This report addresses the relationship between education and creativity in Japan, with a focus on four issues. First, the definition and measurement of creativity is discussed. Approaches to the measurement of creativity are presented and criticized, and different meanings of creativity (i.e., originality, deviation from the group, self-expression, and achievement) are discussed. Second, evidence is reviewed from Western psychological and educational research on the factors which promote or inhibit the development of creativity. Third, Japanese education is discussed in light of the Western research findings on the factors which promote or inhibit creativity. Finally, creativity is discussed as a larger societal issue in Japan, with a view to the societal indicators which might be used to measure creativity. A number of factors are identified which may encourage the development of creativity in Japanese children, including: relatively non-controlling early child rearing, high development of basic skills which provide the basis for creative accomplishments, an emphasis on persistence and repeated practice for mastery, and educational practices which foster intrinsic motivation. Other factors are identified which may inhibit the development of creativity in Japanese children, including the rote memorization required for examination preparation, the possible impact of the examinations in undermining intrinsic motivation, and the possible low tolerance for deviation from conventional thought. (Author)