Creativity is inborn tendency but can be flourished by providing conductive environment.  So we can say both the things play equal role.

Dear Steven, I might answer BOTH. There is natural inborn tendency for creativity, but it also can and should be educated. 

I think of (so many ) lost talents, because of the lack of direction. 

Education plays an essential role in detecting and nourishing, directing inborn talents. If Education fails, Society fails. We all loose...

Creativity has its root from our birth .It depends on individual in which practice he wants to make his life. Life can be made -Life can be achieved & Life can be created .It depends on us in which way we want to traffic our life .We must have an inspiration -we must have an energy force of our mind & we must have a confidence to make our life in the manner in which we desire .

For above understanding we should start with the inspiring words of Napoleon ''Impossible is a word to be found in the dictionary of fools.'' .With this it is very likely that creativity can be made.

Individual who are lucky to have an inheritance because of environment of the family the development of his parents & his contribution in his areas of standing such individual can get an opportunity during their early years to have an understanding of his father s'environment ,his intelligence,his knowledge ,his standing ,he can contribute for his life much more better way than any other individual .

With this i have once again to stress the importance of destiny .It is not necessary that the person with the full advantage of the parents standing status may come out to be in same category .It has been observed that this is not true in every case .

A son of a reputed mathematician has passed its life as a electrician ,A son of judge would not complete his college education & in well many cases we should not make a rule of THUMB .It is a fact that creative energy is a rosy fragrance of our life.

This is my personal opinion 

Agreed with other scholars' comments that creativity is both nature & nurture.  Also finding creativity is vary from person to person, from area to area and from time to time through accumulated personal experience.

There are inherent creative talents in everyone! the favorable situation in expressing and developing these talents are very crucial in having the talent to a noticeable level.

 Just to endorse Han Ping Fung's view above that "creativity is both nature & nurture"

regards

Rathish

Creativity we can certainly develop and promote. But there must be something to develop - at least a little bit.

I think that we are all born creative but that the process of enculturation, scolarisation and socialisation tend to erode most of it and it is very hard for individual to return to it, or to keep our interior child alive.  Good teachers are in position to contribute to that and it is their interior child that guide them into this.  But teachers as everybody else are pressure to pressure, to rewards and punish with markings, promoting competitions and all the creative killing stuff.  But to become creative we have to exercise our creativity in many different type of activities, different arts, different sports, different scholarly domains,different language,  modes of expressions, and different professions.  This diversities, an adventurous spirit, a spirit of discoring everything, with it the social interactions and especially a desire to do good will all favor creativity.

I think so.education can play an important role in training creativebility

I strongly beleive that the creative potential is very genetically determined. However, if the potential is there but remains underexpressed there are techniques to enhance it. This can be done for example through art therapy. There is also some research going on on creativity enhancement through brain stimulation in the CREAM project at the University in Bologna.

The point is that some people are more creative tan others, but as few as it can be, creative capacity can be fostered , shuch as by appilyng some methods, to use  sources of inspiration, as well as to take into account environmental aspects which enables creative thinking as well as to avoid whatever that causes fixations.

Some authors says that creativity decreases when we are getting older, other disagree. I believe on the second position. On my opinion the cause of this creative "decrease" is really knowledge and experience we acquired and we apply inmedietely for problem solving, instead of thinking on new and innovative solutions. What do you think?

A good Question I believe that the Creativity is by birth When he start the break the toys and try to find the secret truth of the toys.even some child try to make new things from them.I think Every child has different especial capabilities and  teachers should polish the creativity of the child and Enhance those Skills.

You can stimulate the creativity of your pupils.

But, above all, you must to observe your own behavior, if you don´t want to be an "obstacle" for creativity.

Creativity means freedom, open minded, no rules linking our thoughts.

I think creativity can be tapped and honed, but you have to catch it from as early as pre-school, when we allow children to explore and come up with all sorts of expressions and drawings for what they mean. But, when they get older, we tell them what and how to think according to the syllabus. I thin Rafael says it only too well: "creativity means freedom, open-minded, no rules linking our thoughts.

