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Process and Product--A Reassessment of Students R E P O R T RESUMES ED 015 687 EM 006 228 PROCESS AND PRODUCT - -A REASSESSMENT OF STUDENTS AND PROGRAM. THE CREATIVE INTELLECTUAL STYLE IN GIFTED ADOLESCENTS, REPORT III. FINAL REPORT. BY- CREWS, ELIZABETH MONROE MICHIGAN ST. UNIV., EAST LANSING REPORT NUMBER NDEA-VIIA-647-FT-3-PHASE-II PUB DATE 66 GRANT OEG-7-32-0410-222 EDRS PRICE MF -$1.25 HC-$12.86 320F. DESCRIPTORS- *GIFTED, CREATIVE THINKING, ACADEMIC PERFORMANCE, PSYCHOLOGICAL TESTS, ADOLESCENTS THIS FINAL REPORT OF A SERIES ELABORATES DAiA FROM REPORT IIN SIX INTENSIVE CASE STUDIES OF THREE TYPES OF GIFTED ADOLESCENTS (CREATIVE INTELLECTUAL, STUDIOUS, SOCIAL LEADER) IDENTIFIED BY SELF-REPORT, AND TESTS THE STRENGTH AND DURABILITY OF ATTITUDE CHANGES RESULTING FROM CURRICULUM EXPERIMENTS DESCRIBED IN REPORT II. RESEARCH RELEVANT TO THE CREATIVE INTELLECTUAL STYLE IN BOTH ADULTS AND ADOLESCENTS IS CITED. ASSUMFTIOMS THROUGHOUT THIS RESEARCH ARE THAT EDUCATIONAL AIMS FOR GIFTED ADOLESCENTS SHOULD INCLUDE DEVELOPMENT OF IDENTITY, MOTIVATION TO LEARN, AND OPENNESS TO CHANGE. FORMAL AND INFORMAL MEASURES ON TESTS ADMINISTERED ONE YEAR AFTER THEY WERE GIVEN FOR REPORT II EXPERIMENTS SHOWED CONTINUING TRENDS OF ATTITUDE CHANGES TOWARD CREATIVE INTELLECTUALITY FOR ALL POPULATION SUB-GROUPS, BOTH EXPERIMENTAL AND CONTROL, BUT NO APPARENT INCREASE IN PROBLEM- SOLVING SKILLS. THESE RESULTS ARE FURTHER DISCUSSED IN THE CONTEXT OF )HE CASE STUDIES, AND IN TERMS OF CONCURRENT SOCIAL Tr''.ENDS.(LH) fr THE C.' EA TI IN UAL STYLE GIFT D 4 ESCENTS Ykizrvory-e.,avuov (.1principal investigator 's I. motivation tolearn ESS AND PRODUCT areassessmentof$tudents andprogram A. *./ THE CREATIVE INTELLECTUAL STYLE IN GIFTED ADOLESCENTS Process and Product: A Reassessment of Students and Program Elizabeth Monroe Drews Professor of Education Portland State College Portland, Oregon Final Report of Title VII, Project No. 647 -I National Defense Act of 1958 Grant Number 7-32-0410-222 entitled The Effectiveness of Audio-Visuals in Changing Aspirations of Intellectually Superior Students, Phase II Michigan State University East Lansing, M'chigan 1966 The Research Reported Herein Was 00 Supported by a Grant from the Cl U.S, DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE Office of Education 9 () U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE 0 OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS 1.1) STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. PREFACE This is a report which argues that thepoint has been reached in human affairs where a dramatically new direction inpsychology and education is neat d. The plea is for further study and researchto de- termine the range and extend the limits of human potential andto combine these explorations with the humanizing of education. Education must be- gin to take into account the complexity and powerof human imagination, intellectual abilities and social needs. I agree with Abraham Maslow that a new image of man is emerging and with Buckminster Fullerthat a spirit of change is in the air. The image and the direction is toward "being and becoming". As educators we must be awareof our responsi bility for the directions of this change and do everythingwithin our power to allow this more positive imageof man to flourish and grow. For this to happen, education must betransformed .and humanized. I also feel this means that both research and the reports forits communication must take on new forms. The present report is an exploration inthese uncharted regions. The critical reader with a developed tastefor what is known as the research style(I assume this is comparable to becoming fond of olives or oysters) may find what I write outof step and out of style if measured against the well- organized brevity and theterseness of the "scientific" monograph. In such monographs, mathematicalterms and statistical tables substitute for words while in this report words are the "media and the message".Here.-in contrast to the mini -skirt of the ii fold of monograph--the message comesin 19th centurydress, fold upon dreams. Nay preference, student words encasingthoughts, interests and of human potential,is for this at this pioneerstage in the exploration communication with a romantic, unabstractedpattern. I find primary appropriate rich abundance ofdirect experienceand illustration more and stylized pat- and certainly moreappealing thanthe squeezed-down terns of secondarycomnunic4tion. viewpoints--I have metthem, And yet I knowthere are other what an educationshould head on. Over the years asI have reflected on education", I findthat while most be and what is meantby "aims of heart and head, theinterpreta- mould agree that wemust sducate both At the far right are tions of what such anaim means arepoles apart. concerned with the fund-grantingagencies anduniversity administrators the humanistic and money, rulesand legalisms;While on the left are growth in all of its student-oriented researchersdevoted to change and how