Two views are presented on the question of whether or not creativity can be taught in social studies classrooms. Barbara Olmo argues that social studies is especially well suited for teaching creativity. Alvin Wolf replies that creativity can be encouraged but not taught directly. (Author/RM)

Don Quixote's imaginings were compared with his squire's practical outlook. What the "squire," Sancho Panza, sees, Quixote pictures. The difference between the schizophrenic act and the act of creation were explored with the help of Cervantes and metaphors. (Author/RK)

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The thesis of this article is that teaching through oral history cultivates a spirit for justice and peace, as well as knowledge and skills that contribute to that spirit. The authors examine periodical literature focused on justice and peace education and analyze a course taught through oral history. Both the literature and case study yield…

Discusses the important role solitary play has in the development of imagination, reflection, and analytical thinking. (ED)

Article presented problem-solving suggestions designed to help us become more creative. (Author/RK)

Author suggested ideas and ways to involve students in worthwhile learning experiences. (Editor/RK)

It was hypothesized that individuals taking a test of creative thinking in dyads would attain a higher level of originality, and experience stronger feelings of stimulation, enjoyment, and originality of expression than individuals working alone under standard test conditions. Findings supported the hypotheses. (Author/TA)

Presents the first part of an essay interrelating Rorschachian and Maslowian theory, and including modifications and implications. (MB)

Analyzes how people create or discover meaning through language and how imaginative literature helps them to do this. (DD)

Describes a method aimed at teaching students to trust their imaginations and channel their fantasies toward purposeful ends. (RB)

Interviews with eleven Nobel Prize winners illustrate that, although a scientific discovery generally involves some kind of imaginative insight, there is no one obvious pattern whereby it manifests itself. (Author/MJB)

Sixth grade Ss scoring in the top third on the Verbal subtest of the Torrance Tests of Creative Thinking had significantly higher Imaginational Overexcitability scores than Ss scoring in the lower third, whereas Ss scoring in the top third on the Figural subtest had significantly higher Psychomotor Overexcitability scores. (Author/CL)

Article considers the causes of happiness and unhappiness in relation to the creative person. (RK)