Posits that any model of creative thinking in music must deal with how factual content in music serves as the foundation for the creative process. Maintains that music technology is an exciting and meaningful avenue for both convergent and divergent thinking but that creative thinking can occur without technology. (KM)

Discusses how environmental education (EE) can provide opportunities for development of higher order thinking skills such as learning critically and creatively, and learning to think in an integrated manner--in terms of identifying alternatives, using multiple sources, designing novel approaches, and identifying real and potential solutions.…

This book, published in 1987, provides open-ended activities to extend the imagination and creativity of students and encourage them to examine their feelings and values. Williams' model of cognitive-intellective and affective-feeling domains are addressed. Nearly 60 pages of exercises focus on the future, asking students to predict future…

Reprinted from "Value Engineering , Volume I, Number 5, February 1969.

The purpose of this research is to undertake a comparative analysis of policy and practice in initial teacher education (ITE) in two parts of the United Kingdom. Although the education systems of England and Scotland have been characterised as experiencing considerable autonomy since the Act of Union in 1707, the new context of political…

This book provides student activities organized around a class science project with the Gorilla Foundation. The gorillas featured in the project have been taught American Sign Language. Many of the activities involve the use of the story "Koko's Kitten" by Francine Patterson (New York: Scholastic, Inc., 1985). Sections of the book include: (1) "To…

Indicates the importance for music teachers to develop their students' musical thinking skills through listening and composition. Explains that, by focusing on convergent and divergent thinking, students will have the skills to compose and analyze music. Gives listening and compositional activities for teachers to use in their classrooms. (CMK)

Because language arts processes and related skills depend on thinking processes, teachers should know, use, and guide creative problem-solving processes in their language arts class. Creative problem solving involves a balance of divergent and convergent thought, reflected in the processes of creative and critical thinking. Divergent, or creative,…

The document offers suggestions for developing a Strucure of Intellect (SOI) program for gifted elementary students. An introductory chapter covers the definition of SOI, rationale for using the SOI model with gifted students, purpose of the guide, assessment of intellectual ability, preparation of the SOI prescription, classroom activities based…

The contemporary university can do great good through its insistence that students both engage in issues and questions of the current "cultural emergency" and develop the abilities to abate it. Universities must recognize and support those trends and movements that support the emergence of integrative thinking, global perspective, and compassion.…

Compiled to illustrate that teachers in New York state--in all curricular areas and at all grade levels--are working to improve students' ability to think logically and creatively, this document outlines programs on thinking skills across the curriculum, from kindergarten through grade 12. The document begins with a chart listing program titles,…

Fourth through sixth grade children were given two kinds of creativity measures--divergent measures in which the child named all the ideas he could that met a simple requirement, and convergent measures, adaptations of Mednick's Remote Associates Test, in which he attempted to find one word which was associatively related to each of three others.…

These workbooks provide students with opportunities to research and explore future options based on the realities of today. The workbooks each consist of four research units, a future force section, and a reference section. Students are actively involved in the learning process and in acquiring information. The research units in Book I focus on:…

This book offers ideas and strategies for teaching thinking in schools. Sixteen chapters and a concluding discussion, each preceded by an introductory article, are written by experts recognized in their fields. The chapters include: (1) "Reading and Thinking with History and Science Text" (Isabel L. Beck and Janice A. Dole; (2) "Developing…

This pamphlet discusses group problem solving in schools. Its point of departure is that teachers go at problems from a number of different directions and that principals need to capitalize on those differences and bring a whole range of skills and perceptions to the problem-solving process. Rather than trying to get everyone to think alike,…