This is the place to find more information about Think Like a Genius® - research, articles, references. We will update this archive as new research and data are published.
Buckman, R.H. (2004) Building A Knowledge-Driven Organization. New York: McGraw-Hill.
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Csikszentmihalyi, Mihaly. Creativity, Flow and the Psychology of Discovery and Invention. New York: HarperCollins, 1996.
Curtin, Deane W., Ed. (1982). The Aesthetic Dimension of Science: 1980 Nobel Conference. New York: Philosophical Library,.
Dierking, L.D. (2007). Evidence & categories of informal science education impacts. (Ed.) A. Friedman. A Framework for Evaluating Impacts of Informal Science Education Projects. Washington, DC: National Science Foundation.
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Feynman, R. (1999). The Pleasure of Finding Things Out: The Best Short Works of Richard P. Feynman. Cambridge, MA: Perseus Books.
Friedman, A. (Ed.). (March 12, 2008). Framework for Evaluating Impacts of Informal Science Education Projects [On-line]. (http://insci.org/resources/Eval_Framework.pdf)
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Gallagher, S.A. (1997). Problem-based learning: Where did it come from, what does it do, and where is it going? Journal for the Education of the Gifted, 20, 332-362.
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______. (1975) (With William M. Brown). A World Turning Point, and a Better Prospect for the Future. Hudson Institute.
_____. (1976) (With Leon Martel and Brown). The Next 200 Years: A Scenario for America and the World. Morrow.
_____. (1984). Thinking about the Unthinkable in the 1980s. Simon & Schuster.
Kuhn, R. L. (2000). Closer To Truth: Challenging Current Belief. New York: McGraw-Hill; book companion to the National Public Television Series; Chapter 13: “Can You Learn To Be Creative?” and Chapter 16: “Why Do We Make Music and Art?”
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Lerman, Z. M. (1996). “The art of teaching science: From textbooks and test tubes to drama and dance,” in Proceedings from the 14th International Conference on Chemical Education. Brisbane, Australia..
Maker, C. J.. (2001). DISCOVER: Assessing and developing problem solving. Gifted Education International. 15(3), 232-251.
_____. (2004). Creativity and multiple intelligences: The DISCOVER project and research. In Lau, S., Hui, N. N. A., Ng, Y. C. G. (Eds.) Creativity: When East Meets West. (pp. 341-392) Singapore: World Scientific Publishing Co. Pte. Ltd.
_____. (2005). The DISCOVER Project: Improving Assessment and Curriculum for Diverse Gifted Learners. Senior Scholars Series. Storrs, CT: National Research Center on the Gifted and Talented.
Maker, C. J., Rogers, J. A., Nielson, A. B., & Bauerle, P. (1996). Multiple Intelligences, problem solving, and diversity in the general classroom. Journal for the Education of the Gifted, 19(4), 437- 460.
Maker, C. J., Muammar, O., Serino, L., Kuang, C. C., Mohamed, A., & Sak, U. (2006). The DISCOVER curriculum model: Nurturing and enhancing creativity in all children. Korean Educational Development Institute (KEDI) Journal of Educational Policy, 3(2), pp.99-121.
Marzano, R.J, Gaddy, B.B., Dean, C. (2000). “What Works in Classroom Instruction,” in Mid-continent Research for Education and Learning (McREL); Chapter 6: Nonlinguistic Representations, pp. 69-87. (This McREL report was sponsored by the Office of Educational Research and Improvement (OERI), U.S. Department of Education.)
McNiff, J. & Whitehead, J. (2006). All You Need To Know About Action Research, London; Sage.
Mednick, S. A. (1962). “The associative basis of the creative process,” Psychological Review 69: 220-232.
Miller, R. (1981). Meaning and Purpose in the Intact Brain: A Philosophical, Psychological and Biological Account of Conscious Processes. Oxford: Clarendon Press.
Montessori, M. (1967). The Absorbent Mind. New York: Dell.
Morrison, Philip and Phylis. (1984). The Ring of Truth: An Inquiry Into How We Know What We Know. New York: Random House.
Papert, S. (1980). Mindstorms: Children, Computers, and Powerful Ideas. New York: Basic Books.
Reason, P. (1995). Participation in Human Inquiry. London: Sage.
Root-Bernstein, R.S. & Root-Bernstein, M. (1999). Sparks of Genius: The 13 Thinking Tools of the World’s Most Creative People. Boston: Houghton Mifflin Company; pp. 156-158.
____. (1987). "Tools of thought: Designing an integrated curriculum for lifelong learners." Roeper Review 10: 17-21.
____. Root-Bernstein, R.S. (1996a). “The Sciences and Arts Share a Common Creative Aesthetic.” In A.I. Tauber (Ed). The Elusive Synthesis: Aesthetics and Science. [pp. 49-82] Amsterdam: Kluwer.
