ABSTRACT: The aim of this article is to study creativity from a different angle, that of the history of the present, in a specific context, namely (primary) education in Belgium, and especially Flanders. Most of creativity research has focused on what creativity is, or how it can be tested. The question as to why creativity is so important, almost never arises, as it is mostly taken for granted. In Belgium, creativity rose to prominence in the educational discourse of the 1960s, but failed to make an immediate impact in the classroom practice. It was reintroduced in the 1990s as part of the competencies-based approach to education. I will argue that this reintroduction occurs under a particular neoliberal governmental regime of self-government that focuses on the entrepreneurial self. This connection of creativity and entrepreneurship, which has become commonplace both in education and in business, will be explored through a combination of sources, from official reports to educational journals and academic texts on creativity. pp. 74–97

Keywords: creativity; neoliberalism; history of the present

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University of Leuven

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