This article considers only "academic" educational philosophy in the Scandinavian and English-speaking countries. It attempts to recount the different phases in this discipline's development, laying emphasis on the fundamental features of each phase and on the criticism which the next phase leveled at the previous one. (Author/SJL)

The author discusses the definition, rationale, and realization of the concept "education for international understanding." (SJL)

A program in Essex, United Kingdom, for gifted elementary students encountered early problems from the term "gifted" and from the identification procedure concentrating on high IQ criteria. Inservice courses were instituted and selection methods broadened. (CL)

A summary of the educational development in the United Kingdom in the 20th century cites the growing concern for students with exceptional needs despite reluctance to use the term gifted. Government publications and their implications for gifted education are reviewed and proposals for the future are offered. (CL)

The author sees S. Reis and J. Renzulli's case for a broadened conception of giftedness as being conceputally weak; points out the theoretical short-comings of the enrichment triad; and suggests that the "Revolving Door Identification Model" is accommodating and misleading. (Author/CL)

The article presents a step by step refutation of criticisms made by Hans Jellen in a presentation critical of J. Renzulli's conception of the gifted, of the Enrichment Triad Model, and the Revolving Door Identification Model. (Author/CL)

The article examines reasons why some teachers and parents may feel threatened by gifted children and why some exceptional pupils deliberately under-achieve. Discussion of the meaning of Creativity in terms of defensive, productive, adaptive, elaborative and developmental thinkers is followed by suggestions drawn from followup studies of…

The writer suggests that educators inhibit creative pupils not only by selecting knowledge but also by communicating certain selected skills, expectation of roles and unconscious expressions of values and assumptions. He suggests that universities perpetuate these constraints through the regulatory function of education which seeks to standardize…

The article views the creative process as a complex interaction in which opposites are balanced. Practical classroom applications are noted, including the establishment of a climate that encourages pursuit and risk-taking. (CL)

The author suggests that students can achieve an expansion of successful creative problem-solving through the use of psychosynthesis and allied techniques in transpersonal psychology. This paper discusses the philosophical rational of teaching creativity and examples of a practicum for use in the classroom or work place. (Author/CL)

A summary from a national report on the identification of gifted and talented youth in the USA stresses the importance of linking recent research with practice and offers guidance for comprehensive and unbiased identification procedures. The needs for adequate teacher training, multiplicity of programs, and systematic public advocacy are…

The article, an attempt to help teacher educators plan their instructional activities, presents a planning framework by which the type and level of learning desired can be matched with the most appropriate, feasible, and effective processes for attaining that learning. (Author/CL)

The British Association (BA) for the Advancement of Science can help enrich the curriculum for students through four programs: (1) the BA Awards for Young Investigators; (2) BA Young Scientists (an organization that features workshops, fieldtrips, lectures and demonstrations); (3) BA science and technology fairs; and (4) BA's publications and…

A South African educator describes the outcomes of a 3-day inservice course on a school's attempts to provide enrichment for academically gifted 6-9 year olds. (CL)

The paper advocates curriculum extension programmes which emanate from the immediate and specific needs and interests of pupils. Meeting the needs of exceptionally able pupils is seen as an aspect of providing opportunities for all pupils to develop this potential, and the extension programme is set within the existing resources (both human and…