Creativity, discovery, and science education: Kuhn and Feyerabend revisited

Contemporary education has been very much under the influence of a particular view of the nature of creativity, a view that has its origins in psychological theory. According to this view, creativity is marked by radical novelty, lack of constraints, rule-breaking and irrational processes of thought (e.g., De Bono, 1970; Koestler, 1964). The influence of this view has extended beyond the sphere of arts education, and has had an effect, as well,...