Creative thinking is needed to thrive in our fast-changing world. It has been shown that creative thinking skills can be enhanced through training. Whereas previous research has mainly focused on examining the overall effectiveness of comprehensive creativity training programs, this study examined the effectiveness of four cognitive-based training…

Recently, numerous training programs have been proposed to enhance children's creative abilities. This study aimed to examine the impact of a SCAMPER-based training program on developing creative thinking among kindergartners in Jordan. The intervention is expected to provide evidence that could serve as a foundation for fostering creative…

The innovation is the soul of one nation making progresses. To build an innovative country, we need to train more innovative talents who is capable of public administration. The innovative talents training of public administration undergraduate faces a lot of problems, such as the influences of traditional culture, the constraint of education…

Over the years, many training methods for creativity and innovation have been developed. Despite these programs and research, further improvement is necessary, particularly in schools of technology and engineering education, where previous efforts have focused on developing solutions to defined problems, not in identifying and defining the…

The recession, reorganization of work, and total quality management are spurring emphasis on creativity training in the workplace. A wide spectrum of techniques are being used to influence the generation of new ideas, although documentation of the benefits is difficult. (SK)

Briefly discusses perceptual and organizational differences between the brain's left (sequential) and right (associational) hemispheres. Suggests that learning situations can be greatly enhanced by involving the learner's right hemisphere and describes some ways to stimulate that portion. (MF)

The article describes four step-by-step methods to sharpen intuitive capacities for problem-solving and innovation. Visionary and transpersonal knowledge processes are tapped to gain access to relatively deep levels of intuition. The methods are considered useful for overcoming internal blockages or resistance, developing organizational mission…

Summarizes and compares three creativity training programs for elementary and high school students: Productive Thinking Program (1966), Purdue Creative Thinking Program (1971), and Sidney Parnes' courses in creativity (1959). (ED)

A prominent dancer/educator is interviewed about the "mind set" of today's aspiring dancers and about significant components in dance training. (Editor)

This special section on the spirit of play discusses (1) characteristics of adult play; (2) styles of playfulness; (3) the creation of environments that foster children's sense of wonder; and (4) strategies for training teachers to be playful and to be attentive to children's play. (HOD)

Study conducted to assess the differential effectiveness of two or more creativity instructional programs which purport to develop similar skills and abilities among pupils of the same age. (Authors/CB)

Describes a tool for trainer self-development called "mental rehearsal." The process uses mental images (visualization) to practice trainer behavior prior to the actual training session. Trainers use mental rehearsal for: (1) physical relaxation, (2) positive thinking, (3) mental and physical readiness, (4) verbal and nonverbal instructional…

Cites a need for problem-solving approaches and applications in counseling and outlines current problem-solving training programs and counseling interventions. Proposes a psychoeducational problem-solving workshop for total family participation which is based on D'Zurilla and Goldfried's model. Includes didactic presentations, role modeling, group…

The differing functions of the left and right hemispheres of the brain are discussed and means of developing interaction between the two are described. (JD)

Identifies five obstacles to effective teaching of thinking skills, including lack of consensus among teachers, lack of knowledge among teachers, mistaking of skills testing for skills teaching, teaching of too many skills in too little time, and testing that inhibits students' thinking skills. (JW)