Les arnbiguiles d'un concept de la creativite qui minimise le role de la creation

Abstract

In the last few decades, creativity has become a major preoccupation in education. Educators generally approach creativity either with regard to the development of certain personality traits, or the development of creative process. Rarely do they stress the production of tangible creative works. The arguments include many ambiguities, and are often supported by hypotheses that are currently under question. Educators would benefit from looking at creativity through its connection to the production of concrete works. It is when the creative process is directly tied to the constraints of developing a work that it can best serve educational purposes.