摘要：In this paper The Creative Platform is elaborated as a new paradigm in didactic thinking where the aim is to engage in an experience rather than reflecting on it. The Creative Platform is a didactic approach for unlimited application of knowledge. In that sense it is a didactics for creativity because being creative involves applying knowledge without being limited from professional, social or cultural boundaries. Part one of the paper presents a literature review of creativity done from a biological, a cognitive, a knowledge, a social, and a motivational perspective. These perspectives are conceptualised into 4 pillars that form the concept of The Creative Platform. The four pillars are defined as No-Judgment, Task-Focused, Parallel Thinking and Horizontal Thinking. Part two of the paper presents a general model for any course or process that is to be taking place on The Creative Platform. The model consists of 6 steps that take the participants onto The Creative Platform, make them work on it, and take them down from it again. Part three of the paper presents a general empirical reflection of the past 5 years of implementing The Creative Platform as a didactic model in education ranging from primary school courses to master level university courses. The paper concludes that The Creative Platform represents a model for enhancing creativity in a course where students constitute diversity in terms of professional, social or cultural background. It also concludes that The Creative Platform should be used in isolated courses or isolated parts of courses where unlimited application of knowledge is needed to generate new knowledge constructions, new ideas, new thinking or new behaviour.
