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Although the argument exits for long that whether creativity can be increased, there seems to be a consensus view within the realm of education that creativity is amenable to teaching (Amabile, 1996; Baer & Kaufman, 2006; Craft, 2000; Cropley, 1992; Esquivel, 1995; Fryer, 1996; James, Lederman, & Vagt- Traore, 2004; Kaufman & Beghetto, 2009; Parnes, 1963; Puc- cio & Gonzalez, 2004; Runco & Chand, 1995; Torrance, 1963; Wilson, 2005).In addi- tion to pragmatic techniques of creativity training programmes, cognitive, social psychologists, and educational researchers have also generated implications for fostering creativity in school teaching (Amabile, 1996; Esquivel, 1995; Feldman & Benjamin, 2006).CPS (the Osborn Parnes Creative Problem Solving process) is another model that has been widely applied and researched (Fryer, 1996).
Although the argument exits for long that whether creativity can be increased, there seems to be a consensus view within the realm of education that creativity is amenable to teaching (Amabile, 1996; Baer & Kaufman, 2006; Craft, 2000; Cropley, 1992; Esquivel, 1995; Fryer, 1996; James, Lederman, & Vagt- Traore, 2004; Kaufman & Beghetto, 2009; Parnes, 1963; Puc- cio & Gonzalez, 2004; Runco & Chand, 1995; Torrance, 1963; Wilson, 2005). The attempt of fostering creativity through train- ing was given more attention in the mid twentieth century, when psychometric researchers, such as Guilford, Torrance, put efforts in extending and measuring individual’s creativity. Guilford claimed that (1952; Parnes, 1963: pp. 342-343):
“Like most behaviour, creative activity probably represents to some extent many learned skills. There may be limitations set on these skills by heredity; but I am convinced that through learning one can extend the skills within those limitations”.
Certain training programmes designed to help stimulate indi- vidual’s creativity were then proposed, for instance, thinking tools (e.g. six thinking hats, developed by Edward De Bono (1987)) and brainstorming technique (developed by Osborn (Fryer, 1996)) were suggested to help people generate diverse thoughts and solutions (Sternberg, 2003). CPS (the Osborn Parnes Creative Problem Solving process) is another model that has been widely applied and researched (Fryer, 1996). In addi- tion to pragmatic techniques of creativity training programmes, cognitive, social psychologists, and educational researchers have also generated implications for fostering creativity in school teaching (Amabile, 1996; Esquivel, 1995; Feldman & Benjamin, 2006).
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