they will ever manageto report apparent unorthodoxy,and wondering the imposed timelimits. The this in the researchparadigm and within religions dilemma is clear, but a wayout is not,The histories of legalists and themystics. have reflected basicschisms between the is beginningto reflect the The study and managementof human potential same deepconflicts. research style Yet despite theproblems imposedby prescribed his humanistic and time limits, Ifeel a researcherwho is honest in of youth and tochange the stance must write so asto advance the cause permeable and human. It is monoliths of educationinto something more be concerned withthe human mandatory thatpsycho-educational research ill-defined and treatment of human beings evenif this is a. drawn-out, iii inefficient procedure. And this must be the stance even when the edu- cational establishment is permeated by an "efficiency syndrome" and dictates rules which, when they are translated, succinctly say "get something written, no matter what it says", "get the report filed, no matter how it is worded, so money can change hands." In other words, unless precautions are taken, the intent and honesty of the message be. comes far less important than meeting deadlines. The "person" and his needs, the only reason for research on youth can too easily be lost to time pressures and budgetary codicils. My viewpoint is that if our knowledge about the process of education and about youth is broken into icy chunks of facts which are sterilely transmitted through a computer this knowledge is not apt to ever directly meet an individual's needs. Certainly it will not leave him with the direct experienr of love and concern so necessary for the learner. It was Goethe who not only said that if we dissect a flower down to its minutest part, we will not know it; but who also remarked, "We only learn through those we love." Somehow the individual must re- main whole and cherished as we study him. But despite these visions of a new image of man, there are contradictory forces that seek to limit, control and mechanize him. In- stead of the trans-humanism suggested by Julian Huxley and the psychology of a transcendent behavior offered by Sidney Jourard, we see large task forces committed to reductionism.However, the younger and healthier of our species are beginning to resist these trends. It is becoming increa- singly apparent that the students, particularly those who adolescent, are restless. They have rebelled at Berkeley, there has been foment at Michigan, and dissatisfaction with education as it exists in dozens of iv high school andcol- other universitiesand colleges. In countless ways faculties try to knowthem as people- - lege students*have asked that the non-answerof public relations** but as educators, westill give them in Thus far, we havegenerally not engaged and go about our"business". of the student isdrowned by dialogue - -there canbe none when the voice creating more bigness the noise of the wheelsof progress grinding on, student's desireto be known as and more impersonalness. Despite each in the process,he is at a person,classes continueto get larger and, in the causeof dehumanizind" to lose his name andbecome a number--all and institutionalreality efficiency.As the gapbetween student needs universities will grow widens, out.of.schoollearning centersand shadow at ever acceleratingrates. CULTIVATING CREATIVEPOTENTIAL study the patterns As we lookat the ways weeducate youth and culture, it issometimes difficultto be of alienationwhich riddle our 40's while I was onthe staff at thePsychological *In fEe late the University of Michiganthere was talk about marasmus, Clinic at the suffer. hospitalized orinstitutionalized infants disease from which Mich from lack of fondlingand humaninteraction. Babies literally died The Rights of Infants, was made ofMargaretha Ribble's pleain her book, and loved as aseparate person that each infant hadthe right to be known intelligent and perhapsto live at and must have thisto become human and asking for the samerights. The all. Now we find thebolder adolescents of using Free Speech --remain mute, shy ones want ittoe but may.-instead Recently a sensitive,lovely high schooljunior came hurt and helpless. refer me to In the employment processI asked her to to work for me. She the staff of herhigh school who couldrecommend her. someone on who she was. Per- said that she wasTito sure none ofher teaelers knew is that she didnot think they haps they did,but the importantthin to anonymity in her knew her or couldspeak for her. She felt doomed but referred me toher elementaryschool where she present lizaztitution reported they would still rememberher. They did, and glowingly was sure they had ever her as one of the mostable and reliableand human students had. the young, and hand- **Equivalent tohead-patting to put off patting to put off theold. enthusiastic about what seems to be the manifest destiny of20th century man. Yet I cannot easily resign myself to, unconcern or to despair.
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