In conclusion, this paper argues that facilitating creativity in learners can most readily be achieved when teachers are creatively self-aware and learners are knowingly engaged in a proactive manner with investigating ‘potentialities’ via the production of future-oriented modes of learning. Creative modes of learning in design and the arts deal not so much with ‘what is’ but with ‘what-might-be’. This provides the means of conscientiously operationalising creativity as an end in itself in education by stimulating curiosity and promoting exploration in both teachers and learners, which guides praxis in design and arts education or indeed in any other field of endeavour where creativity is considered advantageous.
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