Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.
Teaching creativity is a substantial quality improvement in
higher education. To demonstrate cross-functional thinking is a
must for degree holders to be able to solve solutions useful for
the society. Such a demand must be underlined by rational
arguments. The neurobiology of creative behavior provides
important information how the brain processes such activities.
The subcortical mesolimbic brain areas, specifically the
dopaminergic system, are of interest. The me n t i o n e d system
and its two class receptors, D1 and D2 types, seem to be key
players to mediate pleasure associated with predictive,
motivational, or attentional sensations linked to learning
processes and creativity. In this work a comparative biological
approach was used to analyze genetic polymorphisms of SNPs
in humans and nonhuman primates based on phenotypical
expressions of creativity in humans. This methodology was
used to get a view of the phylogenetic dimension of this trait in
the order of primates. 13 out of 50 chosen SNPs showed
accelerated selection processes shared by humans and nonhuman
primates. The results of this study confirmed the
assumption that phenotypical expression of creativity is a
genetically inherited feature in primates. It is suggested that
such a phylogenetic approach justifies a consideration of
teaching creativity in higher education. It is suggested that
creativity represents an old trait in primates because the most
distant relative primate used in this study diverged 25 Mya ago
from humans.
