The goal of educating for creativity must be active understanding rather than passive knowing. To understand is to have the capability to re-create, which trains the ability also to create. The ability to create requires problem-finding as well as problem-solving. It requires practice. Best practice involves the emulation of creative people and the variety of strategies they use to discover challenges and solve them. Certain contradictions, however, divide the classroom from "real-world" creativity: the emphasis on problem-solving rather than problem-raising, on objective expertise rather than subjective synthesis of skill and knowledge, on finding the solution rather than paths to multiple solutions. These contradictions may be overcome when curricula center on exemplary people who make a difference, on their passion for challenging problems, on the practices and processes with which they focus learning and invention. The more and more diverse models students learn to emulate, the greater their probability of making the leap from re-creating to creating for themselves. [For the complete volume, "Creative Contradictions in Education: Cross Disciplinary Paradoxes and Perspectives. Creativity Theory and Action in Education. Volume 1," see ED612145.]