Learning is a complicated psycho-physical human functioning (inner and exterior factors are both involved) , thanks to which humans obtain knowledge and develop dexterities. The capacity of learning appears on the very same day a person is born, lasts for life, and is considered as a critical condition for one to fulfill his personality. The quality, as well as the aim of learning follows one’s personal evolution. Thus learning, instead of being a simple psychical phenomenon-a reflective reaction to environ-ment- progressively becomes a deliberate action pursuing the farther goal-Creation.

Learning offers the necessary equipment for a person to use his creativity in a meaningful way. There is a dynamic, interdepen-dent relation between creativity and learning. Learning is by definition a creative process, while every form of creative expression is an important learning source.

In creative learning, creation serves both as a mean as well as a motive for learning. In other words, creative learning is the conquest-through a process of creative interaction- of knowledge and dexterities which can be used for creative purposes.

The creative character of learning in school is nowadays an object of argument among experts, politicians, teachers, parents and students. The quality of learning provided within the school environment is doubted and the educational system as we know it seems to have reached a dead end.

The creative learning theory and practice includes all the attempts towards a radical reform of the school institution based on the philosophy of making school a field of creativity and a source of euphoria for both teachers and students