Gayle T. Dow and Katie Kozlowski, researchers at Creativity Research Lab at Christopher Newport University in Virginia, discuss how the brain makes us creative and what teachers can do to encourage creative learning in the classroom.

In this article, Alfie Kohn discusses four questions about questioning--starting with questions that are more basic, and progressing to some that are "deeper and potentially more subversive of traditional schooling." He begins by considering what questions we should ask students, and encourages teachers to keep questions with…

Linkage of human and financial resources in an interdisciplinary management design process can mount, through use of federal funds, a creative attack on an educational dilemma. (Author)

The author describes four capacities--interpretation, instrumentation, interaction, and inner direction--that are as important as traditional academic subjects in preparing young adults for college and career success. He suggests how high schools should address each of these capacities. For example, to develop students' capacity for inner…

A grass roots effort led to the first state-sponsored contest for invention and innovation for children. (Author)

A brief review of educational history in America leads up to a Bicentennial reflection that the task of educators is to release children's intellectual capacity through language, creativity, and democratic living. (MM)

Schools can promote creative thinking by focusing on aesthetics, purpose, mobility, objectivity, and intrinsic motivation and by encouraging students to work at the edge of their competence. All elements of knowledge can be presented as the products of design, involving purpose, structure, model cases, and arguments. (TE)

In an interview, Benjamin Bloom outlines his reasons for studying the development of immensely talented people. He feels his study can help educators understand how all students can be more successful. (MD)

A small center stressing voluntary participation makes information available to teachers for improving sources and ideas for creation of their own curriculum materials, while programmed workshops supplement the work of the center by exploring single topics in depth. (JD)