الفهرس 
الإطار العام للدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Innovation has become the symbol of this era and the key to dealing with the third millennium. We have preceded the West with wide open spaces towards creativity in various fields in education, technology, industry, economy and many others. The follower of educational trends in Western countries or even the Far East sees the official and personal focus and attention to building creative human beings Creative thinker, where the interest starts from the first child’s age and attention to the pre-school to launch creative situations and emotions for children, and then comes the role of schools in the subsequent stages of education to deepen the concepts of creativity of students and education and training to develop the skills of creativity and creative thinking in conjunction with the curriculum extracted from rigid stereotypes.
Creative thinking is one of the types of thinking that provide the society with the ideas that it is always lacking and looking forward to in order to transfer from traditional to contemporary and keep abreast of the rapid development in all areas, it also helps students to develop creative thinking skills and deal with subjects more actively and dynamically. Based on the above, the current study seeks to identify the philosophical framework of the culture of creativity, the educational requirements for the culture of creativity in schools, and thus to reach a proposed scenario for the development of secondary education in Kuwait in light of the requirements of the culture of creativity.
The problem of the study:
The issue of the current study highlights the actual reality of teaching, which indicates that the teacher uses traditional methodological procedures and verbal interactions that limit the role of students in receiving and observing the scene that the teacher plans and executes, in addition, the current curriculum is still a traditional curriculum that does not belong to the skills of creative thinking, despite the attempts to develop it. However, this development did not include the system as a whole. The teacher still teaches and the student listens and the exams measure only modest thinking skills, this fact points to the absence of dimensions of innovation and creativity, which leads to a clear lack of student practice of creative thinking skills.