ABSTRACT
My background, as far as assessing creativity is concerned, is distinctly heterogeneous. In my academic career, I have had to engage with this challenge in many different disciplinary settings. I have assessed creativity in my original discipline of engineering (Cowan, 1981a, 2004a), in my second academic career in the social sciences, but also in architecture, in design in a College of Art, in PGCertHEs, in mathematics and – admittedly briefly in each case – in a course on dance, in modules on theology, and in the design of a module on osteopathic education. In other words, I claim that my thinking in what follows is reasonably multi-disciplinary.
