What creativity isn't: the presumptions of instrumental and individual justifications for creativity in education.

This paper is set within the field of creativity in education. Its theoretical perspective is rooted in the work of Max Horkeimer and Jugen Habermas. Its original contribution to theory is a two-pronged critique of the use of the term 'creativity' in educational parlance, both as a romantic, individualistic notion (attributed to the 1960s and assumptions then common concerning 'creative writing') and as used by politicians and industry to bolster the needs of neo-liberal markets via education, viz. its 'instrumental' or Weberian usage. Its significance lies in its widespread influence on this debate, and its research basis was deemed rigorous by the Journal and its three independent referees, for it was adopted for publication without any request for change or alteration.