____. Root-Bernstein, R.S. (1997a). “Art, Imagination and the Scientist.” American Scientist 85: 6-9.
Schacter, D. L. (1999). ”Implicit Knowledge: new perspectives on unconscious processes,” in Proceedings of the National Academy of Sciences 89.
Siler, T., et al., (2008). Think Like A Genius software v2.0. Greenwood Village, CO: Psi-Phi Technology Corporation.
Siler, T. (2007). “Think Like A Genius Process: Realizing Human Potential Through the Purposeful Play of Metaphorming,” [pp. 288-293 & 697A] in The Change Handbook: Group Methods for Shaping the Future, 2nd Edition. (San Francisco: Berrett-Koehler) edited by Peggy Holman, Tom Devane, and Steven Cady, Ph.D.
____. (2005). “Metaphorming” Your Life: Using Your Creativity To Achieve Your Goals and Realize Your Potential, in Informal Learning Review (www.informallearning.com) and New Horizons in Learning (http://www.newhorizons.org/lifelong/workplace/siler.htm), 2005.
____. (2003). “Think Like a Genius Program for Business: Engaging Everyone In An Organization To Think, Learn, Work, and Perform To the Best of Their Abilities Through Metaphorming“ in Prem Kumar (ed.) Organisational Learning for All Seasons: Building Internal Capabilities for Competitive Advantage. Foreword by Yong Ying-1. (Singapore: National Community Leadership Institute; pp. 285-296
____. (2003) "Search for Genius in All the Unexpected Places to Stimulate Innovation,” in Arthur VanGundy,
Ph.D. and Linda Naiman (eds.) Orchestrating Collaboration at Work: Using Music, Improvisation, Storytelling,
and Other Arts to Improve Teamwork. San Francisco: Jossey-Bass/Pfeiffer; A Wiley Company.
____. (2002). “Metaphorming Your Company: Leading with the Next Generation of Brainstorming Tools,” essay in Leader To Leader magazine of the Peter F. Drucker Foundation, Hesselbein & Company (San Francisco: Jossey-Bass / A Wiley Company) Spring, pp. 15-19
_____ (1999). “Think Like A Genius Process,” in The Change Handbook: Group Methods for Shaping the Future (San Francisco: Berrett-Koehler), edited by Peggy Holman and Tom Devane; pp. 279 – 294, Chapter 17: “Think Like A Genius Process,” was also printed in a stand alone booklet.
____. (1997). “Envisioning the Future of Education," in Donocan R. Walling (Ed.), Under Construction: The Role of the Arts and Humanities in Postmodern Schooling Indiana: Phi Delta Kappa
____. (1996). Think Like A Genius: Use Your Creativity In Ways That Will Enrich Your Life (Bantam Books; Transworld, 1998); translated into Brazilian Portuguese, Chinese, Korean, German, Indonesian, Romanian, and Spanish.
_____. (1995). "ArtScience: Integrating the Arts and Sciences To Connect Our World and Improve Communication," Keynote Address in National Art Education Association, 35th National Convention, Houston, Texas, April 11.
____. (1995). Metaphorming Worlds (The Taipei Fine Arts Museum, Taiwan, Republic of China). Introductions by Dr. Robert Root Bernstein and Marilynne S. Mason, art writer.
____.(1990). Breaking the Mind Barrier. New York: Simon and Schuster.
Vygotsky, L. (1990). Thought and Language. New York: John Wiley & Sons.
Wallace, B., Maker, C. J., Cave, D., Chandler, S. (2004). Thinking skills and problem-solving: An inclusive approach. England: A B Academic Publishers.
Whitehead, J. & McNiff, J. (2006) Action Research Living Theory, London; Sage.
World Economic Forum (2001). “A Formula for Genius,” re Metaphorming Workshop for Technology Pioneers Programme, World Economic Forum, Davos, Switzerland, Annual Meeting, 25-30 January; Summary Report.
Yaeger, R. E. & J. H. Falk (Eds.). (2008). Exemplary Science in Informal Education Settings: Standards-Based Success Stories. NSTA.
Argyris, C. Knowledge for Action. San Francisco CA: Jossey-Bass, 1994.
Boyce, L. N., VanTassel-Baska, J., Burruss, J. D., Sher, B. T., & Johnson, D. T.. A problem-based curriculum: Parallel learning opportunities for students and teachers. Journal for the Education of the Gifted, 20, 1997: 363-379.
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Bruner, J. S. Acts of Meaning (Jerusalem-Harvard Lectures). Cambridge, MA: Harvard University Press, 1991.
Dods, R.F. An action research study of the effectiveness of problem-based learning in promoting the acquisition and retention of knowledge. Journal for the Education of the Gifted, 20, 1997: 423-437.
Falk, J.H., Dierking, L.D., & Foutz, S. (Eds). In Principle-In Practice: Museums as Learning Institutions. Lanham, MD: AltaMira Press, 2007.
