The nature of creativity has long been a contested field of beliefs and ideas. Theorists make claims based on a wide range of positions developed through educational practices. Various disciplines have particular views of creativity, artists claim knowledge of creative practice, philosophers provide substance to support ideas, while psychological attributes are posited to affirm the nature of creative learning. Creativity lends itself easily to individuals who make statements that reflect on the nature of both creating and the experiences that enable individuals to create. This edited collection of research and practice explores this range of perspectives in three parts through a variety of disciplines, global contexts, and practice in higher education. [Book]