Discusses institutional tension between whether to accept creative, innovative teaching or to protect the status quo and the standardized curriculum. (CD)

Teachers should provide more real experiences for children rather than vicarious ones, in order to allow children's cognitive structuring processes to develop.

Many school discipline problems would never occur, says this author, if an individual curriculum were developed for each student which would successfully teach respect, excellence, receptivity, efficiency in learning, critical thinking, accurate observation, and creativity--in short, self-actualization. (Editor)

Discussed the development of an art heritage program with the objective of accepting historical art as a daily experience of value. (Author/RK)

Considered proposals and objectives for the future of the arts in America. (RK)

The revision of written work should be thought of by students as a creative process, just as the editing of a film is a creative process. (JH)

Appropriate curricula for full-time kindergarten children must emphasize creativity in several subject areas, including arts and crafts, science, social studies, mathematics, thinking, and language arts. This article offers practical suggestions for providing kindergarten children with opportunities to be creative in several ways. Arguments…

This paper presents a discussion of the use of microcomputers and computer graphics programs as basic design experiences which relate as much to the right as to the left side of the brain. It reviews selected research in art education that shows the importance of the right brain in various areas of creative behavior and in developing drawing…

At a time when few copywriting jobs are available for new graduates, enrollments in advertising are exploding. An advertising educator set out to change students' perceptions that in advertising only copywriting requires imagination by developing a course called "Advertising and Innovation" which was designed to force students to use…

Two papers by Polish scientists are provided that correlate lifelong education with man's creative activity and explore creativity as a practical philosophy. In "Permanent Education and Creativity," Bogdan Suchodolski supports the connection between permanent education and man's creative activity. He suggests that civilization is at a…

This paper presents four major features of L. S. Vygotsky's theory of creative imagination. The first feature discussed is that imagination is the internalization of children's play. It is explained that the development of imagination parallels the development of speech which originates in the child's social dialogue with adults, passes through an…

This document contains three papers describing theoretical approaches and empirical findings concerning the role of anxiety in self-actualization. "Opposing Views of Anxiety and Self-Actualization" by Paul F. Zelhart describes theories of self-actualization that take opposite views of the role of anxiety in psychological development…