Thought and creation in contemporary education

Abstract

This article discusses the role of creation and thought in contemporary life, education and, in particular, gifted education. Beginning with traditional approaches to creativity, some implications of diverse ways of understanding these two human activities in education are discussed, and reflections upon ways in which the particular concepts of educators could favor (or not) the thinking and creating patterns of students. Based on Marion Milner’s theory and highlights from the philosophy of Heidegger, ideas around activities offered to students enrolled in special programs for the gifted, which possibly foster thinking and creation for life are provided.