Dear ALL!

Francisco Gomes de Matos (see our Advisory Board) made me aware of Andrei G. Aleinikov's work on and with creativity.

I agree with Francisco, and others (also Bob Fuller stresses this point, meet also him on our Advisory Board), that creativity in many ways is crucial to our vision of a future world of equal dignity for all.

I remember my time in Egypt as a clinical psychologist, when Western managers came to me with a "nervous breakdown." Their problem was that their Egyptian employees invested their creativity into sabotaging their Western bosses instead of dedicating their creativity to the company's goals. The background was that those Western managers treated their employees in autocratic and humiliating ways and thus, without intending it, in effect shut off their companies from receiving the fruits of their employee's creativity in any form that was acceptable to them.
In contrast, those Western managers who adopted a different managerial style, one of respect for equal dignity for all, were absolutely delighted with their Egyptian employees.
Thus, respect for equal dignity seemed to free creativity for company interests. Consequently, the company's own "self-interest" indicated that treating people with respect and in dignified ways was preferable to straightjacketing them into humiliating systems.

I asked Andrei G. Aleinikov whether I had the permission to place the article that got him the biggest Award of the Academies -- the 2003 Outstanding Educator Award for Innovative and Creative Teaching from the Academy of Educational Leadership -- on our News Section.

He kindly replied as follows:
"The copyright belongs to me, so I can use the article (with the C symbol). We have to mention that it is FORECOMING. It has been published by the Academy of Educational Leadership Journal, Allied Academies, NC. And you can give their link as www.alliedacademies.org. And certainly you can put a link to my web site www.mega-creator.com. The hard copy of the Journal will be out in summer.

The article entails a graph that is not visible on this page. Please contact us to receive the text including the graph.
Please see Andrei Aleinikov's biographical background on the web sites of The Woodrow Wilson National Fellowships Foundation, Princeton, NJ, www.woodrow.org/visiting-fellows/fellows_biography.html, scroll the first on the list of fellows.

My warmest wishes!

Evelin

GENIUS EDUCATION METHODOLOGY HELPS CREATING A NATION OF GENIUSES: NEW HORIZONS, AWARDS, AND REWARDS IN CREATIVE & INNOVATIVE EDUCATION

Andrei G. Aleinikov, Ph.D. © 2003
Troy State University Montgomery
Mega-Innovative Mind International Institute & School of Geniuses

Actually, when we selected students we thought they were those who “cannot be helped.”
And we were waiting for a miracle. We wanted to see how YOU can perform a miracle.
And when they were reading their works, we’ve seen that it happened. They ARE unique.
Mrs Ong-Chew Lu See, Head of Department, Discipline,
Pastoral Care and Guidance, Jiemin Primary School, Singapore

ABSTRACT

What seemed a "miracle" to Singapore, as well as to American, Russian, Indian, and South African educators, was actually the Genius* Education Methodology (GEM) in action, and this article discusses the "anatomy” of this "miracle.” This article reports the results of over 20 years of research and practice behind the GEM--the system of education that leaves no one indifferent, performs "miracles" on all evaluated audiences from 8 to 76 years of age, and has an unequalled rate of success: 99.8% with children and 99.6% with adults. GEM is the methodology of discovering a genius ("peculiar bent of genius," Plato -- see Wong, 2001) and boosting this genius to stardom. Genius Education Methodology leads to genius learning and genius thinking. Therefore, it can be viewed as a new horizon or, even better, as a peak of creative and innovative education from which many new horizons are seen, and from which other types of education can get the never ending fresh mountain water of new methods and techniques.

