Neuroscientific literature about Intelligence and Creativity now provides further epigenetic evidences: brain imaging shows that creative processes are genetically intelligence-based but this does not mean that a complex brain is required to be creative (Haier & Jung , 2008). Neuroscientists mainly believe the intelligence as genetically determined, and largely responsible for neural efficiency in general cognitive functions (Fink, Benedek, Grabner, Staudt, & Neubauer, 2007; Grabner, Fink, Stipacek, Neuper, & Neubauer, 2004; Neubauer, Grabner, Freudenthaler, Beckmann, & Guthke, 2004). Environmental factors instead are considered more responsible for the quality of creativity and its manifestation (Haier & Jung, 2008; Sawyer, 2012).

Therefore, it becomes essential to cultivate Creativity by stimulating proposals, so that cognitive skills and problem solving can develop. Asking questions and going through problems having more than one correct solution, promoting ideas connections and reflecting on their implications, making comparisons, or finding different uses for objects or situations, are cross-functional skills that cannot be traced back to a single discipline. When we break something up into its parts and then use the spare parts to surprisingly reach a goal, we are creative. By mixing familiar elements (such as words, musical notes, colours, shapes, products, or emotions) into new creative poems, songs, images, inventions, business plans or personal achievements, we are creative.

Today all the above finds evidence in cognitive neuroscience, with possible implications in the field of education and training through the implementation of educational paths focused on the creative potential of each person. In this way it will be possible to prevent and contrast the loss and dispersion of potential, to promote inclusion, and to invest in the development of people and society. In this regard, Lev S. Vygotsky’s sentence, as subtitle of the conference, is illuminating.

In particular, will be shown the educational model called STIMA, the Italian declination of the STEAM/STEM approach.

During the Conference, National and International programs dedicate to creativity and its development will be discussed, both in scholastic field (according to the STIMA approach) and in educational one (STIMA Workshops and STIMArt paths). Such experiences as well as the speakers’ contributions, will give the opportunity to researchers, teachers, professionals, and parents to discuss and share knowledge. Aim of the Conference is to promote the cognitive, emotional, psychological and social “well-being” of pupils and students of all ages, representing the future of our Country, through a renewed and dynamic vision of teaching.

The different proposals the participants will be able to explore are meant to be a stimulus and a starting point to develop a new culture on individual potential.