Abstract
This commentary will take the form of a critical examination into the six research gaps identified by Glăveanu (2014a) in the article The Psychology of Creativity: A Critical Reading by examining carefully whether the proposed criticisms are supported by research evidence and will attempt to focus the discussion on accumulating knowledge of theories in the psychology of education. To consolidate theory construction in the psychology of creativity, researchers should give concise operational definitions that can be examined by reliable and valid measurements with identifiable units of analysis in general or specific participants. Given explicit evidence of this kind, educators can be best informed about how to define, assess, and develop human creativity when applying these theories.