INTRODUCTION

Since 1983, when the idea of creating an IDEAL SYSTEM of education appeared, all theoretical and practical development has been directed at verifying it and checking the applicability of the theory to various levels of education, subjects, and audiences. Vigorous testing of the ideas and continuous improvement of the system on the basis of qualitative and quantitative feedback led the author to the conclusion of its theoretical and practical universality (Aleinikov & Aleinikova, 1991). Now it is time to share with the educational community the strategic master plan of the theoretical research behind the extensive educational and publishing practice, which otherwise would seem sporadic and non-directed. With over 100 books and articles published in 11 countries and on two languages, even the most dedicated reader will have difficulty putting it all together. Therefore, this article is a concentrated report to the scientific and educational community (especially needed because of latest developments in Singapore).
The basic results of our research and educational practices are fundamentally different from the prevailing point of view because of the innovative approach to education (Aleinikov, 1995a) and a series of scientific breakthroughs. Novology, the science of newness (English version: Aleinikov, 2002b), is one of them. When Novology was applied to creativity and innovation, it led to new scientific vision of these phenomena as well as to MegaCreativity and MegaInnovation (Aleinikov, 1994, 1999c, 2002b). When Novology was applied to research, it led to discovery of new sciences, models, and concepts including three new educational sciences (Aleinikov 1988, 1992, 1998b). When Novology was applied to education, it led to Genius Education Methodology (Aleinikov, 1996 and later), to Super Effective Communication (Aleinikov, 1996a), and to Hyper Efficient Language Programs (Aleinikov, 1995b), as well as to Creative MetaPedagogy (1992). When Novology was applied to publishing, it led to a Guinness World Record for the fastest written, printed and published book (Neethling & Aleinikov, 2001). When Novology was applied to the arts, it led to founding new styles of art (Aleinikov, 2003).
Thus the applications of Novology to all basic domains (sciences and arts, business and education) have been proven extremely successful. Having changed the lives of over 200 future geniuses, 800 new authors, 3,000 traditional students, 20,000 school students (through teachers), 700 CEO's, managers, engineers, and over 10 million people through books and media, Genius Education Methodology is proven to be ready to transform ANY country into the nation of geniuses.

CASE 1. MATTHEW THAT NO ONE KNEW

Matthew S. (Matt) was in tears of joy--and just looking at him made the eyes of adults' standing around fill with tears as well. Holding the NEWLY PUBLISHED book close to his heart and breathing fast, he forced out the words and explained that he had been writing poems for his whole life, but he never showed his poems to anyone--neither to his parents, nor to his friends-- “It is the first time I showed my poetry to people, and…” Matt stopped for a second, raised his hands in exultation, and nearly shouted out, “it is published!” That is how the Author‘s Pride Project discovered a Matt that NO ONE knew. There were over 400 other “Matts” in that Franklin Junior High School in Franklin, Ohio, when the book titled And the World Would be a Better Place was published in 48 hours, and the local newspaper called them "Instant Authors." Franklin Junior High School also became the first school in the world with an entire student body published authors; for me, however, it was discovering Matt for Matt and for his parents that was the goal! Discovering a genius as well as creating the "author's pride" in Matt that would KEEP that genius in positive activities--instead of drugs and crime--was the goal of the project. Only in the year 2000-2001 the Project produced 800 new authors, including 200 new authors in South Africa, were we established a Guinness World Record when the book entitled Making the Impossible Possible was written, printed and published in 15 hours and 46 minutes (Neethling & Aleinikov, 2001).

