Programed instruction and creativity
Richard S. Crutchfield, Martin V. Covington · Theory Into Practice · 1966
The linking of the terms programed instruction and creativity implies something of a paradox for the most distinctive virtues of the technique of programed instruction appear in some respects inconsistent with, or even antithetical to, the requirements of creativity. We undertake in this paper to show how this apparent paradox may be resolved-to show not only how programed instruction can avoid or minimize its potentially detrimental effects on creativity, but also how programed instruction can itself be directly used as a powerful instrument for the strengthening of creativity. Oddly enough, the potentially detrimental effects