Introduction

There is an interesting paradox in today's world. Industry commentators say that for a successful future, people need people who think creatively and implement new ideas for innovation in products, situations and contexts. Lucas et al. have rightly declared, however, 'If creativity is to be taken more seriously by educators and educational policy-makers then we need to be clearer about what it is'. Cultivating students' imagination as an aspect of creativity and cultivating higher order thinking and complex reasoning skills are clearly linked. Imagination and other creative attributes require both. They divide knowledge into four different kinds: factual, conceptual, procedural and metacognitive. Metacognitive knowledge has most to do with imagination because it implies the agency of the learner. Attaining academic skills may matter little if people with them are disinclined to move that knowledge into action to make a difference.