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This article contains 15 "takeaways" about how to teach organic creativity, from actual teachers with several hundred total years of experience. Teachers of English, physics, Advanced Placement Calculus, science, theater, the visual arts, dance, school administration, school counseling, educational psychology professing, world languages, mathematics, the education of the gifted and talented, social studies, music, and elementary education describe their strategies for teaching for intuition, imagination, insight, imagery, risk-taking, openness to experience, feeding back, improvisation, and other aspects of creativity that arise from the subject matter.

Values are commonly thought to be important in the construction of personal and group morality, in personality, and as a basis for living life. The Rokeach Values Survey (RVS) was administered to gifted and talented adolescents in 1999, 2000, 2001, and 2002. Two groups were compared in this study: Group I, pre-September 11, 2001 (n = 191; M = 64, F = 127); and Group II, post-September 11, 2001 (n = 96; M = 36, F = 60). Results showed that the attacks on the World Trade Center and the Pentagon did not affect the values of the talented teenagers. Values were ranked thus: Terminal Values: (1) Salvation, (2) Freedom, (3) Self-Respect, (16) World of Beauty, (17) Social Recognition, (18) National Security. Instrumental Values: (1) Love, (2) Honesty, (3) Imagination (16) Obedience, (17) Politeness, (18) Cleanliness. Qualitative analysis was conducted of student essays and interviews.

Two groups of adolescents (N = 114), 61 identified-gifted adolescents (M = 22, F = 39) and 51 vocational school adolescents (M = 27, F = 26), were compared on the Overexcitability Questionnaire. Each of the five Overexcitability (OE) scores--Psychomotor, Sensual, Imaginational, Intellectual, and Emotional--was subjected to a two-way ANOVA by classification and gender. Any statistically significant interaction effect was further analyzed by testing the group means with six two-group comparison tests. The analyses produced the following results: (a) Differences among the Psychomotor, Sensual, and Emotional OE means were not statistically significant, and (b) the Imaginational and Intellectual OE means of the gifted male students were significantly higher than the means of the vocational female students, vocational male students, and gifted female students. The effect sizes were classified as large. A qualitative textual analysis was also conducted. The results were compared with another study of the same gifted population that used the Overexcitability Questionnaire-II. (Contains 5 tables, 3 figures, and 1 note.)

The differences between US (Ohio) gifted and talented high school students and South Korean gifted and talented high school students on the "Overexcitabilities Questionnaire II" (OEQ II) were investigated. The OEQ II was administered to 227 Ohio identified gifted and talented high school students (M = 88, F = 139) and to 341 high school students from four specialized high schools (one for science, one for foreign language, and two for the arts) in Seoul, Korea (M = 117; F = 224). Multiple analysis of variance by gender and country revealed that Korean males and females scored higher in psychomotor OE and that US males and females scored higher in imaginational OE. No differences were found in intellectual OE, emotional OE, or sensual OE. (Contains 5 figures and 3 tables.)

While the field of gifted education has relied on educational, cognitive, counseling, behavioral, developmental and socialpsychology, the domain of depth psychology offers special insights into giftedness, especially with regard to individuation. The notion of passion, or the thom (J. S. Piirto, 1999, 2002), the incurable mad spot (F. C. Reynolds 1997, 2001), the acorn (J. Hillman, 1996, 1999), the daimon (C. G. Jung, 1965); the importance of integration through the arts and through dreams; the existence of the collective unconscious; the presence of archetypes; and the transcendent psyche--all have resonance with the binary etymological idea of "gift" as both blessing and poison. Depth psychology offers a way of understanding that is physical psychological, and spiritual.

Utilizing qualitative research, a portrait is presented of the Jnana Prabhodini School in Pune, Maharashtra, India. The school educates gifted and talented students not only for academics but also for motivation to help their state, country, and the world. The school is indigenous, based on the philosophy of Swami Vivekananda. (Contains references.) (Author/CR)

Discusses postmodern curriculum theory in the education of the gifted and talented. Identifies five overarching themes: presence, origin, unity, denial of transcendence, and constitutive otherness. Five issues subsumed under these themes include issues of discourse, the body, the canon, gender, and power/class. (Author)

This study analyzed the lifespan development of 80 women who are contemporary creative writers. Themes in the women writers' lives were characterized by developmental events, including nurturing of talents by both male and female teachers and mentors; professional situations; and core personality/personal attributes that were similar to men writers. (CR)

A study of 30 female and 18 male talented high school students found significant differences on the High School Personality Questionnaire on the factors of submissiveness and tough-mindedness. Talented males also differed from comparison males. There were no differences between talented females and comparison females. (Author/DB)

A review of the research on similarities and differences between creative women and men in the areas of the visual arts, creative writing, mathematics, musical composition, and science suggests a need for educators to stress the importance of commitment and intensity in pursuing a chosen field. (DB)

This is the second article advocating and explicating a depth psychological approach to the education of the talented. In this analysis we take the 'thorn' on the Piirto Pyramid of Talent Development and relate it to the processes of marking, naming, and eldering/mentoring as teachers practice them. The article presents 20 ways that the imaginal, symbolic aspects of life can be acknowledged and brought forth in students, thus invoking the educare within education., Honoring and Suffering the Thorn: Using the Principles of Depth Psychology with Gifted Students: Marking, Naming, and Eldering (1) The Way B Is There's a thread you follow. It goes [...]