Abstract
Creativity is one of the vaguest, most ambiguous, and most confused terms in psychology and education today. This is particularly unfortunate because teaching for creativity has become one of the latest and most flourishing fads and catchphrases on the current educational scene. Partly because of the conceptual confusion surrounding this term, many otherwise hardheaded educators have adopted highly unrealistic educational objectives regarding the nurturance of creativity, and many otherwise well-trained educational and school psychologists have deluded themselves into believing that they are able to identify pupils with unusual potentialities for creativity-
Published Version
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