When is creativity teachable? Is it a single scientific field, and who is appropriate to undertake its teaching? What are Socrates’s criteria, and how can we apply them to creativity? This paper examines the value of creativity as it arises through scholars historically in the fields of philosophy and education. It also examines forms and theories of creativity in education. Gradually, curricula began to consider the cultivation of students’ creative thinking, and interest was shifted form “gifted” children to creativity for all. Are heuristics sufficient to contribute effectively to the adoption of techniques that promote creative thinking within the school environment and make it a separate lesson in the curriculum, or should we try some “risky” scientific choices?

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