The fact is, we creatively think from the time we come out of our mothers

...and likely even before that. Just guessing, there...
But this system has learned it's supposed to address creative thinking. It didn't 40, 50, 60 years ago. They just taught us. Lately, the past 20 or so years, the great THEY has named their theft of part of our schooling, teaching creative thinking. More horribly, They've grabbed the people supposed to teach that to us, the teachers, and their supervisors, the principals, and made them take classes to pass tests that say they are now able to teach creative thinking.
The fact is, we've all been 'creative-thinking' from the time of our first squall outside our mothers! But this is denied! Like church! In order to take over us; in order to have us bow before the great being/s before us, who know, telling us over and over that we DON'T know - until we've been put through THEIR teaching machine.
I know there're other approaches now, approaches which we're required to think are more respectful of each of us.
But they're not.
The teacher may indeed evidence more sensitivity than the ones I had - and was required to be when I was teaching. But all, student, teacher, staff, are confined within the walls that require us to come out at some time fit to serve our Owners, having been granted one or another paper saying so - degree, or affirmation, diploma, some pronouncement of our readiness, some representation of each of us having been run through THEIR preparation factory, and turned us out as ready as we're going to be, to do whatever service we fit into, to maintain and advance what is in fact a horribly brutal arrangement.
It is after all, the way our Owners rape the world, using the laws they buy in those hallowed legislature laws, whose corruption is daily fodder for news broadcasts, to keep us entertained, to keep us having to be convinced, whether we are or not, that the 4th estate is keeping our rulership honest, which in fact is the LAST thing it's doing.
Having the media report the horrors as though those are valid reports, and then as though they are remediable is a great deception, necessary to keep us contained.
People go to journalism school as they often do to school to get degreed to teach, for good reasons, many of them. Those are quickly plunged down the drain, never to survive their drowning, as service to our Owners becomes the way to make a living.
And who are the greatest enforcers of these perverted attempts to contribute well in the world?, but the journalists - or teachers, or engineers, or street cleaners, or any workers who DO need to keep their jobs, in order to pay all the expenses necessary - rent for lodging, for transportation, for food, for upkeep of erstwhile loved ones from whom parents and children are rapidly alienated under the duress of insufficient provision by employers, adequately to maintain these unfortunates.
I often advise people to hate - hate a lot. It's wholly absurd not to. Look what we're denied! Look at The Rich! THEY are able to be well kept by our work. Why aren't we?! We know there's not scarcity, in spite of the insistence that that's why; we see our Rich's coffers and mansions overflowing with more than they can ever touch, use, consume.
Yes we must hate the structure which enables THem to crush us at every turn and to repeat Kings' living ways.
But school has us accepting these structures, the foundational structure that permits THem to repeat the age old monarchic pattern - under new names, of course, lately, calling it democracy, to which our dear children are forced to pledge allegiance, daily, in the religious institution - the one that supplants the ones with gods as their heads and instead has those aberrations of geography, and math, and gym, and science and 'literature' as the gods that subdue the innocents.
Those tests - There should NEVER be tests like that - no how, no where.
Testing has to be a person at a task they've found needs to be done, or they've been asked to do and agreed to do. The person addresses the task and at times during that process evaluates whether or not he/she is doing it as necessary, asking others who can help about it, eagerly accepting people's comments about their process - oh, not that way; this way - don't you think. Oh I've had success this way. Oh I've failed doing it that way. And so on. The test needs to be together, in process, afterward, and long afterward, depending on the task. No failure. No failure. No finding by the minister that the minister must admonish the person for failure, and direct and redirect them, and explain that that's why their salary must be low - until they be judged sufficiently expert!
We must hate this latter process, and love the educational one, the one that we loved/loved us from the outset; that is conducted with no fear of failure, no fear of not being able to feed oneself sufficiently, pleasantly, securely - permanently - unto one's children's children - once done doing that 'job'.