However, Csikszentmihalyi suggested that young students "cannot be creative, but all creative adults were once young students' (Csikszentmihalyi, 1966:156). The entire idea of this statement by Csikszentmihalyi is dependent on the fact that young students "can show tremendous talent, but they cannot be creative because creativity involves changing a way of doing things, a way of thinking, and that in turn requires having mastered the old ways of doing/ thinking. No matter how precocious a student is this he cannot do' (1996:155). In other words Csikszentmihalyi stated that it is education that makes an individual creative.
In this context it would be relevant to mention that Amabile suggested that "...creativity by individuals and teams is a starting point for innovation; the first is a necessary but not sufficient condition for the second" (Amabile et al 1996). As it is Csikszentmihalyi viewed creativity as the highest achievement of human mind as he states that "Creativity is the central source of life for several reasons. Most of the things that are interesting, important and human are the result of creativity." (1997: 1) Csikszentmihalyi's views in this context suggested that there is an attempt of invoking creativity within young students but there can be no conviction that the method proved the usher of creativity within young students of 12-16 years.
knowledge that they wish to acquire but they stressed on the particulars of methods and neglected creativity by keeping it aside as they implied that it is a inheriting part of the young student's mechanism. In this regard we can enumerate the ideas put forward by Emerson who suggested that "by our tempering and thwarting and too much governing he may be hindered from his end and kept out on his own" (Emerson 251) In other words Emerson believed that the students should be given enough liberty to formulate their own approach towards education or they are creative enough to formulate one. This again is an alternative view of Csikszentmihalyi's views that suggested that even if there are no direct evidence of creativity there always remains an element of attempt to be creative all along.
View of Csikszentmihalyi states that "creativity results from the interaction of a system composed of three elements: a culture that contains symbolic rules, a person who brings novelty into the symbolic domain, and a field of experts who recognize and validate the innovation." (1997: 6) but in the same context Freire suggests that it " emerges through invention and reinvention, through the restless, impatient, continuing, hopeful enquiry men peruse in the world, with the world, and with each other." (Freire 319) Thus it can be enumerated that this element according to Freire is more of a reflex action rather than a formulated procedure and it can be further mentioned that this process of learning is an instrument of survival that was incorporated within us from the prehistoric era and he expects every young student to be creative.
Freire stressed that the education of young students must involve their senses. He presents guidelines for creating an educational