The anti-curriculum in English must be anti-formal, anti-traditional, anti-rigid. It must, on the other hand, be pro-human, pro-imagination, pro-creation. (Author)

The anti-curriculum in English must be anti-formal, anti-traditional, anti-rigid. It must, on the other hand, be pro-human, pro-imagination, pro-creation. (Author)

Describes the experiences and frustrations of a student teacher who attempts to introduce creative instructional techniques. (RD)

Supports using a combination of various approaches to second language instruction. Emphasizes that pattern practice drills and error analysis should be included. (EKN)

Recommends a scheme for relating language study to the arts through the teaching of "image,""connotation," and "symbol." (JL)

Describes a method for giving a final examination in a British Literature class by having students write a paper using an original approach based on the works studied during the semester. Provides four possible approaches and includes an example written by a student. (TJ)

Encouraging children to develop their imagination through using poetic imagery and pantomime widens and enriches their view of the world. (JD)

A teacher with an understanding, interested, and encouraging attitude toward pupils can have a profound, intangible influence on their self-concept and desire to learn. (JD)

The title chosen for this paper clearly states the author's philosophy about the creative or about education in general. Creativity must exist in classrooms, whether or not with the so-called gifted, slow-learner, or average student. Education should bring out the best in those children which have to be educated. (Author)

Considers the definition and assessment of creativity, a framework for understanding what occurs during the creative thinking process, and how the caregiver, educator, or helping professional can develop creativity to find solutions to caregiving or managerial problems. Discusses the attributes of creative individuals, and is the importance of…