Project Implode has as its goals to gather and create materials, techniques, and strategies that will develop the creative intellectual talent of each pupil. (DB)

Paper presented at the third meeting of the Central States Conference on the Teaching of Foreign Languages, April 15-17, 1971, in Detroit, Michigan. (DS)

A fable with a moral: the magic of natural happenings can serve as a communication bridge between teacher and child. (MF)

A review of and commentary on papers by Milton E. Rosenbaum, Jose Barchilon, Leon Jakobovits, and Frank Barron presented at Conference on the Creative Process and Composition (Colorado Springs, Colorado, November 3-6, 1968) sponsored by the National Council of Teachers of English. (Editor/RD)

The author quotes passages from the first two chapters of "Genesis" to support four hypotheses such as that the stages of creative process do not occur systematically but are reported in orderly sequence. (MC)

Questionnaire responses of eminent people in Communications, Liberal Arts, Fine Arts, Science, Education, and Business Education and Management are considered in terms of their projects' inspiration, preparation, products, task commitment, obstacles, and audience. Following a discussion of the experiences of professionals, implications for gifted…

The author describes three techniques for developing conscious awareness of the responses and behaviors of the right parietal lobe through describing a right brain related impression aloud in sensory image terms of color, shape, and texture. (CL)

Briefly described are the use of three games to develop creative thinking skills at the third grade and college levels. The games are part of the "Think Links" series based on Edward De Bono's Thinking Skill Model. (DB)

Twenty activities which develop gifted children's creativity; power of reasoning; and ability to analyze, synthesize, and evaluate are listed. (DB)

Some Japanese cultural characteristics that foster creativity, giftedness, and achievement are examined: and based on these, eight specific suggestions are offered that might be useful in solving some of America's national problems of underachievement, particularly among gifted and talented children. (DLS)

The author examines various definitions of creativity, from broad global statements to narrow views of testable traits. Concluding that none of these definitions can be operationalized in education, he suggests that educators concentrate on more definable components of creativity, such as critical thinking, aesthetics, and the imagination. (SJL)

The article discusses and reviews some of the literature pertaining to the maximization of the number of creative persons within a society and the cultural influences that might bring about such a result. (DLS)

The article focuses on three activities for developing a more creative lifestyle using experiential and guided imagery techniques. (Author/PHR)