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The use of Art for educational reasons has been recently developing in Greece both in formal education and in Adult Education. Relevant theoretical texts and studies, (Dewey, 1934. Gardner, 1990. Perkins, 1994) pin point that training through the Arts can contribute to an integrated learning, since through systematic observation of works of art, the trainees' critical thinking, creativity and fantasy can be generated. The first part of the current paper, examines the reasons that necessitate the use of art in the training practice. The models of approaching and understanding art for educational reasons, as presented and analyzed by Feldman, Brondy, Anderson and Perkins, are presented in the second part. The method "Transformative Learning through an aesthetical experiences", has been grounded and developed by A. Kokkos, and is presented in the third part. The different stages of this method are also analyzed. In the final part, an example of Kokkos' method is being analyzed (stage by stage), regarding the training for an organization's staff development of their communication skills. Conclusions regarding the use of art in the training praxis, may be found at the final part of this paper.

This study investigated the factors which had influenced the role of motivation in the high levels of achievement of a sample of fifteen gifted students, aged 14/15 years, in five secondary schools in England. The students were interviewed individually, and their parents and teachers were also interviewed for validation of the students' comments. The results indicated the influences of teaching and learning provision, of support and of social and emotional factors on the students' motivation. The role of motivation in the realisation of the students' high ability, in achievement of personal goals and in maintaining the progress and achievements of those who had problems was also clear. Evidence of the importance of both intrinsic and extrinsic motivation in the students' achievement was also shown.