SOME IMPLICATIONSOF CURRENT CREATIVITY RESEARCH Teachers and principals face many complexities in their daily activities. Those who are most keenly aware of recent creativity-research are faced with additional dilemmas. They are challenged in finding time and energy enough to capitalize on recent research, while still running effective school systems. These challenges can be met if a few key people are willing to take the initiative.This first sentence is one of the understatements of the day. A n d yet, many teachers are quite unaware of their difficulties. They forget to ask themselves such basic questions as: 1. W h a t habits and attitudes a m I trying to cultivate in students? 2. How can I be sure of what learnings take place? 3. W h y do I continue to teach this subject [or these students) [or with this book) in the same way that 1 did last year? Is a change needed?Since some of the most promising educational developments are occurring outside the official system-in summer institutes, research centers, and experimental programs-the leader's task is to learn how to get reforms into the educational system with minimum lag, * Prof. Taylor's article is printed in nonnd type; Prof. Harding's Commentary is printed in smaller italics. This is an editorial experiment which we hope will give perspective to the issues raised, and perhaps result in somewhat greater reader-involvement than is normally the case. Your comments would be appreciated. (Ed.) 22 Volume ABSTRACT Creativity research has unsettled education by newly defining neglected abilities, and by proposing new methods like training in questioning abilities, but conventional methods do not encourage students to learn or think by asking good questions. We need to cultivate the full spectrum of talents by bridging the research-classroom practice gap. A proposed three-dimensional model for analyzing curricula, courses, and classes would show us where we are not doing a good job in teaching students to think while we are simultaneously teaching them subject-matter content. Content is best learned as a by-product of thinking or learning processes. The proposed model capitalizes on transfer effects of both processes and content, and may be of value in working, not only with those highest in a talent, but also with the educationally deprived. Every student should learn to use each of his abilities at some point in the educational process, but different teachers may specialize in various contents, processes, or methods.

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