ABSTRACT
Introduction Through research, the conception of creativity has undergone an important change. Once considered an elusive, almost mystical gift belonging to a special few, creativity is now being seen as a capacity common to all – one that should be effectively developed by the school. Once considered a rare type of behavior limited to the arts, creativity is now viewed as penetrating, to some degree, almost all kinds of human activity. Even educators who are usually chary of accepting new responsibilities for an already overloaded curriculum are fascinated by the idea of teaching for the development of creativity.
