本文從後結構主義的角度分析創造力的研究、教育實踐及其限制。本文首先分析創造力的內涵與基礎，指出創造力仍是一種以建構主義為基礎的思考能力過程。其次闡釋創造力研究及其社會實踐上的種種效果，說明創造力論述重構了主體、知識與權力的關係。最後進一步討論創造力在教育上的實踐，並提出創造力教育在教學目標或教學方法混淆以及在資本主義與社會正義兩難等議題。
The paper analyzes creativity studies and its limits in education from the perspective of post-structuralism. Creativity is a process of thinking based on constructivism. Effects of creativity education create a discourse of creativity. The discourse fails to distinguish the teaching objective from the teaching methods. The discourse, moreover, faces the dilemma of capitalism or social justice.