CASE 2. JUSTIN THAT NO ONE KNEW

In Singapore, where one of the schools selected 13 of the most difficult children for my class, Justin was a notoriously known student (teachers called it the "Justin problem" and said that there are "other Justins in the other classes!"). During three days of workshop, Justin, to the surprise of the teachers, was an example to follow--disciplined, active, and MOST INVENTIVE!!! He managed to generate more ideas and more solutions than anyone else (including teachers), he was making two pictures instead of one and he was answering the questions before they were asked!!! Do you remember a poignant expression from the movie A Beautiful Mind? "Genius is an answer before the question." Justin WAS that genius! The Genius Education Methodology discovered that treasure for Singapore, just as Dr. E. Paul Torrance tests of creative thinking (TTCT) reveal creative kids! There were 12 more in the same class (see epigraph), and I was glad to provide an absolutely different meaning to the phrase "other Justins in the other classes." Moreover, I was particularly happy that the teachers who came to a "totally different understanding of what a teacher really is" decided to "adopt" them all! (See: www.kms-inc.net/kmssite/singapore2002.pdf)
Note: The latest news from Singapore is astounding. I have just received a message that ALL 13 students have successfully passed the Primary School Leaving Exam administered by the state after the 6th grade and consisting of English, Math, Science, and Mother Tongue. Teachers were puzzled. Parents were extremely surprised and happy. Two of the students are now in private schools, ten in traditional schools, and one chose a technical school. This means that our Genius Education Methodology led to 100% success: it woke up a genius learner in every one of them, and it saved children who, otherwise, had been doomed.

LOSING GENIUSES OR WAGING WAR AGAINST THEM

The history of humanity vividly shows that many geniuses of the past, such as Einstein, Picasso, Churchill, and Edison had numerous problems in school. In many cases they barely survived school. Moreover, they often became geniuses DESPITE the school, NOT THANKS TO it! Well, it is not a secret: the task of a normal school is to normalize--so everything that is different from the norm is culled out. It is like a net with certain size of the cell. Small targets squeeze through the cells and disappear, while big targets break the net and disappear, too.
So if little Albert, Pablo, Winston, and Thomas survived, it is logical to ask how many geniuses DID NOT SURVIVE? How many WERE FORCED to drop out? How many of them were BORED and FRUSTRATED TO DEATH, rebelled and ended up on the street where the jackals in gangs were waiting for new prey?
Let's face it! Today, the situation is NO BETTER!

THE PARADOX OF THE RICHEST COUNTRY

Modern history shows that the USA has proven to be the most powerful country politically, economically, and militarily. The Genius of America has proven to outlive communist and socialist regimes, the dictator's regimes and, even today, the terrorist regimes of the world. This seems like a Genius Nation--the nation surviving the turbulence and leading the world. The BIG question though is why this Genius Nation has about a 9% (that is about 23,000,000) illiterate or functionally illiterate population? Why is the number of dropouts so terrible? And NOW ask yourself HOW MANY non-realized geniuses are "buried alive" in the midst of these 23 million? How many of them were cut at their root and eaten by the predators of prostitution, drugs, gangs, and crime? Just imagine, twenty-three million people of the richest country in the world cannot read! 23 million are lost from a highly productive life and are doomed to crime and jails! Think of it, 23 million!!! This could be the population of a middle-sized country--a country of boredom and frustration, a land of dropouts, a swamp of future criminals, a wasteland of NEVER DISCOVERED or KILLED GENIUSES. Actually, this is the war against the future (Aleinikov, 1999a).
We are all against genocide whether it comes from apartheid or Hitlerism. How about GENIUcide--killing geniuses (the organized process of killing future geniuses emotionally, intellectually, spiritually, and, sometimes, even physically by violence)? It is this “geniucide” that leads to 9% illiteracy or functional illiteracy only in the USA (imagine the world losses). It is also logical to ask HOW CAN WE PREVENT this “geniucide”?
There are cities in the USA where over 50% of population cannot read (for example, Miami - 67%). How many geniuses are buried in this mass of illiterates? Moreover, even if they survive the school, how many of them, while adapting to school, will lose their vigor, their hopes, and will die emotionally? Why are schools beginning to appear more and more like jails with metal detectors at the doors, police officers, cameras, and checking of personal belongings for illegal drugs? Do they prepare our children for a real jail?

