Abstract
Volume 1, No. 2, of Studies in Art Education, appearing in spring 1960, included an article by Viktor Lowenfeld titled “ Creative Intelligence.” Here, he highlighted his belief in the importance of creative intelligence to human functioning, linking it to creative practice as represented most purely in the artworks of children and untutored artists. The present article written with over 60 years of hindsight, offers a gentle critique of Lowenfeld’s theory of creative intelligence as exemplified within his concepts of developmental stages, growth components, and final outcomes. Yet, by paring away some of his outmoded surfaces, there lurks within Lowenfeld’s seminal offering to art education the enduring idea that creative practice offers ways of knowing and world-building that enliven knowledge through acts of personal generativity.
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