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Education and the Creative Potential

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E. Paul Torrance

Education and the Creative Potential

“Torrance’s clarity and integrity of writing and research, and his manifest value-commitment to freeing human potential have produced highly significant hunches and questions about the conditions of creativity and its relations with self-esteem, self-insight, and self-direction.”

Journal of Teacher Education

Education and the Creative Potential

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Education and the Creative Potential was first published in 1963. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.

Modern School Practices Series, Number 5

How can we identify creative children? What makes them different from other youngsters, and what happens to them in today’s schools? How can we improve our schools to make the most of our creative potential? Dr. Torrance, a leading educational psychologist, discussed such challenging questions and proposes challenges in the schools which will give children a better chance to learn and think creatively. He summarizes much of what is known about the conditions which nurture or inhibit creative growth and reports on a series of original, exploratory studies concerned with the problems of testing creative ability or potentiality and the influence of various factors on the development of creativity.

This book is recommended by the National Council of Teachers of English as a standard reference for high school English classrooms and departments.

Education and the Creative Potential

E. Paul Torrance was director of the Bureau of Educational Research at the University of Minnesota. He is the editor of Talent and Education: Present Status and Future Directions (Minnesota, 1960).

Education and the Creative Potential

“Torrance’s clarity and integrity of writing and research, and his manifest value-commitment to freeing human potential have produced highly significant hunches and questions about the conditions of creativity and its relations with self-esteem, self-insight, and self-direction.”

Journal of Teacher Education