Believing that the human condition is intrinsically bound with the aesthetic experience of man, and that composition in its many art forms is very much a part of a child's life, the author urges teachers to search for and find ways of providing children with opportunities that call on their idiosyncratic and aesthetic use of the written word.…

A teacher/actor produces plays which are meaningful socially or personally and are suitable for children of various ages. Teachers and students see the plays and are taught drama by the itinerant teacher/actor. (ST)

Author suggests that variations in the functioning of imagination result in variations in mental aptitudes and expressions and expressions, and these variations serve as a guide, according to which the scope of an individual mind may be recognized. (Author/RK)

Article is concerned with the education of the filmaker and describes the effect the Center for Advanced Film Studies can have. (RK)

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)

Considers the educational environment necessary for stimulating creative expression in students and the attitudes that will allow such expression. (RK)

Discusses the change in educators' attitudes and the educational system as a whole which must occur and which has been partially implemented by the 1973 decree. (DD)

The evidence of this study suggests that it is useful to think of creativity and intelligence as the outgrowths of distinct (although overlapping) sets of influences, even when this is not well indicated by discriminant-convergent validation analyses carried out with respect to tests (in contrast to factors). (Authors)

Reports a study designed to determine whether the association of the contrasting traits of caution and creativity with school achievement found in a group of black lower-class elementary school children also occurs in middle-class white school achievers. (Author/JM)

Discusses a statement on art education by Jean Piaget, who makes some points about the relatively evanescent character of artistic development among children. (Author/RK)

Pointing out the nature and scope of talent loss among low socioeconomic and minority group members, the author identifies and explores some of the issues in the retrieval of talent potential. (Author)

Social haptics involves the healing power of art: efforts of the individual by haptic" means to uplift the socially disadvantaged. (Author/MB)

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)

Authors' hope that this critical evaluation can place Carl Rogers' assumptions into perspective; they propose a compromise program meant to satisfy the basic aims of a humanistic psychology program. For Rogers' rejoinder see AA 512 869. (MB)