Discusses the "socio-play" philosophy of drama education as practiced in the Soviet Union. Outlines the basic structure of the Soviet educational system. Recounts a Soviet educator's practice of socio-play philosophy. (SR)

The article relates the creative process, basic skills, and computing. The importance of both basic skills and creative development are stressed and the computer is seen as both an expressive medium and a skill builder. Computer models encourage the teaching of old skills in new ways as well as the encouragement of inventiveness. (DB)

Defines intrapreneurship as the actions or attitudes of the internal entrepreneur; describes examples of corporate encouragement of innovation among large organizations in both the public and private sectors; and discusses how the notion of intrapreneurship could work in libraries. (28 references) (CLB)

Describes the use of "guided imagery tours," brainstorming, and other class activities to foster creativity and problem solving in a second-grade classroom. (DMM)

Metacreativity is described as the study of internal observations of creative processing. The concept is defined in relation to metacognition, related research is reviewed, and Creative Characteristics models which point to relevant cognitive, affective, and physical/sensory qualities are discussed. (JW)

Using tenets from Vedic science and quantum physics, this model of the creative process suggests that the unified field of creation is pure consciousness, and that the development of the creative process within individuals mirrors the creative process within the universe. Rational and supra-rational creative thinking techniques are also described.…

A study of 358 fine arts students at three large universities indicated that 23 percent experienced synesthesia in a spontaneous and consistent manner, and 49 percent reported no such experience. Results of comparative analysis are consistent with anecdotal reports that synesthetes are often successful in artistic fields, and possess high degrees…

The teaching of creative thinking to gifted students requires: (1) raising creativity consciousness and teaching creative attitudes; (2) improving students' metacognitive understanding of creativity; (3) strengthening creative abilities through exercise; (4) teaching creative thinking techniques; and (5) involving students in creative activities.…

Looks at the relationship between error and creativity in the writing of ESL students. Shows how syntactic and lexical constraints combined with students' cultural and aesthetic preferences to produce remarkable poetic effects in their writing. (SR)

Administration of the Test of Interpersonal Problem Solving to 46 boys (grades 3-4) with learning disabilities (LD) and 46 boys without LD found that LD students had lower scores on Problem Formulation, Consequential Thinking, and Total Problem Solving Ability. No group differences were noted on two measures of creativity. (Author/JDD)

Connections between gifted intellect and creativity and Klaus Riegel's Dialectical Psychology are discussed. Dialectical Psychology is explained in terms of the set-theoretic operation of symmetric difference and the set-theoretic complement thereof. It is shown how this structure is involved in developmental psychology, memory, learning, gifted…

Four creativity measures and nine personality tests were administered to 218 Barbadian secondary students specializing in arts or sciences. No differences were apparent in creative performance, but arts-oriented students were more autonomous, feminine, and appreciative of change; science-oriented students were more dominant. (SK)

Responds to two arguments made by Walter Dick in the debate over instructional design and creativity: (1) "creativeness" should not dominate effectiveness and efficiency; and (2) systematic instructional design methods do result in "creative instruction" when they are used appropriately. Also lists respondent's assumptions and claims. (JMV)

This study compared neurotic and depressive personality characteristics in autobiographies of creative achievers (n=30) versus eminent but noncreative achievers (n=18). California Q-Set ratings assessed the five personality factors of neuroticism, extroversion, openness to experience, agreeableness, and conscientiousness. Creative achievers were…

Interpersonal and cognitive skills, adaptability, and critical thinking can be developed through problem solving and cooperative learning in technology education. These skills have been identified as significant needs of the workplace as well as for functioning in society. (SK)