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With few exceptions, scholarship on creativity has focused on its positive aspects while largely ignoring its dark side. This includes not only creativity deliberately aimed at hurting others, such as crime or terrorism, or at gaining unfair advantages, but also the accidental negative side effects of well-intentioned acts. This book brings together essays written by experts from various fields (psychology, criminal justice, sociology, engineering, education, history, and design) and with different interests (personality development, mental health, deviant behavior, law enforcement, and counter-terrorism) to illustrate the nature of negative creativity, examine its variants, call attention to its dangers, and draw conclusions about how to prevent it or protect society from its effects. This book contains the following: (1) The Dark Side of Creativity: What Is It? (Arthur J. Cropley); (2) Creativity Has No Dark Side (Mark A. Runco); (3) Positive Creativity and Negative Creativity (and Unintended Consequences) (Keith James and Aisha Taylor); (4) Subjugating The Creative Mind: The Soviet Biological Weapons Program and the Role of the State (Maria N. Zaitseva); (5) Imagining the Bomb: Robert Oppenheimer, Nuclear Weapons, and The Assimilation of Technological innovation (David Hecht); (6) The innovation Dilemma: Some Risks of Creativity in Strategic Agency (James M. Jasper); (7) Creativity as a Constraint on Future Achievement (Jack A. Goncalo, Lynne C. Vincent and Pino G. Audia); (8) Boundless Creativity (Kevin Hilton); (9) Reviewing the Art of Crime--What, If Anything, Do Criminals and Artists/Designers Have in Common? (Lorraine Gamman and Maziar Raein); (10) Creativity in Confinement (Jennie Kaufman Singer); (11) Creativity and Crime: How Criminals Use Creativity to Succeed (Russell Eisenman); (12) So You Want to Become a Creative Genius? You Must Be Crazy! (Dean Keith Simonton); (13) Both Sides of the Coin?: Personality, Deviance, and Creative Behavior (Luis Daniel Gascon and James C. Kaufman); (14) Neurosis: The Dark Side of Emotional Creativity (James R. Averill and Elma P. Nunley); (15) Dangling from a Tassel on the Fabric of Socially Constructed Reality: Reflections on the Creative Writing Process (Liane Gabora and Nancy Holmes); (16) Creativity in the Classroom: The Dark Side (Arthur J. Cropley); (17) The Dark Side of Creativity and How to Combat It (Robert J. Sternberg); (18) A Systems Engineering Approach to Counter Terrorism (Amihud Hari); (19) Malevolent innovation: Opposing The Dark Side of Creativity (David H. Cropley); and (20) Summary--The Dark Side of Creativity--A Differentiated Model (David H. Cropley). (Contains 7 tables.)

This book explores creativity in the context of education, focusing on what creativity is, how it works, and how it can be fostered. The book sets forth general principles for encouraging creativity in schools, higher education, and the family. The chapters are: (1) "Creativity: Basic Concepts"; (2) "The Role of Thinking in Creativity"; (3) "Creativity: The Role of Personal Properties"; (4) "Creativity in Adults and Children"; (5) "Measuring Creativity: Creative Thinking"; (6) "Measuring Creativity: Personal Properties"; (7) "Fostering Creativity in Educational Settings"; and (8) "Creativity in Higher Education." (Contains 7 tables, 3 figures, and 385 references.) (SLD)

This book, which is intended for academics, educators, educational managers, and policymakers concerned with higher education, examines how universities and colleges can prepare their students for lifelong learning through continuing education, specialized courses for adults, and mainstream teaching programs geared toward traditional students. The following are among the topics discussed: (1) basic concepts of lifelong learning (adults' participation in formal, informal, and nonformal learning); (2) lifelong education as a system (systematic support for lifelong learning, organization of lifelong learning); (3) the nature of lifelong learning (the meaning of learning, adults as learners, implications for higher education); (4) lifelong learning and higher education institutions (transforming existing institutions, students, teaching and learning activities, certification, coordination within and among institutions); (5) lifelong learning and promising instructional methods (distance learning, linking education and work, innovative approaches, independent learning programs, learning from peers, alternative teacher roles); (6) transforming institutions into lifelong education institutions (special-purpose institutions, educational technology); (7) evaluating lifelong learning (the importance of evaluation, evaluation problems, evaluation results, a framework for evaluation); and (8) stocktaking and addressing continuing problems in implementing lifelong education (weaknesses of the theoretical base, practical problems, institutional factors). Appended are practical ideas to help academics promote lifelong learning. (MN)