ABSTRACT
The literature on how university educators cultivate the imagination of their students and an appreciation of how the imagination applies in their discipline is relatively small. 'Creativity' is typically defined in terms of the results of an activity. The products of creativity are typically characterised by their novelty or originality. The conception of creativity as product underscores the value to society of creativity. Emphasising the process speaks to the aims of education because of the transformative potential of creative thinking to human society and the quality of life of individuals. Education attempts to improve the kind of thinking individuals bring to their consideration of issues or problems so conceptions of creativity, as a process of thinking, are germane to teachers' work. Amabile described situations in which creativity in problem solving included a phased step-by-step process or a combination of pathways of steps, something she argues has much to offer education.
