The authors' aim was to arrive at a measurable model of the creative process by putting creativity in the context of a learning process. The authors aimed to provide a rather detailed description of how creative thinking fits in a general description of the learning process without trying to go into an analysis of a biological description of the brain activity. The tool was the aspect deformation process of an indicator process partially ordered by causality. The building blocks of the process formed a set of indicators. An indicator was represented as a set of aspects and enough aspects are discerned in order to have a good characterization of the indicator. As an application of the model and theories, we described some implications for didactics as well.