John Curtis Gowan

The Development of the Creative Individual

* This paper represents a condensation and precis of a book by the same title to be published by Robert Knapp Co., Box 7234, San Diego, 92107; all rights reserved. Considering the individual differences among one’s fellows with regard to most aspects of physique or personality, one is immediately struck with the fact that (a) the variance is real and (b) its magnitude is ordinarily measured in percentages. Henry may be 20 percent taller than Edward, 30 percent heavier than Jack, and 25 percent brighter than Clyde; but he is unlikely to be twice as tall, as heavy, or as bright as anyone else.

The Use of Developmental Stage Theory in Helping Gifted Children Become Creative

are regarded as obvious: (a) creativity is the objective of talent development; (b) the dynamics of developmental process is necessary for this development; and (c) developmental stage theory is a necessary part of developmental dynamics. Accordingly, we shall proceed with: General Developmental Stage Theory; Suitable Modifications for the Gifted Child; and Three Paramount Issues for Educators for the Gifted, namely:

What Makes a Creative Person a Creative Teacher

* Now of the University of Georgia. There has been a good deal of speculation about what can be done in the classroom to make children more creative. One of the stock answers to this question is &dquo;creative teachers&dquo;. This answer leads to the next question: &dquo;How do you tell that the teachers are, in fact, creative?&dquo; and if they are not ;;How do you make them more creative?&dquo; Some lines of reasoning have lead to a more or less loosely enunciated hypothesis which looks something like the following:

What Makes a Gifted Child Creative ?-Four Theories

Dr. Gowan is Director of Guidance at San Fernando Valley State College, Northridge, Calif. EDITORIAL NOTE: Grateful appreciation is expressed to Dr. J. C. Gowan, Professor, and Head of the Department of Guidance, at St. Fernando Valfey State College, Northridge, California. Without his assistance as guest editor the fine articles by the West coast contributors, as well as the annofated bibliography of Dr. Torrance’s work would not have been included. -A. F. 1.

Managing the "Post Partum" Depression in Creative Individuals

* Appears in the new text Creativity , edited by J. L. Gowan, G. D. Demos and E. P. Torrance, John Wiley and Sons, N. Y., 1967. The phenomenon of &dquo;post-partum depression&dquo; in biological creativity is well-known, but little understood, and with less knowledge regarding its psychodynamics. A depressed period after childbirth is not rare in women, and a similar but lesser depression after coitus is common in men. To be sure

The Counselor and the Creative Child

we can learn a good deal by looking at the personality of the creative child, and then discovering what aspects can best be promoted by guidance. The first point to note about the creative child is that he is usually well-adjusted, mature for his age, fully-functioning, and responsible. He is in this respect opposite of the delinquent. Dr. Paul Torrance, of the University of Minnesota, upon being asked, &dquo;What makes a child creative?&dquo; replied: &dquo;Anything that makes him more alive.&dquo; This zest for living and acme of mental health and maturity will aid what dent in bright, creative children. Whatever guidance can do to help a child to better mental heatth and maturity will aid what creativity he may possess. It should, perhaps, he noted that in advocating guidance for children, we do not imply that guidance will produce creativity, but only that it will bring it out and make it manifest. It is probable that most of our educational aids to children merely preserve rather than produce their creative functions. Children are naturally creative and only require the right atmosphere to manifest it. A second point for the counselor is to help the child to value. A child needs to value himself and to have his ideas valued before he can value others or their ideas. Counselors should therefore help children build a consistent value system the children’s not the counselors. The values a creative child builds may flow from his divergent thinking, and hence he may not wish to emulate grown-up models. This includes the counselors’ values, and as a result may cause problems, but it is important to remember that it is his values and not ours which are being built.

Book Reviews: KOUGH, JACK. Practical Programs for the Gifted. Chicago, Ill.: Science Research Associates, 1960, 191 pages:

dress itself to the subject, but wanders off in describing their activities. Chapter 7 is a well done survey of significant programs around the nation which is perhaps the best since the earlier Havighurst WOOLCOCK, C. W. New Approaches to the Education of the Gifted. Morristown, New Jersey: Silver Burdett Company, 1961. 112 p.

Book Reviews: WOOLCOCK, C. W. New Approaches to the Education of the Gifted. Morris-town, New Jersey: Silver Burdett Company, 1961. 112 p.

2. This booklet of 112 pages f rom an educator who has long been connected with the education of gifted children at the Hunter College High School, provides a rather succinct general statement which emphasizes theory and recommendations. It contains eight chapters on status of research, present weaknesses, needs, new developments, implications for elementary, junior high school, and senior high school educational procedures, and a summary. The book is strong-

2:

dress itself to the subject, but wanders off in describing their activities. Chapter 7 is a well done survey of significant programs around the nation which is perhaps the best since the earlier Havighurst WOOLCOCK, C. W. New Approaches to the Education of the Gifted. Morristown, New Jersey: Silver Burdett Company, 1961. 112 p.

Briefing the Journals

2. This booklet of 112 pages f rom an educator who has long been connected with the education of gifted children at the Hunter College High School, provides a rather succinct general statement which emphasizes theory and recommendations. It contains eight chapters on status of research, present weaknesses, needs, new developments, implications for elementary, junior high school, and senior high school educational procedures, and a summary. The book is strong-