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Volume :7 Issue : 1 1979      Add To Cart                                                                    Download

Educational Direction of Creative Persons

Auther : Abdul-Sattar Ibrahim

On the basis of evidence now available in the field of creativity, psychologists agree that a considerable part of creative behavior is learned. It is my thesis, therefore, that the development of creative thinking abilities does not have to be left to chance. Educational stimulating of creativity can play a major part in the development of creative potentiality. The purpose of the present review is to discuss some of the major educational approaches and procedures which have proved helpful in guiding and directing creative efficacy. These are as follows:

Teaching courses in creativity by emphasizing the principles of creative problem-solving per se.

Integrating creative principles and procedures with conventional courses.

Adopting teaching styles that stimulate and motivate creative thinking. This is fundamentally preferred by subjects and is more effective in learning.

Building interpersonal relationships using deliberate creative learning principles such as a. the development of permissive and responsive kinds of social relationships which call for alert and sensitive direction and guidance of intellectual creative potentialities; b. deliberate suspension of evaluation and judgment (deferred-judgment) during the effort to generate ideas in order to give full play to imagination; and c. building a group brain storming atmosphere which has to emphasize quantity rather than quality in produced ideas, and to help thinking to develop through group assistance rather than. individual thinking in seclusion.

Creative management of ideas. There is, indeed, abundant opportunity for almost any person’s productive thinking. It is also shown that using educational means to increase creativity leads to positive changes in other personality traits. Significant gains in traits such as leadership ability, dominance, persistence, social initiative, and self-confidence occur following the administration of creativity producing programs. The writer calls, therefore, for making more complete use of our most valuable intellectual qualities, the creative potentialities of individuals.

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