ABSTRACT
Seeking to understand the nature of creativity and the origin of new ideas, educators seek the “key to education in its fullest sense and … the solution of mankind's most serious problems” (Guilford, 1967a, p.13). The conclusion that there can be no model of solutions without the involvement of feeling—where “feeling” refers to a sense of knowing, connection, intimation or cognition in the aesthetic sense of comprehending a new intellectual order—has enormous implications for theory, teaching practice and future research. These implications are discussed in this concluding chapter, which first summarizes the route to the conclusion and answers the research questions posed in Chapter 3.
