Discusses research that challenges the view that creativity originates in the right side of the brain; advocates a broad but concise definition of creativity. (MAI)

The article focuses on the relationship between the primary process and the creative process, especially as it relates to the fields of wit and poetry. Examples of identification based on similarity in schizophrenics are presented. (CL)

The paper extends creativity factors (fluency, flexibility, originality, and elaboration) into the psychomotor domain for application to movement responses. (CL)

Discusses several contradictory misconceptions exacerbating the problems of American education and discouraging original thought by students. (DD)

The research scientist is often concerned with concise, explicit descriptions of research that leave nothing to the imagination. Occasionally, however, the results can only be read and understood by the author. This guide will assist the critical, non-technical reader in acquiring the basic skills of translating and interpreting scientific…

Discusses the relationship between play and creativity and reviews research studies that suggest that play does facilitate creativity and studies that have found relations between affective processes in play and creativity. Outlines directions for future research into play and creativity. (SLD)

Contains general background and pertinent context that relate to creativity programs and their effectiveness from a disciplinary or instructiveness point of view. Discusses what constitutes a "program" and elaborates on disciplinary characteristics and creativity. (SLD)

Interprets the historical development of major curriculum theories in terms of their relation to creativity as a goal of organized learning. Also explores the development by discussing the organizing of learning for creativity from the viewpoints of different sociological paradigms. (SLD)

Discusses the various approaches to creativity taken by various corporations and whether there is a difference between creativity and problem solving. Distinguishes between adaptive creativity--whereby employees find better ways to do their work--and innovative creativity--the ability to produce really big or strange ideas. (JOW)

Describes push-back leadership, a model of leadership based on the work of Ronald Heifetz and Martin Linksky. Argues that the two key roles of the leader are to give the work back to people and to keep them within a healthy range of disequilibrium that generates creativity and innovation to solve organizational problems. (Author/LRW)

Looks at the relationship between creativity and spirituality in the field of writing in general and in scientific writing in particular. (Author/SOE)

The paper presents examples of corporations (Intel Corporation, 3M, and the Saturn Corporation) which are making their environments more creative and innovative in order to compete in the global marketplace. Such workplace innovation requires development of an idea-nurturing environment, acceptance of failure, and emphasis on creative problem…

Through the use of creative problem-solving skills, students will be able to develop solutions to future societal problems. Technology education teachers must use and incorporate the teaching of these skills into their curriculum. (JOW)