The article views the creative process as a complex interaction in which opposites are balanced. Practical classroom applications are noted, including the establishment of a climate that encourages pursuit and risk-taking. (CL)

The article reports results of a survey of 150 curriculum planners about their knowledge, attitudes, and behavior regarding deliberate development of creative thinking and problem-solving skills. A six-step creative problem-solving model is proposed. (CL)

The emphasis on creativity in contemporary society has been interpreted as desire for novelty. Newness does not make a work creative: It must also be significant. Problems with the idea that production of novelty is a sufficient or necessary condition for for creativity are explored. (MT)

To be creative, an act must have as its outcome something new in the way it is intelligible and valuable. Computers have restricted contexts of information and have no ability to weigh bits of information. Computer optimists presuppose either determinism or indeterminism, either of which abandons creativity. (MT)

Individual artistic creativity has no place in the development of art, science, or society. If an intellectual has a thorough understanding of intellectual traditions and appreciation of the situation, s/he needs to be no more than reasonable to produce what have been hitherto considered products of genius. (MT)

The author briefly examines theories of creativity, describes problems in its identification, and cites implications for gifted education of creativity training research done over the last 20 years. (CL)

Outlines an elementary gifted programing model emphasizing gifted behavior rather than gifted students. The model avoids labeling students and allows them to take part in the selection process. (MD)

The article describes basic processes children use to create and imagine, examines the significance of objects in this growth, and shows ways in which objects can serve creativity (exploring, repeating previous actions, replicating, and transforming with objects). (CL)

Research is reviewed on the characteristics of highly gifted children, notably nonintellective factors such as creative/productive behavior cited by J. Renzulli and the traits of child prodigies in studies by D. Feldman. (CL)

Misunderstanding, conflict, peevishness, and vituperation have typified some of the shifting schools of thought concerning behavioral thinking. Sometimes the "scientist" him/herself has behaved in most unscientific ways. A practitioner of the art looks at some of the conflictual ethics manifested in the exercise of the craft of psychology.…

Examines philosophical and epistemological views which indicate that scientific objectivity is simply a shared subjectivity (focusing on categories of the real, imaginary, and symbolic). Also discusses KREATEK, an interdisciplinary database for creative sciences located at the University of Oslo. (JN)

The article examines the issue of giftedness and delinquency based on a research review and a two-year study of 268 delinquents in a suburban court system. Two juxtaposed theories evolve from this review about the likelihood of gifted youth to engage in inappropriate behavior and become delinquent. (Author)

Four creativity self-identification measures are reviewed: GIFT (Group Inventory for Finding Creative Talent); GIFFI1 and GIFFI2 (Group Inventory for Finding Interests); and PRIDE (Preschool Interest Descriptor). The characteristics approach as measured by self-report and parent-report inventories is seen as effective and efficient. (CL)

Two pieces of free writing by children six to nine years old were rated for creativity and legibility. Creativity was found to be unaffected by the type of paper (lined or unlined) used. However, young children's legibility was greater with unlined paper, while the opposite was true of the older children. (Author/GC)

Suggests that students be permitted an opportunity to attempt creative spellings. (DD)