Starting with the principle that learning goes on only when the learner is engaged in the process with mind, will, and feelings, the author argues that humanistic study must be integrated with existential questions of personal and social development. (Editor/PG)

The book of 20 papers from 12 telecasts on the education of gifted, talented, and creative students focuses on definitions, history, identification, self awareness, the need for a helping adult, enrichment, methods to promote creativity, and general issues in the field. The following titles and authors are represented: "Definition" (W.…

The picture books briefly annotated in this bibliography are intended for use in the primary grades. It is suggested that they be used to augment the creative potential in children in the following ways: by serving as examples of creativity to children; by initiating discussion; and by fostering individual projects for children. The main…

This study asks: What methodologies permit one to describe and analyze the drawing process and series of artist in a manner cognitively adequate and close to the artist's imaginative consciousness? It assumes that: 1) arting is an ultimate realm of man's experience; 2) it includes artistic causality, idiosyncratic meaning, and intentional…

Describes an entertaining approach to use in stimulating creative thinking in elementary science. (JMB)

Examines the objectives of a 16-week course on how a professor can determine the degree to which traits of creativity have been developed in students. Also tests for creative thinking are evaluated. (Author/RK)

The philosophy, purpose and methods of the Creative Problem-Solving Institute are discussed. (RW)

Ways in which creative dialogue fosters the development of creativity through expressive language and motor movements are described. Procedures are outlined for generating creative dialogue with children ages 3-5 through the observation component (observing, interviewing, transcribing), and with children ages 6-8 through the language development…

A teaher of emotionally disturbed students describes language, science, dramatics, and art activities to help students redirect their creative energy. The importance of structuring the activities for success is emphasized. (CL)

Relates the processes involved in Story Workshop from both the student's and the director's point of view. (TO)

Discusses the use of divergent questioning in the science classroom. This form of questioning is open-ended and encourages children to contribute to class discussion with a variety of responses. (JR)

Harold Rugg of Teachers College, Columbia University, died in 1960. Author presents an analysis of his ideas about creativity" which only recently have become the concern of sociologists, psychologists and educators. (MB)