Best regards,

Debra

Hace un par de años, un coach  durante una conferencia nos compartía lo siguiente:

Cierta compañía de Europa había diseñado una sala de estar para fomentar la creatividad entre sus empleados; sin embargo, pasado cierto tiempo vieron que no funcionaba y llamaron a este coach. Al revisar las instalaciones se encontró con un letrero puesto a la entrada de la sala que decía así:

Abierto de 9:00 a 14:00 y de 16:00 a 21:00 horas

Ahí estaba el error: para ser creativo, no hay horarios.

+*+*+*+*+*+*+*+*+*+*+

A couple of years, a coach during a Conference shared us the following:

Some company in Europe had designed a living room to promote creativity among employees; spent some time however, they saw that it did not work and was called to the coach. Reviewing the facilities met with a sign placed at the entrance of the room that read:

Open 9:00 to 14:00 and 16:00 to 21:00 hours

There was error: to be creative, there are no schedules.

Here is a testimony by very creative musician: Ludwig Van Beethoven

‘’When I open my eyes I must sigh, for what I see is contrary to my religion, and I must despise the world which does not know that music is a higher revelation than all wisdom and philosophy, to wine which inspires one to new generative processes, and I am the Bacchus who presses out this glorious wine for manking and makes them spiritually drunken.  When they are again become sober they have drawn from the sea all that they brought with them, all that they can bring with them to dry land.  I have not a single friend; I must live alone.  But well I know that God is nearer to me than to other artists; I associate with him without fear; I have always recognized and understood him and have no fear for my music – it can meet no evil fate;  Those who understand it must be freed by it from all the miseries which the others drag about with themselves.’’

‘’Then from the focus of enthusiasm I must discharge melody in all directions;  I pursue it, capture it again passionately; I see it flying away and disappearing in the mass of varied agitations; now I seize upon it: - behold, a symphony! Music, verily, is the mediator between intellectual and sensuous life;  I should like to talk with Goethe about this – would he understand me?’’

  … ‘’tell him to hear my symphonies and he will say that I am right in saying that music is the one incorporeal entrance into the higher world of knowledge which comprehends manking but which mankind cannot comprehend … We do not know what knowledge brings us.  The encased seed needs the moist, electrically warm soil to sprout, to think, to express itself.  Music is the electrical soil in which the mind thinks, lives, feels.  Philosophy is a precipitate of the mind’s electrical essence; its needs which seek a basis in a primeval principle are elevated by it, and although the mind is not supreme over what it generates through it, it is yet happy in the process.  Thus every real creation of art is independent, more powerful than the artist himself and returns to the divine through its manifestation.  It Is one with man only in this, that it bears testimony of the mediation of the divine in him .. Everything electrical stimulates the mind to musical , fluent, out-streaming generation.’’

https://en.wikipedia.org/wiki/Creativity

Creativity is a phenomenon whereby something new and somehow valuable is formed. The created item may be intangible (such as an idea, a scientific theory, a musical composition or a joke) or a physical object (such as an invention, a literary work or a painting).

Scholarly interest in creativity involves many definitions and concepts pertaining to a number of disciplines: psychology, cognitive science, education, philosophy (particularly philosophy of science), technology, theology, sociology, linguistics, business studies, songwriting, and economics, covering the relations between creativity and general intelligence, mental and neurological processes, personality type and creative ability, creativity and mental health; the potential for fostering creativity through education and training, especially as augmented by technology; and the application of creative resources to improve the effectiveness of teaching and learning.

This article from Wikipedia says creativity in people is both inherent (general intelligence, mental and neurological processes, etc.) and made (education and training)

I would highly recommend books by George Land on creativity.  My own research has shown that by providing students with the necessary mental tools (You might like to ask yourself what these might be!) for concept construction allows them to think metaphorically, analogically and transitively and thus enhance creativity.   

