ABSTRACT
Three dilemmas are proposed. First, those that arise from the perspective of creativity as culturally situated or specific. Second, those that stem from creativity as necessarily tied to innovation, novelty and, most important, the market. Third, dilemmas for the teacher that arise from the relationship between creativity and the status quo. What is the appropriate balance between creativity as a response (and, therefore, as fostering the status quo) and creativity as alternative (and, therefore, challenging the status quo)?
