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)

Teachers should provide more real experiences for children rather than vicarious ones, in order to allow children's cognitive structuring processes to develop.

Reports on a study that investigated the effect of readers' abilities to be creative on their abilities to make inferences in reading prose passages. (FL)

Discusses the value of reflective thought in classroom drama. Examines three levels of reflection in drama, discussing how integration of reflection and drama can become a medium for learning. (HTH)

Describes a program that has been conducted for two years by a group of educators at the University of Hamburg, West Germany, in which participants investigated the pedagogical use of the story. Illustrates the way in which story telling can be used to teach concepts at a high level of synthesis. (KO)

Uses a case-study approach to examine the role of belief as a catalytic quality in the artistic making and the thinking processes used by children. Describes the processes encountered by children when presented with artistic tasks. Discusses the relationship between belief and the three other main dimensions of artistic thinking and making: social…

Developing higher-level thinking skills in students has become an important goal of education. Several books are reviewed that help students apply and experience the thinking processes of fluency, flexibility, originality, and elaboration. (DF)

The Torrance Tests of Creative Thinking: Verbal Form A were given to 39 fifth-grade children in a rural elementary school and scored for fluency, flexibility, and originality. (Author/MP)

Creative thinking and problem solving processes were studied in 233 gifted elementary students. (Author/DLS)

Children are asked to describe the subtraction process or to describe a context in which subtraction may be used. (JLH)

The relationship between metaphorical thinking (the ability to associate apparently dissimilar objects or qualities) and creativity in children and adolescents is explored. (LH)

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)

Direct instruction of brainstorming, product-improvement techniques, and verbal problem solving to 19 third graders for 30 minutes per week significantly improved their performance on the flexibility and originality components of the Torrance Test of Creative Thinking. No significant change occurred on the fluency component, perhaps a result of…

Examines materials in the ERIC system offering teaching ideas and activities designed to promote critical and creative thinking and reading. Discusses the role of teacher questioning techniques and writing to structure thoughts. (HTH)