EDUCATION, LEARNING, AND CREATIVITY Katya Stoycheva Department of Psychology, Institute for Population and Human Studies, Bulgarian Academy of Sciences Email: katya.g.stoycheva@gmail.com Kristina Petkova Department “Knowledge Society: Science, Education, and Innovations" Institute for the Study of Societies and Knowledge, Bulgarian Academy of Sciences Email: kristina.petkova@gmail.com Psychological studies of creativity (e.g. Sternberg, 1999) have focused on different aspects of education: the impact of formal education and specialized training on exceptional creativity; the role of schools, teachers, and mentors as sources of preparation for later creative work; the importance of doing well in school which varies with the field, the historical era and the individual; the complex relation between knowledge and creativity; the role of deliberate practice in the development of eminent performance, and enhancing creativity through training. Lately (see Runco, Pritzker, 2011), creativity research emphasized more specific aspects of learning and education at school (e.g. the importance of teachers’ views of creativity in teaching creativity), in arts (e.g. competing views on the nature of artistic creativity) and sciences (e.g. the role of creative personality and creative cognition; see Petkova, 2011, for parameters of risk taking in scientists’ choice of research problem). In a similar vein, we shall examine psychological mechanisms behind creative motivation, i.e. individual’s willingness to engage in intrinsically motivated exploration of and experimentation with novel ideas and new things. Bulgarian research on creative motivation revealed in particular its association with individual disposition of tolerance for ambiguity (Stoycheva, 2010, 2011) and positive attitudes towards ambiguity tolerant behaviours (Stoycheva, Popova, in press); (see also Zenasni, Besançon, Lubart, 2008, for the Bulgarian scale for measuring attitudes towards ambiguity tolerant and ambiguity intolerant behaviours).