ABSTRACT
We have called this chapter ‘creativity for a new generation’ as, instead of repeating the extensive literature on creativity, we want to offer something new. We are conscious that what we are presenting is unorthodox and challenging, looking at creativity by drawing on contemporary theories from psychology, neuroscience and philosophy. In being speculative, we want to create debate about what creativity means to teachers and the children they teach, and about the many assumptions that relate to the nurturing of creativity in design and technology (D&T).
