In an age of rapid change we are increasingly forced to rely on our creativity to find responses to challenges that no one would have dreamed of facing. Ironically, these challenges can often be the result of the change brought about by the ingenuity and creativity of others. Creativity, it seems, is both the problem and the solution. In this work we seek to explore this dynamic context, examining the extent to which current theories of creativity are in alignment (or not) with practice. We identify a theory-practice inconsistency with respect to creativity definitions which prioritizes value judgments (and those who make them) over and above the ubiquity of human creative potential. Drawing on the philosophy of critical realism, we propose a resolution based on a new definition of creativity that has "discovery" at its core. The paper discusses why this matters for educationalists and students alike, highlighting the possibility of a more inclusive account of the universality of human creative potential.