LOGIC BEHIND SAVING GENIUSES

So my logic is the following:
First. Geniuses (and especially potential geniuses) are abundant--the majority of them stay undiscovered, unseen. Too often beaten, battered, and unappreciated, they still exist! So the potential for this country or any country is enormous! So much of the human potential is wasted.
Second. If we can find a way to recognize these geniuses or help them surface, the World Would Be a Better Place (as my Franklin Jr School geniuses stated by the title of their "instant" book).
Third. Creation of the education that will better recognize geniuses, better nurture them, better reward them is a need and a NEED of NATIONAL IMPORTANCE.
Fourth. A system of education that would be IDEAL (all geniuses are recognized and nurtured) is preferred.
Fifth. IDEAL means the BEST! So if schools try to make education better, WHY NOT THE BEST? If schools try to make education faster, WHY NOT THE FASTEST? If schools try to make education more efficient, WHY NOT THE MOST EFFICIENT? Ideal is the goal!
Our 20-year search for the most efficient educational methodologies and constant design of the new systems has paid off. Mega-Innovative Mind International Institute has created what we call a model of IDEAL teaching/learning that showed 99.6% rate of success for adults and 99.8% rate of success for children. This model has been implemented into numerous programs proven successful around the world. Genius Education Methodology, and Genius Impact Effect as a part of it, provides so much for teachers and educators that even most experienced principals at the end of the workshop write:

What has happened? Tons of information, countless techniques, endless laughter, memorable friendship, lifetime of support, boundless hope for our children, fantastic future for our country, when every genius is discovered, developed & will bloom & blossom in our land. Thank you!
Lo Sheu Ming, Principal, Mayflower Secondary School, Singapore

SINGAPORE EXAMPLE (ELABORATED)

At the present, the Singapore Ministry of Education is trying to inject a business spirit and entrepreneur terminology into the education of teachers calling for educators to be "edupreneurs." Genius orientation may be the next step and the key to the future. The first application of GEM ("Genius in Every Child") to the school environment proved the methodology to be successful and showed that even most problematic pupils are capable of learning, are eager to learn, and ready to work hard (just as geniuses are). At the level of Ministry of Education--a seminar titled "Genius in Every Teacher" for educators from a Master Teacher (only three in Singapore) to cluster superintendent, school principals, and teachers--was extremely positively evaluated by 100% educators (see above). As a next step, the largest Teachers Conference (1700 participants) will have a chance to see the value of the methodology in the plenary speech and to discuss its applications in the subsequent round table discussion.
By the way, preliminary calculations show that such a well-organized country (with enough resources and determined leadership), by refocusing education, can make a huge leap within 2-3 years. Then, in 10-20 years (when newly educated geniuses become scientists, inventors, writers, etc.), this country will have incomparable potential of creative and intellectual power for breakthroughs in economy, science, and social life. That is the way to global leadership!

GENIUS EDUCATION METHODOLOGY

GEM became possible because of several scientific breakthroughs. The most important of them was founding a new science--Novology, the science of newness. By defining the main concept lying in the foundation of creativity and innovation--newness--this science led to the new scientific vision of creativity and innovation. When science comes to ANY field, growth and acceleration are inevitable (like aerodynamics in the field of aviation or nuclear physics in the field of generating electricity). New scientific vision of creativity and innovation led to the discovery of MegaCreativity and MegaInnovation that in turn led to MegaCreative Mind (mind capable of MegaCreativity) and MegaInnovative Mind (mind producing millions of innovations). The combination of both is a genius. So if we can teach MegaCreativity and MegaInnovation--this would be MegaInnovative Mind Education, or Genius Education Methodology. Theory and practice follows from that (see Graph below).
As a result of a different view (paradigm shift), education as a whole received a clear explanation, clear vision, clear model, and clear description. Three new educational sciences were offered (Aleinikov, 1998ab, 1999a). A new model of ideal human activity (creating geniuses!) led to the model of ideal education, ideal learner, ideal teacher, and ideal teaching/learning process. The other concepts followed. New methods and techniques formed a new methodology (a system of methods). And what is most important, the educational practice corroborated theory on all the levels, on all the subjects, in all the audiences.
Creative education and innovative education** are no longer understood as appendices for traditional education. They became the full right members of the educational family. Creativity is no longer limited to the arts (see Model of Creagogy in Aleinikov, 1999c), but embraces all domains of creativity, including the most complex and the most honorable--the creativity of teaching! Innovative education is no longer understood as technologically based education. Technologies come and go. Just as books, tape-recorders, and TV did not make education innovative, computers and the Internet do not make it innovative either. True innovative education studies innovation, teaches innovation, makes innovation understood and, therefore, less dangerous, more acceptable, more efficient. It also makes innovative education an accepted PART of the curriculum, required for teachers if they want to be creative and innovative = successful teachers. That is why Troy State University Montgomery in the year 2002 pioneered a course of "Creative and Innovative Education" at the graduate level of university education (EDU 6625).