Actually, after years of observations of my own pupils - from kids to youth - I believe that creativity is not inheritance but stimulated by a very complex environment. In this terrain we can establish the following principles:

• Family environment can determined strongly the limit of creativity children can reach. I think that certain aspects such as religion, traditions and assumptions, can be obstacles to creativity development. 
• School environment can be also very much damaging the creativity sense. Teachers saying all the time what to do, destroy creativity more often than promoting it. 
• Media is also a limit to creativity, because it can produce lazy minds, a passive entity before a screen. 

Creativity is not the same of talent. You can be born with the talent for music and thus talent can be also trained, but creativity will be the motor of everything we can create for new. 

Things that could empower creativity:

• Difficult situations: People living in poor communities can be more creative than people living in confortable environments. Of course, extreme poverty destroys also creativity, as extreme confort does. In this case we can say "the tiger in the jungle knows more than the horse in the stable". All have to see with challenges. 
• Families with a more exploration behavior: These families that go together to know new places, that read a lot, that discuss and share a lot, that talk about tolerance and admire other peoples, other cultures, that get for their children very intelligent games, I think will produce very creative persons.
• Schools with Creativity Spaces: These schools where students can propose, explore, invent, challenge, where the teacher is not the ultimate answer, but a guide, a master of wisdom...
• Children and Youth Formation over the Media: Those teaching to children and youth to be critics before what they see, listen and read from the Media (Critical Thinking).

Thanks for the question, it is very much interesting. 

Whether you read Outliers by Malcolm Gladwell or Talent is Overrated by  Geoff Colvin the overwhelming evidence is whether you want people to invent, actors to do improv, paint or sculpt, write poetry the more hours and enjoyment you put the more creative or inventive you become. To quote Nike: Just do it. However it is so so easy to kill all that with systems that promote error-less "learning". On a tangential note, nobody gets a mark in our school systems for asking good questions. If anyone knows of a course on asking questions I would love to see it in action. 

Every individual is creative and he or she must explore. If a teacher notices that a student is creative then the teacher can help the student develop it and help the student excel  .

I guess both, preferably interacting. Both personality and intellectual abilities predict creativity, but a diverse environment matters as well and may enhance the effects of personality and ability. Creativity requires the ability to focus your attention on a lot of information at once. The more information your brain can process, the more complex and diverse your thoughts can be. Abilities that foster thought complexity and attention control are intelligence and working memory capacity. People with those abilities can come up with novel ideas because they have 'thinking power' and can control how long they can use that power to develop ideas: they don't get distracted. These abilities are quite stable, however, they can be enhanced by providing a stimulating environment during childhood and adolescence. If the developing brain is exposed to a variety of challenging experiences, you train it to think in diverse and complex ways. I think the same is true with creativity. There is also a part of creativity that is about diversity and flexibility in associations (as opposed to thinking power and attention). If you have more association possibilities, for example, because you have several hobbies, you simply have more diverse experiences to help you envision something new: there are more possible combinations. Diverse thought can also be trained by interacting with others, as they have different experiences and different ways of thinking. So in terms of teaching, I guess that creative people can be made, especially when they are open to experience and have enough intellectual ability to put new experiences into new thought patterns. 'Group Genius', by Keith Sawyer, is an interesting read if you want to enhance creativity in your students. It is about group collaboration and improvisation in a variety of fields (music, sports, acting, society), so there is something in there for everyone. 

Creativity may be supported by using certain methods, creativity tools, by arranging rooms, by architecture, organization, improving culture etc. But the creative nucleus must sit in a person.

I would compare your question with Senges gardener-concept: A gardener may support plants in growing - by watering, by chosing the right place (sunshine, shadow, ...), by fertilizing etc. But he cannot install the power to grow from outside.

The responses above certainly mirror mine. As I study children and' wonder' I know we all have creativity within us. The notion that our schooling knocks it out of us is not so. It is more about it remaining dormant for some of the time. It is never gone. Reading about the lives of highly creative artists, musicians, scientists, inventors you learn that schooling was a distraction from creation.

