Reflection on the epistemic pillars aims to present the development of creative thinking in education and it was born in the requirement to substantiate the theoretical inquiry process arising from the thesis The Development of Creative Thinking in the university classroom. In this endeavor are determined five basic principles: utopia, game, symbolization, emotion and art, which are mainstreamed in the screening process of visionary educators who inquired on the subject of education, which emerged in efforts to break up the outline of an education based on the transmission of knowledge and memorization of contents. The aim of this paper is to present an original contribution to the study of educational creativity from the perspective of the importance of the arts, and emotions, game, in cognitive processes; the methodology is hermeneutic in the sense that seeks to explain the relationship between education and suitable context for the development of creativity. In recognition of educators or theoretical consulted are Pestalozzi, Froebel, Ascott, Winnicott, Cassirer, Goodman, Sussane Langer y L. S. Vigotsky and contemporary Eisner and Gardner, all emphasize arts as creative development in education, and have the advantages of articulating reality in the world inside, with imagination and with the formation of intellectual criteria.