As college learners we are encouraged daily to look closely at the world around us and to try to understand it through an alert kind of critical thinking, but we are also persuaded to stand outside of this process and reflect on different assumptions, implications and methodologies involved in our relationship to and understanding of the world around us. These processes reconcile the need for creative and critical thinking because both are useful in forming a genuine understanding of the objective world, our relationship to each other and the actual knowledge process used for both. Therefore the question arises for college students which kind of thinking may be prioritized over the other when trying to make sound, valid and “true” claims. As a college learner I understand the process of generating knowledge to occur in both an individual and communal context, therefore different perspectives have to be assessed to arrive at objective truth. When assessing the need for interaction between critical and creative thought in generating knowledge, different perspectives arrive at different answers. For example, one common conception of critical thinking puts it above creative thinking in fundamental ways, asserting that creative thinking is secondary to critical. Another perspective holds that creative thinking sustains any other kind of philosophizing, because this mode of thinking brings into creation the very systems of thought used in the others kinds of philosophizing. I would argue that neither perspective has any monopoly on wisdom on this issue, and that laying down the assumptions needed to make either claim requires a very rigid definition of critical and creative thinking. Once these definitions are opened up, it may be possible to arrive at an understanding of what ways of thinking make use of critical and creative thought, and to what extent either may be used