Creativity has for a long time been a core focus in art education. International art educators now widely accept creativity as being one of the essential elements of school art education. In the paradigm of visual culture in art education, art educators not only see visual culture learning and teaching as an act of integrated learning, but they also concur with the current view of creativity. However, evidence from findings of current studies on creativity has challenged the conventional understanding of the concept. The aim of this paper is to debate the main issues and challenges in creativity, focusing on the three most influential viewpoints: the instrumentalist, intelligent and neuroscientist viewpoints. It is hoped that the paper will thus provide fresh insights for both the teaching of visual culture and future research in the field.