The research outlined in this article is based on the hypothesis that creativity in the classroom has the potential to be enhanced by implementing methods that appeal to the use of cognitive forced relations or remote associations. As a referring point, we used different postulates from various creativity theories such as associations, gestalt or transfer theory, in order to determine whether the divergent production of ideas within the classroom is encouraged when creativity techniques suggested by 20th century representative authors of creative thinking, such as Arthur Koestler or William Gordon, are implemented. Thus, creative multiple associations and synectic creation processes are tested so college students attempt solving specific problems, aiming to increase the divergent production of ideas.