Editorial

Abstract

Discussions of creativity have considerable currency in the fields of education and artist scholarship at present. Educators (and artists) have a vested interest in the question of whether creativity can be taught, nurtured or simply recognised as innate. The Journal of Artistic and Creative Education is a fitting place for continuing and broadening the discussion around creativity and implications for a creative/creativity pedagogy and this issue takes up this opportunity. Five highly individual papers each present a way of thinking about creativity, education and artistic practice, and the relationship between these elements.