What interests me is the necessary incubation period between imagination and creation.  Teachers often by necessity  close this gap not allowing ideas to simmer. Yet this mulling of ideas, mixing with others, tinkering around the edges of an idea, dreaming, walking and thinking are all necessary to go beyond one's imagination. The tyranny of ' time' face teachers daily as they move on to the next thing and the next not allowing fertile possibilities to become realities.

I'd like to pickup on your point of trial and error Aleš, especially the error.

Steven asked this important question about creativity from the perspective of teachers which you address so clearly. Yet as teachers we often feel it is necessary to make things easier for students, to help them better understand an idea, or to provide strategies for successful solutions of a problem.  I believe  struggle, is also essential if the problem is within their grasp and if the problem is fuelled by their desire. This struggle also requires time and effort and a willingness to not give up. In the struggle, we learn unexpected things, we are surprised and sometimes diverted. If learning is a journey, not a destination, I feel we need to let our students experience more of the bumps along the road.

I found this TED TALK of interest.

http://www.ted.com/talks/tim_harford_how_messy_problems_can_inspire_creativity

Maybe one way to allow the struggle during creation is to set problems we as teachers desperately want to solve.

It's an illusion that every person is creative, every person has a capacity for creative expression and that is a politically loaded question, what counts as creativity.  For certain people that has to do with a disposition, for others it has to do with manifesting a technique, but for most erudite understandings its cogency is drawn from a fusion of innate potential, and techniques which are conventions that one must be trained to use to some extent.

It's based on my studies of 14 years in the university systems in the arts...true that creativity is an innate trait...but also true that it can be taught....here one is the byproduct of production, and one is an authentic "Presourcing" of productive potential.

In short people are born creative...but conditioning determines their creative applications.  Reaction to generating knowledge of creative applications generates technicians of art, but is that a dead thing to us....the question is is the non creative able to invoke a transformation of their nature and the answer is with enough of the mastery of the techniques of art, yes it is possible, but learning in ideology much experiment and much failure must be considered part of the learning process, to produce the ART AS PRODUCT. 

There is likewise a truth that the whole act of searching for new information is a means of organizing artistic potential into a creative act.  In that sense we are all creative people.  The "Technical virtuosity" of a work is an illusion, no matter how bad your art seems keep developing it that is the secret to a truly creative person, one who endures in not giving up on their creative vision.  Think Henry Darger.

https://en.wikipedia.org/wiki/Henry_Darger

Some people are more creative than others by various aspects; the environment provides motivation and there is never a rejection; they developed from very small certain abilities: observation, curiosity, questioning; the cornerstone to be more creative when young adult, is therefore that the first years have motivation to investigate and questions that do, there are many, they have a coherent response; In addition, this training process not reach influence fears or fears to generate "crazy" ideas, because these can be later of great benefit for the society with the elaboration, possibly by another, of any object or mechanism.

Our educational systems and our teachers need to cultivate creative problem-solving throughout  peoples' schooling ( in central more than occasional ways) so that when individuals get to university or college or enter the workforce they are equipped to navigate new problems and create as Louis says, Crazy Ideas in a very complex world. For me it is not the degree of creativity each individual generates that matters but that creativity in every discipline matters!  Does this mean we need some different  educators with different mindsets?

no more to be said

I believe that all people have a level of creativity, as I think the teacher's role is to explore and develop student creativity as part of the educational process

Add oxygen to the student and the teacher. Air the room during short breaks. Outdoor walks and talks make most people more creative. One group: the smokers frequently get outdoors. That might even balance their poisoing a bit... But no, no. Don't start smoking, just get out! You are good at breathing and thinking at the same time. 

Could do with some more oxygen here in Southern Taiwan for students teachers and creativity Pia.

Take any young child from any culture and give them what ever is at hand, a coloring set, a few stones or a couple of cardboard boxes waiting to be recycled. With the set of colors they will produce a picture with a unique composition and beautiful colors, never having had an art teacher; with the stones they will create a game where the stones take on characters of their own and with the cardboard boxes make a hideout, a castle or a pirate ship. Their possibilities are limitless like creativity itself. 

