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Education for sustainability comprises knowledge about the ontogenetic tendencies of development of creative imagination, because creative imagination is necessary for implementing programs of sustainable education. On the turn of the 20 century T. Ribot has carried out the research on age peculiarities of creative imagination. It was stated in the research that creative imagination is developed most intensively in the preschool and at the early school age. Further on, the development of creative imagination slows down and declines at the age of adolescence. The aim of this investigation is a comparison of ontogenetic tendencies of a development of creative imagination during times of T. Ribot and our peers. The experiment of the research of ontogenetic peculiarities of creative imagination included in itself two parts. During the first part in 1995-2000 two hundred participants took part in this experiment. During the second part in year 2016 one hundred participants took part. The modification of the test of E.P. Torrance took place and the results gained in this test were similar to the results gained in the test by T. Ribot. It was discovered that during the development of creative imagination there are two crises: during the age of 7-8 and during the age of 15-16. Results gained during this research leads to conclude there are two peaks in the development of an individual (at the age group of 11-12 and at the age of 30-40). The results are statistically significant.

Creative Imagination and its Development in Ontogenesis