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Gardner, H. Multiple Intelligences: The Theory in Practice. New York: HarperCollins, 1999.
Goleman, D. Emotional Intelligence. New York: Bantam Books, 1995.
Gordon, P.R., Rodgers A.M., Comfort, M., Gavula, N., & McGee, B.P. A taste of problem-based learning increased achievememt of urban minority middle-school students. Educational Horizons, 79, 2001: 171-175.
Greene, J.C. and Carcelli, V.J. Advances in mixed-method evaluation: The challenges and benefits of integrating diverse paradigms. In J.C. Greene and V.J. Caracelli (Eds.) New Directions for Program Evaluation (Vol. 74). San Francisco, CA: Jossey-Bass, 1997.
Guilford, J.P. “Traits of creativity,” in Creativity and Its Cultivation, edited by H.H. Anderson. New York: Harper, 1959.
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Kellogg Foundation. Using models to bring together planning, evaluation, and action. (Kellogg Foundation Web site: http://www.wkkf.org/pubs/Pub3669.pdf), 2001
Heikkinen, H., Kakkori, L. & Huttunen, R. “This is my truth, tell me yours: some aspects of action research quality in the light of truth theories.” Educational Action Research 1/2001. http://www.informaworld.com/smpp/content~content=a739035953
Hmelo-Silver, C. E. “Problem-based learning: What and how do students learn?” Educational Psychology Review, 16, 2004: 235–266.
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Mergendoller, J.R., Maxwell, N.L., & Bellisimo Y. The effectiveness of problem-based instruction: A comparative study of instructional methods and student characteristics. The Interdisciplinary Journal of Problem-based Learning, 1, 2006: 49-69.
National Research Council. (2000). Inquiry and the national science education standards: A guide for teaching and learning. Washington, D.C.: National Academy Press.
Nissley, Nick. The “Artful Creation” of Positive Anticipatory Imagery in Appreciative Inquiry: Understanding the “Art of Appreciative Inquiry As Aesthetic Discourse,” in Constructive Discourse and Human Organization Advances in Appreciative Inquiry, Volume 1, 285-309. (New York: Elsevier Ltd., 2004.) Note in particular: “Proposition 3: Artful Creations Serve as Symbolic Constructions that Act as Metaphorical Representations of Organizational Life,” pp. 294 & 299-303
Novak, J. D. “Reflections on a half-century of thinking in science education and research implications from a twelve-year longitudinal study of children’s learning.” Canadian Journal of Science, Mathematics, and Technology Education, 4(1), 2004: 23-41.
Ogilvy, J. Creating Better Futures: Scenario planning as a tool for a better tomorrow. Oxford UK: Oxford University, 2000.
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Pollock, M. Common Denominators in Art and Science. Aberdeen, Scotland: Aberdeen University Press. 1983.
Root-Bernstein, R.S. “How Do Scientists Really Think?” Perspectives in Biology and Medicine 32: 1989a; 472-88.
____. Root-Bernstein, R.S. “Sensual Science,” The Sciences, Sept.-Oct., 1990: 12-14
____. Root-Bernstein, R.S. "Exercises for Teaching ‘Tools of Thought’ in a Multi-disciplinary Setting. I Abstracting.” Roeper Review 13, 1991: 85-90.
____. Root-Bernstein, R.S. “For the Sake of Science, the Arts Deserve Support.” Chronicle of Higher Education 43 (July 11), 1997b: 15.
____. Root-Bernstein, R.S. “Hobbled Arts Limit Our Future.” Commentary. Los Angeles Times, Sept. 2, 1997c: B7.
Root-Bernstein, R.S., M. Bernstein, and H. Garnier. “Correlations Between Avocations, Scientific Style, Work Habits, and Professional Impact of Scientists.” Creativity Research Journal 8, 1995: 115-37.
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Siler, T. "METAPHORMERS: Connecting Our Work and Our World Through Metaphorms," R&D
Innovator, July issue; 1994; pp. 1-4.
_____. “Tapping the Creative Powers of the Gifted and Talented: The Future of Education in a Global Civil Society,” keynote address published in the Proceedings for the 14th World Conference on Gifted and Talented Children, Barcelona, Spain, 2002.
____. “Twelve Keys That Open Our Treasure Chests of Creativity and Civil Society,” Keynote Address published in Hand to Hand journal, Association of Youth Museums (AYM) Conference, Interactivity 2000, May 11, 2000.
____. “The ArtScience Program,” 7th International Conference on Thinking: Borderless Thinking: A Keynote Series. Singapore: Nanyang Technological University, National Institute of Educations, 1998.
Singer, J. & Singer, D. G. The House of Make-Believe: Children's Play and the Developing Imagination. Cambridge, MA: Harvard University Press, 1990.
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