By Calvin W. Taylor (Eds.)

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Training of Innovators 3 As the theory of innovation is expanded, we need to put it in a form and shape that will allow us to explicitly train the innovator. College courses are now being given in creativity, but we are far from professional preparation of the innovator. " Training at preschool and primary levels may hold great potential. There needs to be a much wider organized search for knowledge and technique of training innovators so that our innovative talent can be used to the maximum. This is particularly true since some of our educational practices seem to stifle creativity rather than encourage it.

It is the thesis of this chapter that such activity on a grand and important scale might lead to an innovational revolution that would dramatically change and improve our total society. In a realistic sense, necessity has too often and for too long been the mother of invention. : Achievement in the innovational field often is forced by circumstances. Con sciously organized opportunity ought to replace necessity as the mother of invention. When we decide that a high priority is to be given to large-scale organized thought and experimentation in the process of innovation itself, we may have begun the innovational revolution.

Certainly such applied research would both profit from and contribute to the development of an institutional setting where our society found its leadership for the innovational revolution. Such leadership must have as a major feature a teaching/learning—teacher/student aura. Direction of Innovators Most innovators are either highly institutionally directed or completely on their own. —or else they are in the basement of their home trying to embody their novel idea in a working model without any direction from society.

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