Provides a definition for creativity and illustrates it with examples from the history of science. Also indicates how the definition suggests some possibly useful procedures for educating creative scientists and engineers. (JN)

Investigated systematic problem solving with 52 elementary school students. The experimental group (N=26) received Galvin Alternative Intervention Network (GAIN) training. Results indicated the GAIN program was effective in facilitating problem solving. Students' responses were unique and constituted creative behavior. (JAC)

Suggests that women today face a dilemma in creativity: that by choosing one form of creativity (family or direct production), the need for a career will be left unsatisfied. If she chooses both, she feels guilt at doing an inadequate job with either form of creativity. (JAC)

Ideas for teaching children about creativity and its importance are offered in this article. Ingredients for developing creativity skills are presented and suggested projects are discussed. (DF)

There exists a social and educational bias against "practical" activities, and a corresponding snobbery that values theoretical, mainly linguistic intelligence. These misconceptions derive from a misunderstanding of Aristotelian ideas regarding creativity and rationality. (GC)

Describes seven stages in the poet's life--three periods of great creativity in childhood, early middle age, and ripe maturity and four transitional periods marked by confusion and depression. (MM)

Through play, children draw ideas from their own experiences and create exciting works of art. Materials and methods that can be used in the classroom to help children play are described. (CS)

Described is a unique national educational program and competition involving students in grades 6-12, who participate by entering historical essays, table-top display projects, media presentations, and performances. (RM)

The difference between pseudo-creativity--creativity as often defined by educators and society in general--and genuine creativity is examined. Personal qualities which seem to be essential for creative production and the place of creativity in education are discussed. (RW)

Author concludes that "...although individual originality is not projected as it is in our Western culture, the motivating force appeared...to be a continuous and exciting responsiveness to change." (Author/RW)

This paper describes the "Make-A-Problem" activity through which students can reframe their attitudes toward mathematics by putting art into the mathematics class. "Make-A-Problem" contains three sections: (1) problem--the student creates a problem dealing with a specific concept assigned by the instructor; (2) picture--an artistic interpretation…

Writing classes ought to be among the most creative environments imaginable, but sadly, some writing teachers seem to think that their own writing ability, in proximity, is enough to get students started. A good writing teacher must be a constant student of creativity, always searching for new ways to teach, new inspirations, new forms of…

The following article provides a look at the creative process through the eyes of positive psychology. It describes first how creativity fits into the theory behind this field, then goes on to trace how a positive psychologist might consider this construct: observing how it functions therapeutically in the natural environment, then theorizing…

More than 10 years ago, when "Mapping Inner Space" was first published, a few teachers were using this creative technique and teaching it to their students. Today mapping is widely used in schools, universities, and the corporate world, as well. This second edition of the book explores a variety of mapping styles and also takes a fresh look at the…