Each person has a creative potential, greater or lesser in each case, but not in all of them it is actualized in the same way and with the same strength. It manifests itself less intensely when people are unaware that they have this potential or when they do not decide to use it. Geniuses are born with potentially special characteristics and once they mature, if there is persevering effort and a favorable environment, latent abilities emerge. Alexander Gerard asserts that the specificity of genius is invention: the ability to produce new beauties in works of art and new truths in science. Geniuses are born and made.

In my opinion, this process is currently attributable to, among others, the filmmaker Woody Allen. I read in the press that with his 86 years and 49 films, after his film issue 50, he wants to take a break from the cinema to resume his facet as a writer, which began with his autobiography To purpose You're welcome. He confesses that he doesn't enjoy filmmaking as much anymore. He is currently writing humor essays. Woody Allen was born in a poor neighborhood in Brooklyn. At the age of 11 he went by subway with a friend to Manhattan, where he discovered the world of vaudeville and comedy. At the age of 15 he was hired as a joke writer and published gags in various newspapers. He later worked as a comedian and screenwriter. In 1969 he directed his first film: the comedy Take the Money and Run. Many more would follow, until he became one of the most prolific and award-winning directors in the history of cinema, in which the ease of narration and the originality of his humor stand out.

Woody Allen creates sparkling dialogue with an undercurrent of sadness. His most famous film is the romantic comedy Two Strange Lovers, a masterpiece that won four Oscars. The filmmaker showed talent and work. But in what proportion? Is it true that what prevails – as is often believed – is talent or inspiration? I transcribe the answer of three geniuses: "Genius is one percent inspiration and nine percent sweat" (Thomas A. Edison); "Genius is composed of two per cent inspiration and ninety-eight per cent persevering application" (Ludwig Van Beethoven); "When inspiration comes, may I find myself working" (Pablo Picasso).

That's the thesis that develops the Full Professor Alonso Fernandez in his interesting study on creative talent: "All the capital progress made in human societies, from Homo habilis to the present day, is due to the work and effort peppered with inspirations from some genius mentality. There is no genius without applying oneself to the effort required by the work. A mentality encouraged by the spark of genius stops at dilettantism, if it does not engage in the endeavor with blood, sweat, and tears."

You can be very smart and not be a genius. Genius adds creative thinking and creative personality. There is something common to the good professional and the genius: both needed to find out in time what was their thing: what they did with pleasure and what they did well. In addition, they dared to do it by overcoming everything subject of difficulties and barriers. Ken Robinson, a specialist in creativity, uses the term Element to designate the place where the things we like to do and those we are particularly good at. He considers it the point of meeting between natural aptitudes and personal inclinations. He argues that when we are passionate about what we do, we are in our element, a state in which we work with great creativity. For this reason, he proposes that each person connect with their true natural talents; In this way, you will discover that you have powers of imagination and intuition that you often use very little. On the basis of having figured out what was his thing and having found himself in his Element, the genius goes further in his creativity than the average professional.

Creative thinking is mixed thinking that combines the logical-rational and intuitive aspect with the imaginative. It is also called divergent thinking (it involves looking at a problem from different perspectives and with a fresh eye, removing established assumptions. It thus offers multiple creative options.) Schools should encourage this subject of thought. It's about avoiding mass instruction, excessively rules and regulations, as well as the one that encourages conformism, because all of that closes the way to creativity