kinds of evidence from difference kinds of sources. Activities include reviewing the components and processes of another persons argument, making an evaluation, developing one' s own argument, engaging in critical reflection, considering alternatives, participating in discussion with others and developing related dispositions through ongoing engagement with the world Educators have offered numerous dimensions of creativity( Cropley, 2001; EUA, 2007), which include 1. Original/novel-creating new developments and challenging established ideas 2. Appropriate-developing new approaches that are appropriate to a particular problem 3. Effective-achieving some purpose whether itis to solve a problem or to make a profit. 4. Problem solving-identifying new solutions to problems ("thinking outside the box")and risking failure 5. Ethical- creativity it is not usually used to describe selfish or destructive behaviour Jackson and Shaw(2006)similarly identified the following meanings of creativity via surveys with academic staff in diverse disciplines: originality, imagination, problem working, willingness to explore, making sense of complexity thinking outside of and transferring into the disciplinary box, synthesising (making connections and seeing relationships), communication, story-telling and resourcefulness It is important to note that there is a difference between creativity as a process(mental)and an outcome of that process; creative ideaslactions do not always yield creative results and creative outcomes are not necessarily based on creative processes(EUA, 2007). Sternberg's propulsion theory of creative contributions proposes that creativity can be of different kinds, depending on how it propels existing ideas forward. Within this taxonomy there are eight types of contributions, divided into three major categories, which specify how creative contributions differ( Sternberg, 2006) 1. Types of creativity that accept current paradigms and attempt to extend them(replication, redefinition forward incrementation, advance forward incrementation) 2. Types of creativity that reject current paradigms and attempt to replace them(redirection reconstruction/redirection, reinitiation, integration), and 3. Types of creativity that synthesise current paradigms Most definitions of the creative process comprise of three components The ideas must be different, new or innovative 2. Of a high quality, and 3. Appropriate to the task at hand Therefore a creative response is one that is new, good and relevant! Prominent keywords that feature in creativity definitions are novelty, innovation and design, with novelty being the most common ( Swirski, et., 2008). According to Csikszentmihaly ( 1990), creativity is the result of interactions between three sub systems: a domain(curriculum), a person and a field (discipline). It occurs when students integrate several different things into a new and unique formkinds of evidence from difference kinds of sources'. Activities include reviewing the components and processes of another person's argument, making an evaluation, developing one’s own argument, engaging in critical reflection, considering alternatives, participating in discussion with others, and developing related dispositions through ongoing engagement with the world. Educators have offered numerous dimensions of creativity (Cropley, 2001; EUA, 2007), which include: 1. Original/novel - creating new developments and challenging established ideas. 2. Appropriate - developing new approaches that are appropriate to a particular problem. 3. Effective - achieving some purpose whether it is to solve a problem or to make a profit. 4. Problem solving - identifying new solutions to problems ("thinking outside the box") and risking failure. 5. Ethical - creativity it is not usually used to describe selfish or destructive behaviour. Jackson and Shaw (2006) similarly identified the following meanings of creativity via surveys with academic staff in diverse disciplines: originality, imagination, problem working, willingness to explore, making sense of complexity, thinking outside of and transferring into the disciplinary box, synthesising (making connections and seeing relationships), communication, story-telling and resourcefulness. It is important to note that there is a difference between creativity as a process (mental) and an outcome of that process; creative ideas/actions do not always yield creative results and creative outcomes are not necessarily based on creative processes (EUA, 2007). Sternberg's propulsion theory of creative contributions proposes that creativity can be of different kinds, depending on how it propels existing ideas forward. Within this taxonomy there are eight types of contributions, divided into three major categories, which specify how creative contributions differ (Sternberg, 2006): 1. Types of creativity that accept current paradigms and attempt to extend them (replication, redefinition, forward incrementation, advance forward incrementation) 2. Types of creativity that reject current paradigms and attempt to replace them (redirection, reconstruction/redirection, reinitiation, integration), and 3. Types of creativity that synthesise current paradigms. Most definitions of the creative process comprise of three components: 1. The ideas must be different, new or innovative 2. Of a high quality, and 3. Appropriate to the task at hand Therefore a creative response is one that is new, good and relevant! Prominent keywords that feature in creativity definitions are: novelty, innovation and design, with novelty being the most common (Swirski, et al., 2008). According to Csikszentmihalyi (1990), creativity is the result of interactions between three sub systems: a domain (curriculum), a person and a field (discipline). It occurs when students integrate several different things into a new and unique form