Creativity was examined in 142 middle and lower class children across a wide age range (7 to 13 years) and intellectual ability (low average to gifted). The instruments were lenient (16 items) and stringent (4 items) solution standard measures of original problem solving, and two subtests of the Wechsler Intelligence Scale for Children. Scores for…

OBSERVATIONS ARE PRESENTED ON A COMMUNITY PROJECT, STARTED IN 1958, TO EXPOSE CHILDREN TO CREATIVE WORK AND THUS ASSIST THEM TO DETERMINE CAREERS. YOUNG PEOPLE, AGES 10-18 AND RESPRESENTING 15 PERCENT OF THE SCHOOL POPULATION, WORK SATURDAY MORNINGS WITH PROFESSIONALS (SCIENTISTS, ARTISTS, HISTORIANS) WHO ARE ORGANIZED IN A COMMUNITY RESOURCES…

The purpose was to determine the effect of group size on both the total and the average per person fluency, flexibility, and originality of responses to problem solving tasks. One hundred sixty-three college juniors and seniors were assigned at random to groups of one, three, six, or twelve members. All groups were given identical instructions to…

Relates the lack of diversity in television programing to the drive for profit maximization on the part of the networks, which supresses creativity and encourages conformity to proven success. (JMF)

Described is a playground designed by an architectural student and built by parents of elementary school students in Kansas for a total cost of $50. (IM)

Examined is the relationship between values clarification and creativity in children. (CL)

Composition teachers today stifle creativity by imposing the burden of originality on their students. (DD)

Two views are presented on the question of whether or not creativity can be taught in social studies classrooms. Barbara Olmo argues that social studies is especially well suited for teaching creativity. Alvin Wolf replies that creativity can be encouraged but not taught directly. (Author/RM)

Argues against the view that creativity must sometimes be realized at the expense of the quality of the work produced, perceiving this dichotomy between creativity and quality as a false one based upon an erroneous theory of creative process. Sees creativity and quality as intimately connected. (DMM)

Recent research in chemistry has revealed nuances of natural processes that allow a strongly scientific yet aesthetically humanistic approach to creativity. In this approach creativity is viewed as emerging order. Answers two questions regarding creativity in the classroom: What is "order" in a classroom? and In what sense does order "emerge"?…

A model of John Dewey's theory of reflective thought, as revised in 1933, is reviewed and its implications for the creative process explored. Reflective thought differs from random thought in its "chaining" feature, which entails a consecutive ordering so that each idea determines its successor while referring to its predecessor. (VW)

The idea that creative acts are quantum jumps in the brain's mechanism is explored. Descriptions of the creative process that support the central role of sudden and discontinuous leaps of thought are cited from various philosophers and scientists. Distinctions between the functions of the brain and of computers are drawn. (VW)