Obviously through education and particularly as Ales stresses in industry creativity does not always come at the top of the priority list. A set of dumb robots seem to be what is in demand. But creativity can be nurtured and learnt and definitely leads to self empowerment and a great sense of achievement for anyone who is participating in the act of creation.

"Take any young child from any culture and give them what ever is at hand, a coloring set, a few stones or a couple of cardboard boxes waiting to be recycled"

La escasez, la necesidad económica, el estar atento a las oportunidades, hacen que las personas sean más creativas, porque buscan hacer un mejor uso de los recursos disponibles. En mi familia, entre bromas, hablamos de "Tía Necesidad" o "Tía Nechi"

+++++++++++++++++

The shortage, economic necessity, being attentive to opportunities, make people more creative, because they seek to make better use of available resources. In my family, between jokes, we speak of "Aunt Need" or "Aunt Nechi"

Within design education we continuously strive to maximise creativity in students, and to provide them with tools to maximise creativity in their future colleagues and clients. This has yielded an entire dedicated profession of "creative facilitation".  The book "creative facilitation" by Marc Tassoul is just one of several that covers the subject. (available through amazon) 

HI,

First of all please define this behavior.

Any behavior or capability is the outcome of genetics and environment and their interaction.

Creativity is a quality that possesses the human being, but must be the same as the imagination, intelligence, curiosity and observation developed. Some educational processes benefit from the development of the different capacities of the human being, either conscious or unconscious. Aware because its purpose is to take advantage of those capabilities which are owned, since he feels that in that (s) person (s) there is a special talent, then, develop courses up to focus on this. Unconsciously because the process provides the person develop their potential by itself, it leverages and arrives to get afloat these capabilities. Otherwise, the human being is creative by nature, but requires both cognitive and social and psychological stimuli to creativity to emerge.

I feel it is more of inherent trait as we find people create things without any formal training. Also whatever they can create are unable to teach others. But at the same time one needs encouraging environment for expressing the creativity. There are examples who performed irrespective of environmental support, but at the same time there are examples when exceptional talent wasted in absence of conducive environment. in conclusion I still feel that it is more of matter of aptitude rather than attitude.  

Creativity is an artistic characteristic. we are not creative and therefore shouldn’t engage in creative activity. Creative people come up with spontaneous ideas. They are simply using more of her mind and its memories, thoughts and notions in order to construct ideas. They have the courage to try new things. They use intuition as well as logic to make decisions. Everyone can learn to be creative to some degree, but new research has revealed that the extent to which we're born creative may be greater than previously thought.

Such a wonderful question Steven!  Followers are trying to capture notions of what it means to be creative as theorists have tried in the past. How wonderful it is that we cannot catch what it means to be creative let alone foster it.?What I find sad is that  often adults admit to not being creative yet adults seldom are heard saying, 'Of course I'm creative!' Is it a club or a way of being in the world?

Perhaps the creativity only perceived in art, in design, in the development of skills that are in theatre, cinema,... However, still being an artistic quality should be enhanced in all academic programs, as the physicist, mathematician or engineer to develop elements in their disciplines requires seeing the world as a stage on which they can design Theatre, marketing and presentation of them, which requires wide communicability with other persons; In addition, to develop those elements, are theoretical or practical, tangible or intangible, must have that artistic ability to imagine, to observe, to be curious, thinking out of the ordinary; i.e., take paths that are addressed by divergent thinking; not by the convergent and linear, then you should think about things that might seem to most illogical; Therefore, it should enhance in educational processes, instead of annihilate. It must be taken into account that methods and techniques specified by great authors don't necessarily have satisfactorily in all environments, because whoever puts them into practice should also develop those same skills, although it is not at all creative.

From my point of view the creativity could become a custom, yes...my students are not all talented for arts but they can be creative and I'm happy about it, otherways lectoring could be very boring.. hug, Alenka

Interesting question..

