The paper discusses the major components of creativity, the relationship of competition and cooperation to creativity, and a model for teaching cooperation to enhance creativity. Creative behavior is directed toward the imaginative construction of what is desired and its eventual actualization in everyday life. Components of creativity include conscious intentionality (purposeful behavior carried out with self-awareness), freedom of choice, and collective effort. Within a competitive society, however, human resources for help in learning are perceived to be scarce rather than abundant; individual efforts rather than collective efforts are rewarded; learning objectives, methods, and criteria for evaluation are determined ahead of time rather than involving the participants; and emphasis is placed on learning technology (research, papers, oral reports) as an end in itself rather than as a means to learning. In a model based on cooperative learning, the physical plant provides open space and the social structure includes teaching and administration as joint efforts. The curriculum centers around a course, required of all students and faculty, concerned with strategies of learning to enhance creativity. Participants are aided in using all their senses and integrating thinking, feeling, and doing in becoming aware. Finally, learning contracts between student and teacher allow the student to assume primary responsibility for his learning and the teacher to act as facilitator. (Author/KC)