The author argues that in educational settings in which there is a low tolerance for "disruptive" and "antisocial" behavior, the nurturing capacity for creativity is also low. Creative persons exhibit not only anti-social behaviors, but also behaviors such as originality, self-sufficiency, and independence in thought and judgment, which may be defined by a rigid educational setting as anti-social and disruptive. It is argued that disruptive behavior must be judged in the context of the meaning it has for the individual creating it, which may be a creative rather than a disruptive/destructive manifestation, rather than from the normative (and generally restrictive) standard. An educational environment that encourages one to consider disruptive behavior from this viewpoint is one in which real self-expression can occur. Such an environment is one in which creativity will have a greater opportunity for growth and development. Educational environments that consistently confirm the dignity and uniqueness of the individual will also encourage the creative expression of the individual. (Author/MJB)