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The purpose of this paper is to describe and explain the phenomenon of methodological creativity (creativeness) in pedagogical (educational) research. "Methodological creativity" is a creative attitude adopted by researchers who are not limited to the duplication of existing research procedures and methods, they discover and define new research problems and innovatively construct and carry out research, and then create a new quality on this basis in the field of science. The author, on the basis of the definition of methodological creativity by Dariusz Kubinowski, describes in subsequent parts of the article the components of this creativity, broken down into stages of research. It also raises several questions about whether and how methodological creativity is used as a criterion for evaluating research projects and formulates a negative conclusion on the subject.

W prezentowanym tomie autor, pionier badań nad twórczością, zwłaszcza w kontekście edukacyjnym, zbiera wyniki swoich dotychczasowych refleksji. Czytelnik otrzymuje unikatową na polskim rynku publikację o twórczości, która zawiera opisy i analizę procesów twórczych, refleksję nad pedagogiką ich inspirowania i utrwalania, a także prezentację metod badania twórczości. Autor, zajmując się uwarunkowaniami edukacyjnymi twórczości, pokazuje również omawiane zagadnienie w szerszym kontekście społeczno-kulturowym – definiuje ważne czynniki wspierania twórczości jako postawy i sposobu działalności człowieka.

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This paper is an attempt to present selected classifications of models of teaching creativity, which may have been found in literature over the last years. Models of teaching creativity are understood by the authors as well-developed systems of statements, based on a specific theory of creativity and concerning strategies and methods of teaching creative thinking and action, conditions of education, the role of a teacher in that process, and evaluation of education results. The paper describes several classifications of such models, including the authors’ own proposal, and presents a more detailed description of the heuristic model of teaching creativity. In the conclusion, the authors propose a thesis that the issue of methods of teaching creativity is open and the answer to the question about the best teaching methods in that obligation, which is interesting from the pedagogical point of view, should, as in the whole didactics, be answered by teachers, using their knowledge about creativity and its development.