The aim of this paper is to discuss the results obtained during the work on applying the principles of training pupil creativeness to the conditions of teaching chemistry in the context of broader educational bases with the intention of arriving at ideas of a more general character. The authors proceed from the treatment of the problems concerned in professional literature, from their own reflections and from the results of empirical researches. They suggest starting points, possibly even solutions in three spheres - the content of instruction, some means of instruction, the teacher personality.
The authors point out that training pupil creativeness in subjects communicating basic scientific data (e. g. science subjects) presupposes knowledge of the basic data in a relatively closed system. In the educational process itself, in order to stimulate creative thinking as well as motivation of creative activities, using divergent open assignments proves to be helpful. In the pedagogical process it is also possible to use the principles of methods of creative solving of problems (brainstorming and others). The use of analogies is underestimated. The problem of creative teacher personality has received little attention in pedagogy.
Suggestions presented in this paper can be a source of inspiration for general didactic and the other special didactics.