AWARDS & REWARDS

It is now becoming obvious that the work we started 20 years ago is bringing enormous benefits to the society. Simple calculations show that one child (of average--not even genius orientation) when saved from the destructive mill and turned into a positive citizen is worth about $10,000,000 benefit to the society. A talented, gifted, or genius individual is worth 10, 20 or 100 times more. So, one genius discovered in the midst of the culled out students and saved from destruction or self-destruction will easily pay for all the work we are doing. This is the economic impact of the Genius Education Methodology.
There are also other aspects, besides economical, that genius brings. As A. Aleandr once said, and I used it to start my book on MegaCreativity, "Genius is a strategic advantage (like Einstein). Genius is the savior (like Archimedes). Genius is the future (like Edison). Genius is the glory for the country (like Alexander of Macedonia—Alexander the Great). Genius is the resource bigger than oil and gas resources because genius can discover that gas and oil are not needed (like Roentgen). Genius is forever (like Socrates)" (Aleinikov, 2002a).
So if we save just one genius of the magnitude of Einstein, Freud, Madam Curie, Beethoven, Bell, Franklin, Marconi, etc., this work is justified forever, but we are aiming at saving hundreds and thousands of future geniuses because we also teach teachers to see a genius in every child.
That is why, in Russia, this unique research brought me the first three-year (normally only two years) Doctor of Science fellowship (Postdoctoral, in American system). After becoming an official founder of Creative Linguistics/Creative Education, I was offered an opportunity to teach classes for the Academy of Science, and after finishing this dissertation, as a best educator, I was selected to be the first Russian officer to attend the USAF Air War College, Maxwell AFB, Alabama. After several years of teaching in the USA, and especially after becoming a US citizen in 2002, recognition of the unique approach was growing as follows:

 the 1999 President's Excellence Award at Troy State University Montgomery, AL.
 the 2001 Dr. E. Paul Torrance Lecturer at the University of Georgia, Athens, GA.
 a 2001 nominee for the Robert Foster Cherry Great Teaching Award at Baylor University, TX.
 a Guinness World Record Certificate for the book entitled Making the Impossible Possible written, printed and published in 15 hours and 46 minutes at the 7th International Conference in Klein Kariba, South Africa, 2001.
 a 2002 nominee for the Robert Foster Cherry Great Teaching Award at Baylor University, TX.
 the 2003 Outstanding Educator Award for Innovative and Creative Teaching from the Academy of Educational Leadership, Allied Academies, NC.
 a 2003 nominee for the EDSF (Electronic Document Systems Foundation) Educator of the Year, Torrance, CA.
 a 2003 nominee for the United States Professor of the Year Award, CASE (The Council for Advancement and Support of Education), Washington, DC.
 a 2003-2006 nominee for the nation's highest scientific honor--The President's National Medal of Science, National Science Foundation, Washington, DC.
 the 2003 President's Excellence Award, Troy State University Montgomery, AL
 a Woodrow Wilson Visiting Fellow, The Woodrow Wilson National Fellowship Foundation, Princeton, NJ.
 a 2004 nominee for the Excellence in Research Award, MENSA Education and Research Foundation
 a 2004 nominee for the Charles L. Brewer Distinguished Teaching in Psychology Award, American Psychological Foundation
 the 21st Century Award for Achievement, Cambridge Biographical Centre, Cambridge, United Kingdom
Frankly speaking, I am quite humble. I may never receive the awards I was nominated for, but it is an honor to be nominated. Moreover, I think it is not me--it is the Genius Education Methodology that gets the recognition. Most importantly, I think we are only at the beginning of the long road. We have just stumbled over the top of the unlimited reservoir with intellectual, creative, and emotional treasures. I see the world of the future as the world of Renaissance minds, the world of colossal intellectual and artistic endeavors, the world of emotionally deep and compassionately limitless humans extremely positive in their integrity and their deeds for the humanity. I see education striving to detect and develop a genius in every child and a genius in every teacher all working together to make this world a much better place.
Besides, more than any award in the world, I value a call from my former student joyfully telling me that now, despite all troubles of her youth, she speaks 11 languages, enjoys unique scholarships, writes and publishes poetry, and participates in the art and dance shows. I have tears in my eyes when she says she is grateful to the School of Geniuses for that.
I feel encouraged when a mother of my former student, who was on the brink of dropout, tells me in four years that he is graduating, and he is the President of the Senior Class.
I am inspired when a mother of a former nay-sayer, whose negativity terrorized the whole family, calls to tell me that he made it to the top 1% in SAT scores and received several scholarship invitations from the famous universities. Moreover, he once participated in the 58 activities out of 200 offered in school, and won 29 blue ribbons. When asked why he is doing it, he said, "It's Dr. Andy's second law of MegaCreativity: Why not?"
I certainly know I will continue to do my job, when a mother of two adult sisters falls on my chest in the foyer of our Temple and with tears in her eyes thanks me for saving both of her daughters who wanted to drop out from the university, but now they both want to study further.
I will patiently wait for my little Chinese, Malay, or Indian looking student in the Singapore school to fulfill his promise that he scribbles in English as his second language: "When I grow and become rich, I will go out to the world and find you..." and then he cries in my hands at the good-bye ceremony.
I will happily watch the wakeup of a genius when Dametriss, a tall and strong girl, suspended from her elementary school for fighting, slowly reads from her handmade colorful card early in the morning before the second day of classes,
I am a Genius!
Look at me.
What do you see?
If you see a Genius,
That’s me.
Mr. Andy helped me though a lot.
I could hardly sleep at night
For thinking about tomorrow.
If you want to be a Genius,
Just like me,
Talk to Mr. Andy.
You’ll see!

I will joyfully smile when teachers who drop by at the class for youth on chemical dependencies in the drug-infested area of Kansas City, MO, say in surprise after only two hours of classes, "What did you do to Jeremy? He looks so different."
I will shyly shrug my shoulders when my 76-year old student comes up to say, "I don't know what you are doing with us, Dr. Andy, but we all want to learn, and I decided to enroll to the Master's degree program."
I will live my life for them. I will open my heart up to them. I will help the genius in every one of them to open up and to blossom. This is my true reward.

CONCLUSION

Thus, Genius Education Methodology has proven to work successfully in any educational reality from elementary school to graduate levels of a university, in any classroom and subject, in the business environment as well as in education. This methodology saves geniuses, wakes up hidden talents, challenges both average and advanced students, and changes the lives of thousands by its positive social orientation, as we speak. This Methodology complements the IQ and TTCT as diagnostic tools by an active system of development with highly positive orientation because neither high IQ nor high TTCT scores guarantee that the person will not turn into an anti-social direction (smart crooks, hackers, quasi genius, or anti genius). This Methodology, as a new horizon or, better, the peak of Creative and Innovative Education from which many new horizons are seen, gives us hope that the Genius Nation will one day become a country of fantastic educational future--the Nation of Geniuses.