Infact many have argued that its something inbuilt. However, what I see it as something which can be nurtured by giving right opportunities. Create an environment which pushes the students to be creative, a negative reinforcement attached with not being creative will make them to innovate things. Everyone is creative, its just that many have not got chance to show their creativity to the audience. Right atmosphere/environment can cultivate the hidden creativity.

Hi,

As a teacher, you can help the student to realize his creative potential. But  in the case of lack of it , it`s the problem -  training does not help.  May be ,this paper will help you: Kimberly S. Hester et al., (2012) Causal Analysis to Enhance Creative Problem-Solving: Performance and Effects on Mental Models, Creativity Research Journal

In general, creativity is a natural quality of the person but manifests give different levels. The Jinn, because as well as having a very high level, have an also high IQ; However, intelligence and creativity are complementary qualities, very independent; Therefore, there are highly intelligent people but little creativity, and similarly, creative people with low intelligence. And either of the two should potentiate is from the first years of life, in particular, at the beginning of the education, but it must be borne in mind that the boy or girl, since he began to speak, is interested in knowing the objects in the world that surrounds it, this question and asks, what it is, why..., for what,... It is there where the answer can both promote the development of intelligence and creativity and different capabilities that you have; However, there is no doubt that there are biological deficiencies affecting cognitive processes and, for both, so one another cannot develop, and certainly displayed in difficulties in their learning, for his behavior, to communicate with others, to solve certain problems that must be addressed. But, many times the teacher can help develop them; However, educational processes present a set of completely disjointed themes, without application any, that do not lead to the apprentice to visualize beyond, therefore, does not develop or intelligence or creativity. Especially in mathematics and all formal Sciences (physics, chemistry,...) in that students do not solve problems but exercises, some complicated, but not applied to reality but only to the theory that the teacher presents.

Thank you. Exactly. In another words, there is some creative potential that could be implemented and developed with the help of the teacher.

Here is a study to feed the discussion with some hard data:

http://www.larspenke.eu/pdfs/Kandler_et_al_in_press_-_The_Nature_of_Creativity.pdf

In this study, the heritability estimate of typical creative behavior measured with self-reports or reports by peers (e.g. personality traits) was 62%. On the other hand, the heritability estimate of performance-tested figural creativity was 26%.

In other words, individual differences in typical creative behavior are largely inherent, while individual differences in creative test performance are largely learned (or "made" to stay with Steven's words).

The human being must be creative, although it has that quality since born but it is not something innate or hereditary as it may be, in some way, the intelligence. The human being has the quality to be creative, but has to develop it, which must be continuous exercises, in particular of those who may have more than one answer; Therefore, traditional education, by the parameters imposed by that it is disciplined, orderly and has good memory, does not help at all to the development of creativity. Also, is anyone has a talent, what should you do? Find an institution for people special, in particular with high degree of coefficient intellectual.

Creativity is in each person but must be creative.

All children are creative : they discover the world around them. Creativity in adults (e.g. which results in creative works) involves a subtle mix of converging and diverging thinking. However our civilizations favour converging thinking : parents, family, education, school, society, rules, laws .....One is put on rails and the brain soon develops some kind of fear to be derailed and adopts protections. To preserve and develop one's diverging thinking can probably be taught. But there must be a subtle mix because diverging thinking should not lead to injustice to others. There is also an health factor because creativity requires much expense of energy.        

I believe depend on the economic situation in which the child grows, por example a boy or a girl that lives in extreme pooverish, doesn`t think in developing his/her thinking, but in eating. this is my position . I don`t know if I am mistook.

Creativity in my opinion is an inherent trait, bestowed by nature. Nuture can stimulate creativity but cannot of itself make someone lacking the creativity gene creative except of course if a cretivity gene insertion model is developed then creativity can be made.

I think creativity is more nature than nurture. Nurture can do very little in making a creative genius out of someone who is not naturally endowed. On the other hand, we have examples where inherent creative capabilities trump environmental limitations.

Interestingly, this conversation has revitalised itself Steven! I wonder if we are discussing creative genius or living one's life to its full potential?

From the standpoint of the teacher, I can say that all students have creativity. And then the problem (for the teacher) is how activate it.

