chapter  6
12 Pages


The search for general, domain-transcending creative-thinking skills has led to a curious conclusion. Although all theories of creativity centering on a single factor (including specifically the revised divergent-thinking theory proposed in chapter 2) have been tested and found wanting, one of those theories-the divergent-thinking theory-has been found to be the source of a successful approach to teaching creative thinking. There is, one might initially conclude on the basis of the correlational research reported in chapters 4 and 5, little reason to retain the divergent-thinking theory (or any general theory) of creativity, and yet some of divergent thinking's offspring-in the form of a variety of creativity-training programs and exercises based on divergent-thinking theory-appear to be worth both saving and examining further.