* Notes in blue have been added after the article was accepted for publication

** Dr. Aleinikov's bio can be seen at the web sites of the
- The Woodrow Wilson National Fellowships Foundation, Princeton, NJ: www.woodrow.org/visiting-fellows/fellows_biography.html, scroll the first on the list of fellows
- Marquis Who's Who in America: www.marquiswhoswho.net/andreigrigoryevichaleinikov
- Mega-Innovative Mind International Institute: www.mega-creator.com
- South African Creativity Conference: www.sacreativity.com/presenters1.asp#aleinikov


REFERENCES

*The concept of genius, basically understood as superior intellectual power often related to high IQ (as in The Mensa genius A-B-C quiz book by Alan Stillson, or The Mensa genius quiz-a-day book by Dr. Abbie F. Salny) or superior creative power, as shown in the works of Howard Gardner, Michael Gelb, James Gleick, Michael Michalko, Marc Seifer, Dean Keith Simonton, Dava Sobel, Scott Thorpe, etc. (see below). Still the concept of genius is mystified, misunderstood, misused, and is certainly far from having a scientific definition (See details retrieved July 25, 2003 from www.sciencenet.emory.edu/mismeasure/genius/conclusion.html).

** For the most comprehensive list of publications on creativity, innovation, creative and innovative education collected for over fifty years by Creative Education Foundation and the Center for Studies in Creativity, Buffalo State College, see http://www.buffalostate.edu/orgs/cbir/ (Retrieved July 25, 2003), as well as works of Alex Osborn, Sid Parnes, E. Paul Torrance, Edward De Bono, Mihaly Csikszentmihalyi, etc. Also available a historically significant work of the Encyclopedia of Creativity, edited by Mark A. Runco and Steven R. Pritzker. Finally, see a list of web sites and literature on creativity in Aleinikov, Fornbrock & Marable, 2002 (see below).

Aleinikov, Andrei G. & Aleinikova, Elena N. (1991). Stages of creativity formation: Possibility of techniques universalizing. In L. Shmakova, V.Malovichko, & A. Aleinikov (Eds.), Creative Management (vol. 1, pp. 269-296). Moscow: Creator, USSR Academy of Sciences.

Aleinikov, Andrei G. (1995a). An approach to innovative education. Editorial. International Journal of Innovative Higher Education, 11, 5-7.

Aleinikov, Andrei G. (1988). Creative linguistics: Foundations, problems, and perspectives. Language Consciousness: Stereotypes and Creativity (pp. 77-89). Moscow: USSR Academy of Sciences, Institute of Linguistics.

Aleinikov, Andrei G. (1992). Creative metapedagogy: D-day. Alma-Mater. Higher Education Bulletin, 1, 34-39.

Aleinikov, Andrei G. (July, 1997). Creative pedagogy and creative metapedagogy on three continents. Presented to the Alden B. Dow Creativity Center VIII National Conference on Creativity in Colleges and Universities, Midland, Michigan.

Aleinikov, Andrei G. (July, 1998a). Creative pedagogy + creative andragogy = creagogy (How to create a creator). Presented to the Alden B. Dow Creativity Center IX International Conference, Midland, Michigan.

Aleinikov, Andrei G. (Ed.). (1996a). Future geniuses of the Earth. Montgomery, AL: MIMII.

Aleinikov, Andrei G. (June, 1999a). How to stop the war against the future: New educational sciences for the third Millennium. Presented to the 45th Creative Problem Solving Institute, Buffalo, New York.

Aleinikov, Andrei G. (1999b). Humane creativity. Encyclopedia of Creativity (pp. 837-844), San Diego: Academic Press.

Aleinikov, Andrei G. (October, 1995b). Hyper efficient language program—‘First HELP + 2,000.’ Presented to the NAFSA: Association of International Educators Region VII Conference, Memphis, Tennessee.

