Expounds that the students focused on a technique called "geometricizing" to achieve the plains and angles of their hands and could choose the paper surface and medium themselves. (CMK)

This narrative of a technology teacher's socialization into the school culture and use of creative thinking and reflection illustrates the need to heed teachers' voices and critical-analysis skills in order to develop a more relevant and meaningful curriculum. (SK)

Muses on and explores connections between a teacher's personal history as a reader; how she thinks about literature and about reading as a secondary English language arts teacher; and her assumptions about how high school students will, can, or should read. (PA)

Finds that youth participating in a delinquency-prevention program (that included a psychoeducational intervention teaching them imagination skills) improved in their ability to be more fluent thinkers, showed better divergent thinking in the area of originality, improved in richness in storytelling, and reported a greater ability to relax and to…