Suggestions for chemistry teachers in their attempts to teach and inspire students are provided. (HM)

Discusses achieving creative intelligence as the goal of all educational activities and suggests methods for designing and evaluating curriculum in terms of that goal. (KC)

Three of Guilford's measures of ideational fluency, and the Concept Mastery Test, a traditional verbal intelligence test, were correlated with a creative activities inventory. There were no significant differences between the predictive ability of ideational fluency and verbal intelligence measures. (Author/CP)

To explode seven common myths about computers in the classroom, the authors explore some of the limitations and strengths of computers in education. They conclude that the computer should not be shunned as a "bogeyman" but should be used as an aid in achieving the overall goals of education. (Author/SJL)

As part of a follow-up study, gifted individuals were asked to name some incident in which one of their elementary teachers had encouraged creative behavior and to relate how this had made a difference in their careers; and 220 gifted Ss were tested to determine criteria for predicting creative achievement. (SB)

Employs a clinical interview methodology to examine some of the creative thinking strategies commonly used by children in elementary school grades. Results suggest that children use several strategies on creativity tasks. (RH)

The author presents and elaborates on a division algorithm devised by his 9-year-old son. (MK)

Undergraduates were instructed to generate ideas for a divergent thinking task--ideas which would or would not be likely to be generated by others. When locus of control (LOC) was compatible with the instructions, more ideas were generated. Self-ratings of creativity were not affected by instructions or LOC. (Author/GDC)

Presents suggestions for ensuring the survival and spread of African American art forms through wide dissemination and use in schools. Emphasizes poetry as one of many aspects of Black creative endeavors. Discusses the effects of the creative fervor of young Black poets of the 1960s on older, more renowned poets. (MK)

From a literature review and her own work, the author has assembled comments from elderly art students on why they participate in art classes, the kind of instruction they like, the style of art they like, and their creativity. Implications for art teachers of the elderly are discussed. (SJL)

Despite recent attention to liberal and general education, the fine arts and their relationship to liberal education receive scant attention in terms of curricular reform at the institutional level. It is suggested that the fine arts should be an integral part of the undergraduate curriculum. (Author/MLW)

Outdoor education facilitates the use of both cerebral hemispheres. The right side, which is often ignored in traditional education, is the location of intuitive, imaginative, and metaphoric thinking and can be used in conjunction with the left side, the base of logical and analytic thought. (CJ)

The inhibiting effect of being conscious of the physical process of writing on the intuitive process of writing is discussed. (HTH)

Patterns of language, thinking, and behavior differentiate the modes of the practitioner and of the conceiver. Long-range planning in higher education may reveal conflict between the two. To "operationalize" is defined as an exact managerial deployment that will put ideas into action. (Author/MLW)

Recounts what happened when a night school teacher thought creativity meant Joyce, Porter, and Frost, while the students thought it meant cocktail napkins, cereal boxes, and sexy stories. (RL)