Criticism is offered of a previous article, "On Education as a Species of Play." (JD)

Suggests that the question of diversity in television programing is irrelevant, since diversity has nothing to do with freedom of expression or of the marketplace.

Discussed are sources of creative inspiration noted by composers such as Wagner, Strauss, and Puccini; and charted are discrete steps in creativity common to composers seen as producing works of genius. (IM)

Quantity and quality of creative thinking on the Wallach and Kogan Creativity Battery were found to be moderately related in both sixth-grade children and high school seniors. (Author/JMB)

The author reviews the theoretical base and practical implementation of human development counseling, by which the individual identifies the environmental and physiological conditions that facilitate creativity and learns to manage those conditions to enhance creativity. (CL)

The article presents an overview of adjustment and creativity focusing on specific personality characteristics (including conformity, introversion, self esteem, depression, anxiety, confidence, persistence, and self discipline) to determine the relationship between maladjustment and creativity. (CL)

An annotated list of ERIC documents which deal with Poets in the Schools programs and with teaching poetry and creative writing. (DD)

Describes writing as a dynamic process involving both creativity and discipline, and suggests classroom strategies useful in teaching this process. (DD)

The article traces the impact of the modern dance movement from the early 1900s and its emphasis on creativity and self-expression on the professional and institutional development of dance therapy. (CB)

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)