Examines the philosophical relationship of imagination (particularly its aesthetic aspects) to rationality and teaching. Reviews various criteria for basing education on rationality at the expense of imagination and concludes that children will benefit most from an educational system which teaches them to be imaginative without undermining their…

Imagery as it relates to creative imagination, incubation, and right brain activity, and as a subsystem of the General Systems approach, is discussed in terms of gifted education. Considered are the theories of G. Land (transformation theory), J. Gowan (developmental stage theory), and J. Eccles. (SBH)

Asserting that the mind of the creative reader operates precisely like the mind of the creative writer, the author examines theories of the psychology of poetic composition, in order to draw implications for the teaching of literature. (SJL)