Abstract
The study of creativity remains a fascinating, yet controversial, subject to the psychologist. Despite the many pitfalls in this highly complicated area of study and the endless arguments concerning definitions, methodology and measurement which bestrew the psychological literature on creativity, there are some psychologists who have gone beyond the analysis of the concept and have.attempted to apply it to the real situation. Torrance, for example, not only analyses the measurement of creatiy.e abilities but also explores in depth their relationship with personality, with social and mental adjustment, and with intellectual factors. One of his aims is to help teachers to recognise and guide creative ability more effectively and to achieve the most productive environment for the fostering of creativity in children and students. However, a whole literature has grown up in other disciplines of which most of the researchers into the psychology of creativity seem to be unaware. The extensive work on creative writing, for example, by poets and writers (David Holbrook, Ian Serraillier, Ted Hughes) or by teachers of English (Creber) goes unmentioned in psychologists' reports. As a psychologist turned English teacher I have attempted in a very small way to bridge this gap.
Published Version
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