Some of the most used, misused, and abused terms in contemporary education are the words "create,""creative," and "creativity." One way of understanding creativity is to reject the current practice of assuming that creative behavior is directly caused by some special kind of mental operation called "creative thinking." What can be accepted is the…

The role of the teacher who seeks to develop individuals who can solve problems, face issues, make decisions, and cope with pressures has at least three facets. The teacher becomes a questioner rather than a teller, encouraging rather than stopping the thinking process; a stage-setter making judgments about the types and varieties of experiences…

Tests of creative production given to 75 college students used three different types of instructions. The total number of superior responses was equal for brainstorming and criteria-cued instructions and greater than standard instructions. Criteria-cued instructions worked more efficiently, producing the largest number of creative responses for…

Early differences in cognitive motivation (quest for knowledge) may differentiate gifted from nongifted children. Situation-specific and activity-oriented measures of cognitive motivation are described, and evidence is presented showing the effectiveness of a measurement of reaction to congruent and incongruent figures in the identification of…

The author presents evidence that supports the argument for the validity of right brain-left brain theories. Discusses the brain's "sense of the future," what the brain does with new information, and altering the brain's ability to process change. A bibliography of further readings is included. (CT)

This interview with David Perkins, codirector of Harvard's Project Zero and author of "The Mind's Best Work," focuses on the links between creative and critical thinking styles. Exercises in Venezuela's Project Intelligence are also discussed, along with possible curricular approaches to teaching skills. (11 references) (MLH)

To examine the relationship among cognitive styles/development variables and creativity, 84 college students participated in a battery of tests. Results of both canonical correlation analysis and discriminant function analysis offered reasonable confirmation that creativity is facilitated by mobile (vs. fixed), field independent (vs. field…

Problems arise when creativity is viewed in terms of personality or cognitive traits considered apart from products produced. The encouragement of high level achievement within particular disciplines and subject matter is suggested to develop creativity. (DF)

The educational implications of recent brain research suggest that schools should emphasize activities that balance right and left hemisphere functions in order to encourage students' creativity. Some techniques currently in favor for achieving balance are synectics, multisensory and experiential learning, creative thinking methods, and the…

Discusses the principles of art and provides activities that correlate art and reading and promote cognitive and affective development. (HTH)

The educational role of the artist is close to that of the dreamer in the sense that they are active collaborators in the extraordinary process through which instinct and bodily function are converted into image and fantasy. The development of an image can release powerful flows of intellectual energy. (JN)

Research is reviewed on the relationship between right hemisphere imagery and the development of creativity. The role of nonverbal imagery in the incubation period is discussed. Note: For related information, see EC 120 232-238. (CL)

An examination of current definitions of creativity, the characteristics of creative individuals, and an overview of J. Piaget's theory of development are presented. (PHR)