Kilby states that creativity is  "tied closely to the whole nature of man." Anderson recognizes creativity as "a characteristic of development" and that creativity therefore is in everyone.  

A teacher may then ask, if creativity is inherent, why then be concerned with its development? Won't it develop naturally? Unfortunately the answer is no. As Torrance states, creative behavior is not likely to flourish in an environment which is hostile or indifferent to creative achievement.  His studies further reveal that ''. . .pupils of teachers with high creative motivations made greater gains in their growth than those ... whose teachers had weak creative motivations."  The attitude of the teacher concerning the value of creativity is  of extreme importance in the cultivation of creativity.  Taylor refers to the experience as that "which quickens the human consciousness to a greater sensitivity of feeling and a higher level of discrimination among ideas and emotion."   Kubie's comparison between preconscious root of intuitive thinking  and conscious level as a relatively slow vehicle of mentation  where on the preconscious level of dealing with ideas and realities, there a "swift condensations of their multiple allegorical and emotional import."

The teacher of creativity must accept a different approach to teaching than has been the practice. Learning through the workings of the subconscious and intuition are now recognized as a valid approach.  In discussing the creative arts, Taylor refers to the experience, as one "which quickens the human consciousness to a greater sensitivity of feelings and a higher level of discrimination among ideas and emotions."   Professor Ullch warns,   "If our colleges and universities  forget about this Intuitive center of the human mind, their instruction  however accurate and diligent, .may bury creativeness.

The general social conditions for the cultivation of creativity'' are those attitudes which encourage self-respect, self-confidence, self-reliance, and self-motivation. A situation in which the individual   can learn to know himself deeply and accept his person. The atmosphere must be one which encourages individuals to search through new realms  of experience"  and not through "extrapolation of the present."
The atmosphere must be one that encourages in allowing the different to blossom into maturity rather than pulling it quickly out by the roots because it varies from the accepted and safe. Fromm viewed society's fear of the different as a threat to supposed equality, expressing further "I am sure that if this point of view is overcome, if sameness is replaced again by equality, individual worth,  "can creativity develop." 

The general environmental conditions should be stimulating, peaceful, and cooperative. A stimulating environment would be one that presents challenges and recognizes that differences do not necessarily lead to conflict, but can lead rather to growth. As Fingarette point out, even such inner conflicts as estrangement from environment or depersonalization are positive because it is a "feeling that something is absent,"  thus presenting a challenge. "Tension is maintained raft than reduced.

"When a teacher, parent, therapist, or other facilitating permits the individual a complete freedom of symbolic expression,  civility is fostered." Thus Rogers stresses a need for environmental freedom of expression. The individual must feel free and secure in expressing so that he will "Do something, even if it is wrong." 
It is only through risk-taking and variation that growth can occur. 

The Individual needs to be at peace and not defensive or un ative. It is this state which facilitates an openness to all experience and the individuals "behavior will be creative,"   and flexible. An believes that defense mechanisms are only called into play when the environment has interfered with positive creative growth processes. The internal (below consciousness) conditions which are appear to be needed to the cultivation of creativity are a purpose, goal or idea,  and a longing for self-knowledge and personality integration. 

The purpose or must be one of intense passion, rising to the state of being a need Novelist priestly recognized this.  When asked how he had achieved superior ability above contemporary writers of an ability apparently equal to his own, he answered, "Whatever difference there was, lay simply in the fact that at the heart they didn't care much about being out-going and creative. They merely toyed with the fascinating idea of writing, I care like blazes. The very passion of the heart, gentlemen, draws power."   The intensity of purpose is not sufficient however, there must be an intellectual clarity concerning the means for fulfilling the goal.   Kopf states that by de-emotionalizing intellectuality . . we suffocate creativity.   It appears that there must be a purposeful balanced combination of intellect and emotion. Concerning the purpose  Shahn says with "certainty that the form which does emerge cannot be greater than the content which went into it."

It seems to imply that the content (purpose or goal) must be one of a higher order.  Dow refers to these goals as Truth and Principle.  If we are going to grow into the creative people we must become in order to maintain our standard of living, we must actively express our beliefs in truth and principle.

The striving for self-knowledge and personality integration believed by many psychologists as a healthy inherent need, usually referred to as  self-actualizing. It is in the act of self-actualizing ths man strives to bring order where there is disorder and find meaning where there is none. W. H. Auden recognized the inner nature: "Disorder,  lack  of meaning are spiritual, not physical discomforts; order and sense are spiritual and not physical satisfactions.  This search inner satisfaction leads man into creative activity. Rank prophesied that when men give up artistic expression in favor of the formation of personality, they would enjoy a greater happiness. ) The reasoning seems to suggest that man will then be satisfying the need for self-actualization directly. 

The conditions or mental attitudes which foster self-actualization are "faith in the wonderful potentialities of the individual human being courage and self-acceptance. It is thus that the individual can fultill what Rogers believes to be the most fundamental condition of creativity, "that the source or locus of evaluative judgment is internal." The individual must emotionally believe that man has unlimited potential.  As Coleridge wrote in 1801  . . "deep thinking is attainable only by a man of deep feeling. . ." 

In summation: the conditions which are conducive to the cultivation of creativity are:

1. A sympathetic teacher is important. She must be interest in creativity and allow it freedom of expression. She must recognize creativity flows from an intuitive source and not hinder its natural development. 

2. The general social attitudes of a .society which are needed are those which encourage self-respect, self-confidence, self-reliance and self-motivation. These attitudes would develop through respect and appreciative acceptance of differences.

3. The immediate environmental conditions are those which are  stimulating, accepting tension as positive in that it presents a challenge for eliciting a response, freedom to explore and question accepted standards, and peaceful cooperation.

4. The internal subconscious conditions are an intense desire for a goal of high value, a striving for self-knowledge, and self-integration. The drive is subconscious but it is put into action through the  judgment of the Intellect.

5. The mental attitudes or mental conditions are courage and faith in man that he can and will reach a higher level of understand and behavior. The mental approaches require a relaxed concentration, periods of quiet contemplation, inquiring nature, flexibility, and aesthetic appreciation.

Harold Taylor, Art and the Intellect. Lecture sponsored by B. de Rothschild Foundation for the Arts and Sciences, New York: Museum of Modern Art,  I960.  60 pp.

Torrance, E. Paul.  Rewarding Creative Behavior.  New Jersey: Prentice-Hall, 1965.  353 pp.

Westman, H. The Springs of Creativity. New York: Atheneum, 1961. 269 pp.