Aleinikov, Andrei G. (1998b). Innovagogy. The science and art of innovative education: Theory and practice hand in hand. Proceedings of the XVI International Conference on Innovation in Higher Education, Los Angeles, California.

Aleinikov, Andrei G. (Ed.) (2003).Instant art: dottism and miniMAXism--new styles of art. Montgomery, AL: MIMII (in work).

Aleinikov, Andrei G. (2002a). MegaCreativity: Five steps to thinking like a genius, Cincinnati, OH: Walking Stick Press.

Aleinikov, Andrei G. (1999c). Mega-Creator: From Creativity to Mega-, Giga-, and Infi-Creativity. Montgomery, AL: MIMII, 1999.

Aleinikov, Andrei G. (2002b). Novology, the science of newness, for creativity and innovation research. In A. Aleinikov (Ed.) The Future of Creativity, (pp.114-141). Dr. E. Paul Torrance Lecture Series, Athens, Georgia, Bensenville, IL: Scholastic Testing Services.

Aleinikov, Andrei G. (1994). Sozidolinguistics for creative behavior. The Journal of Creative Behavior, 28(2), 104-123.

Aleinikov, Andrei G. (1996a). Super effective communication. Alabama English, Spring (8), 28-31.

Aleinikov, Andrei G. (1992). Theoretical foundations of creative linguistics, Doctor of Sciences (postdoctoral) dissertation, Moscow: Military University.

Aleinikov, A., Fornbrock F. & Marable, B. (2002). A brief guide to creativity web sites and literature, Montgomery, AL: MIMII.

Csikszentmihalyi, Mihaly (1996). Creativity: Flow and psychology of discovery and invention, New York, NY: Harper Collins Publishers.

De Bono, Edward (1992). Serious creativity: Using the power of lateral thinking to create new ideas, New York, NY: Harper Business.

Gardner, Howard (1993). Creating minds: An anatomy of creativity seen through the lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham, and Gandhi, New York, NY: Basic Books.

Gelb, Michael J. (1998). How to think like Leonardo da Vinci: Seven steps to genius every day, New York, NY: Delacorte Press.

Gleick, James (1993). Genius: The life and science of Richard Feynman, New York, NY: Vintage Books.

Michalko, Michael (1998). Cracking creativity: The secrets of creative genius, Berkeley, CA: Ten Speed Press.

Neethling, Kobus & Aleinikov, Andrei G. (Guinness World Record initiated by) (2001). Making the impossible possible: 200 plus creative ideas, Vanderbijlpark, South Africa: Carpe Diem Books.

Osborn, Alex F. (1993). 3rd Rev Ed. Applied imagination: Principles and procedures of creative problem-solving, Buffalo, NY: Creative Education Foundation.

Parnes, Sidney J. (Ed.) (1992). Source book for creative problem-solving, Buffalo, NY: Creative Education Foundation Press.

Runco, Mark A. & Pritzker, Steven R. (Eds.) (1999). Encyclopedia of Creativity. San Diego, CA: Academic Press.

Salny, Abbie F. (1989). The Mensa genius quiz-a-day book, New York, NY: Perseus Publishing.

Seifer, Marc J. (1998). Wizard: The life and times of Nikola Tesla: Biography of a genius, New York, NY: Citadel Press Book.

Simonton, Dean Keith (1999). Origins of genius: Darwinian perspectives of creativity, Oxford: Oxford University Press.

Sobel, Dava (1996). Longitude: The true story of a lone genius who solved the greatest scientific problem of his time, New York, NY: Penguin.

Stillson, Alan (1998). The Mensa genius A-B-C quiz book, New York, NY: Perseus Publishing.

Thorpe, Scott (2000). How to think like Einstein: Simple ways to break the rules and discover your hidden genius, Naperville, IL: Sourcebooks Trade.

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Posted by Evelin at April 15, 2004 01:01 PM