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The article focuses on the characteristics and importance of creativity. It has long been recognized that creativity is important in scientific discovery, invention and the arts and it is a distinguishing characteristic of outstanding individuals in almost every field. Moreover, the paper also defines the word creativity which has been used to define a wide range of activities which are not necessarily related to its true meaning as defined by the Webster dictionary. Furthermore, the author also discusses a series of well planned exercises that suited to the development of creativity.

The article presents information related to various publications on art education. The "Journal of Aesthetic Education," is edited by Ralph A. Smith and is published quarterly. It focuses on the humanities in aesthetic education. It also explores life's aesthetic and environment quality and art education in the media system. The study "Aesthetic Concepts and Education" attempts to apply the methods of philosophical aesthetics to the problems of aesthetic education. Aesthetic concepts such as intention, metaphor, style, and play are examined in the study. Another study "Aesthetics and Problems of Education" includes papers from the Journal of Aesthetic Education.

In this article, the author makes certain announcements regarding the journal. He welcomes the new members of the editorial board of the journal. Mary J. Rouse is said to have joined the board as Co-Editor and Kenneth Marantz has assumed the responsibility of Book Editor. It is stated that the journal will maintain and extend its quality for research reports and discussion of professional problems in art education. The author also invites papers for the Western Regional Conference, NAEA, to be held in March 1970.

The article critiques some aspects of the philosophy of John Dewey. It discusses how Dewey liberated American philosophy, especially American educational philosophy, from misunderstood European idealistic and semi-theological speculation. The article details how Dewey developed his philosophy of pragmatism or experimentalism. The author attempts to explain why Dewey's philosophy had little impact on European thought. It is suggested that even in the United States and Japan, Dewey's philosophy no longer plays the dominating role it played during the first decades of the 20th century. Finally, the article discusses the factors that made Dewey the main intellectual representative of the American people, and the prophet of its teachers.