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Boden (2004) distinguishes two broad categories of creativity: improbable and impossible.
The first type of creativity includes new and positively viewed combinations of known ideas:
operations with existing objects, phenomena and constructs are often carried out by using
different heuristic techniques. The second type – heightened creativity – includes the
exploration, expansion and transformation of conceptual spaces, resulting in brand new ideas.
Pudmenzky (2004) evaluates creativity by three attributes: exploration, novelty and
usefulness. Exploration is like elevation to the heights opening new horizons. Maslow (2006)
divided creativity into three types: primary creativity, secondary creativity and integrated
creativity. Primary creativity requires no efforts. It is a spontaneous expression of integral
personality. Secondary creativity is an intense, persistent, hard work, improvement of skills
and accumulation of materials. Integrated creativity combines both primary creativity and
secondary creativity (Karkockienė–Grakauskaitė, 2006).
Many scientists (Gruber 1974, Katz & Thompson 1993, Simonton 2003) define creativity and
creative thinking as a final work product. If the result of work is recognised as creative, the
capacity and activities of the man can be seen as creative. However, even though the
examination of the final product reveals many valuable insights, individual creativity cannot
be judged based on the examination of products alone (Beresnevičius, 2010).
The definition of creativity depends on the field of creative work in question, the main focus,
psychological or philosophical conceptions followed by the researcher, etc. Ribot (1906)
understood creativity as thinking by analogues. According to Maker (1993), giftedness
includes intellect, creativity and ability to solve problems. The author gives the following
definition of giftedness: a basic element of giftedness or high competence is the ability to
solve the most complex problems in the most efficient, effective or economical way. A gifted
person is characterised by both a high level of intelligence and creativity. Such person is able
to understand and clearly define problems, use the most effective problem-solving methods
and find the most appropriate solutions based on knowledge and thinking (Beresnevičius,
2010).
Jovaiša (2007) argues that creativity is not just a characteristic of intellect. It is the ability of a
personality as a whole to think and feel in an original way. He associates creativity with the
structure of personality (Figure 3). This structure includes full knowledge potential and clearly
shows the chaos of explicit and tacit knowledge in a personality. For example, explicit
knowledge (experience) in the block of a purposefulness and tacit knowledge (ideals,
interests, motives) interact with each other and therefore it can be argued that combining
different knowledge creates synergy processes, which in turn enable the creation and
formation of creativity.
Creativity is the ability to present new ideas, think independently and outside the box, quickly
respond in difficult situations, easily find untraditional solutions (Psichologijos žodynas, 1993).
The concept of creativity is defined in multiple ways, but most authors agree that it is a
person’s ability to discover something new. Woolfolk (1980) claims that every field of creative
work includes the concept of ‘invention’. The author believes that creativity is the totality of
qualities and knowledge of a person, allowing that person to think originally, to be able to
discover new and unusual solutions in a qualitative manner, to achieve new results and to
create new knowledge.
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