The Iceberg of Creativity in the Schools: Do We Aim for Excellence or Inclusion?

Giftedness is often understood vertically, with children identified through IQ, achievement, or creativity tests, alongside teacher recommendations or strong grades. Such measures, however, remain hierarchical and ability-focused. This paper proposes broadening the framework by (1) incorporating mini-c creativity (personal, often invisible expressions of creativity) and (2) emphasizing its essential role in sustaining the broader creative ecosystem. We distinguish between ability-focused creativity (oriented toward excellence) and growth-focused creativity (centered on personally meaningful development, including mini-c). Both forms, when systematically nurtured, can evolve into eminent Big-C creativity. Within this inclusive, ecological framework, mini-c serves not only as a stepping stone toward higher achievement but also as a vital expression in its own right, enriching the ecology of creativity. To illustrate, we adapt a multitiered framework from special education, showing how creativity can be understood and cultivated across levels, recognizing that the visible tip of Big-C rests on the vast, often unseen foundation of mini-c creativity.