Relationship between the subject and personal experienceCreativity is one of the missions of a teacher at any age and in any discipline. As he can be creative to motivate students, he must generate creativity in his students. In this way, understanding the relationship between the neurobiology of creativity and its cognition is useful to every teacher.IntroductionCreativity is a complex process to study, however many recent researchers in neuroscience and education have worked on this topic and established interesting results. . Involving much of the brain in networks, the biological process is not entirely clear. However, it seems that the problem in education is not the neurobiology but the neuromythology of creativity. In a first part, creativity will be defined according to educational and neuroscientific points of view and the limits of experimentation. In a second part, the neurobiology of creativity will be presented and associated with its cognitive significance.I. Creativity in Neuroscientific ResearchIt is important to recognize the concept of creativity to become familiar with the idea of ​​what neuroscientists can or cannot do in this field. In short, the consensus is that something creative is new, useful (cooperative, appropriate), original (never seen before), and addresses a problem (intervention)(Pope, 2005)(Sawyer, 2012).In Animals, it It is possible to consider creativity in three stages: recognition of the problem (novelty), observation of it and creation of innovative behavior (Kaufman & Kaufman, 2004). For example, some animals are capable of creating a new behavior to provide a solution to a new situation (Animal innovation, 2003). Additionally, in neuroscience it is common to use animals for investigation purposes. In fact, ...... middle of article ...... activations after creative task training for a period of time to see the possible improvement of creativity in the central nervous system. Although the complexity of the creative process makes direct application and a clear strategy in the classroom difficult, neuroscientific knowledge can be shared to recognize creativity in an educational environment. Works Cited Abraham, A., Pieritz, K., Thybusch, K., Rutter, B., Kröger, S., Schweckendiek, J.,… Hermann, C. (2012). Creativity and the brain: discovering the neural signature of conceptual expansion. Neuropsychology, 50(8), 1906-1917. doi:10.1016/j.neuropsychologia.2012.04.015Animal innovation. (2003). Oxford: Oxford University Press. Aziz-Zadeh, L., Liew, S.-L. and Dandekar, F. (2013). Exploring the neural correlates of visual creativity. Social Cognitive and Affective Neuroscience, 8(4), 475-480. doi:10.1093/scan/nss021