Unstructured classes permit student creativity and self-growth but involve complexities that require the instructor to exercise restraint and caution. (Editor)

Illustrates the use that can be made of aestheometry'' (the aesthetics of geometry) in stimulating student inquiry and in promoting interdisciplinary study by providing instructions for the construction of an illusion of a floating sphere in a pattern of threads. (AL)

A new required course for freshmen including participating seniors and industrial consultants in presenting and evaluating actual creative design problems facing their industry is put together with a creative engineering design project. Student responses were positive and enthusiastic. (DF)

School and classroom facilities should be flexible in design in order to encourage creativity and autonomous learning. Facility designs and their implications are discussed. (MF)

The article discusses moral dilemmas of children and the behavior these evoke. (MF)

Advances 12 hypotheses to answer (1) What is creativity? (2) Why does creative behavior occur? (3) How does it occur? while including theoretical contributions by Freud, Jung, Adler, Rank, neo-Freudians, inter-personal theorists, trait theorists, association theorists and relevant research findings. (MB)

The cognitive processes involved in understanding aesthetic Principles are discussed. (CK)

Organizational leaders have a responsibility to encourage and maintain creativity within their organizations, middle managers share in this responsibility and can take significant steps to help discharge this responsibility. (Author)

The total number of questions asked by pupils about an experiment appears to be determined more by their creativity level than by their intelligence. Other relationships between type of question asked and level of intelligence or creativity are also discussed. (AL)

The influence of the family environment on the development of creative propensities in children is explored. (CD)

The primary implication of the investigation seems to be that students of IMPACT teachers have a higher self concept than students of nonIMPACT teachers; this is true in both target and nontarget area schools, but especially in the former. (Author)