If a student did not exhibit creativity in the field that I teach, then I need to identify areas where that student can be creative. Generally speaking, I think the teacher's role is not “to transform” a student, the teacher must help the student to self-discovery.

Genius is potential in all of us but only a very few child will encounter the appropriate support for this genius to be given the opportunity to express itself.  Societal pressure is there for all to conform;  this societal pressure to conformity do sometime diminish in special historical moments, and a few children are allowed to developed their genius, but the high pressure to conformity return to normal very quickly. We do not like to see genius as potential in all of us since it means that we are all fail to live to our potential.  We prefer to see genius as a peculiar quality of a few and to admire them making us forget all the compromises/tributes to the societal pressure we consented and that limit our genius in order to succeed to find a societal place.  

Turn to history at the turn of the 19-20 century, the World experienced an extraordinary rise in creativity, and in all spheres of human activity (physics, chemistry, psychology, literature, artistic creativity, and so on). This period was accompanied by the strongest shifts, coups in public life. These coups were not carried out artificially, as at present, the result was the activation of the creative potential of people. It was real creativity. Nobody "created" it, it arose in society. That was the spirit of the time. Later, such "bursts" of creativity also arose, but with less intensity. Creative people today are part made by means of compilation, an engineering approach (in the broadest sense of the word), but on good biological material. The driving force of the process of creating "creative people" is making money (money). In fact, this process is driven by greed, consumption, the desire for power, the desire for fame (no matter what means), outrageous. In history, the beginning of the creative rise, was preceded by these motives, but today the motives and the result have become just vulgar deeds. Summary: creative people are super creative people (genetic games) into high-quality biological material (for example, you can use the beautiful people and make them artists, popular artists, and so on).

Dear Steven Careau

I think that Trait theory can inform this discussion. This theory was developed by Gordon Allport. This theory determines three-level traits that dominate humans’ behavior. First, cardinal traits, which form individuals’ behavior. Second, central traits, which exist in varying degrees among people. Finally, secondary traits, which appear only in some circumstances

Creativity is inherent to every person, from birth to death, only that it does not develop at all. Above all, it comes to education and after the first years begins to truncate, inhibit, cancel. There are many factors by which this occurs: (1) there is no sense of what it is to be creative; (2) although there is much literature on the subject, little is known, or otherwise, there is no reading on the part of most people; (3) the techniques, methods and processes that have been carried out by great researchers in the matter, will not necessarily have a successful impact in different contexts, especially since the person who applies them does so taking into account a theory has no practice. Since education, formal or informal, no creatives are formed, but if spaces and stimuli can be generated so that the creativity that is possessed comes afloat. Creativity is not taught or learned, stimulated.

Dear Steven Careau ,

Every individual when born , inherit creativity , because every child after birth has a unique style and way to react to a situation, unique answers. so we say that Creativity and its components are exhibited at its core and maximum at that stage.

It all changes and starts changing once the interaction of the child starts with the outside world- parents,family,peers, siblings, home environment, then school, environment, teachers, and other.

The elements in this outside world(other than child) start changing child's behavior, if the environment elements (as stated above) are favorable to fostering and sustaining the creativity , the individual develops a divergent thinking else otherwise.

once you grow , the Training for creativity will definitely add some value but it will be based on the core creativity that has sustained within an individual from those early years of his life.

some of our work on it is as given under:

Preprint Teaching Strategies, School Environment, and Culture: Driver...

Preprint Role of Joint family and grandparents in nurturing creativit...

Technical Report Quality and Diversity in Early Childhood Education A view fr...

Preprint Understanding Ghana Teachers creativity nurturing Behavior a...

Preprint Teachers creativity nurturing Behaviour Scale Validation in Iran

Conference Paper Measuring Teacher's Creativity Nurturing Behaviour: Preparin...

Conference Paper Measuring Teachers' Creativity Nurturing Behaviour: Preparin...

Conference Paper Psychometric properties of the Russian version of Creativity...

best wishes

Sandeep Savitaprakash Sharma