Intelligence and Creativity: Epistemological Connections and Operational Implications in Educational Contexts

Abstract

In a theoretical essay, the main theories that relate intelligence and creativity are revisited, presenting epistemological connections and operational implications in their educational contexts. In this sense, this study presents subsidies for the understanding of how its historical construction for thinking about cognition occurred, composing a synthesis of important theoretical framework for later studies. In addition to these contributions, it brings recent discoveries, such as the fact that there is a need for a certain intellectual level in order to establish creative thinking and points to a systemic perspective as being a possible path for cognitive science, assuming that in the future studies should transcend this ideal aiming for quantum thinking or for the alignment of elements not yet understood in consciousness and in existence itself. In this sense, it exposes how much public policies in education need to evolve towards the development of integral citizens capable of creativity and aware of their intellectual rights. Lastly it is believed that both intelligence and creativity have an epistemological connection capable of directly affecting educational contexts, resulting in education founded on a new paradigm of thinking.