Read the following passage and answer the questions based on the passage :
Creativity, often misconstrued as a sporadic burst of inspiration, is in fact a cultivated disposition—a dynamic confluence of cognitive agility, emotional openness, and environmental stimuli. While society celebrates the mythos of the “lone genius,” true creativity thrives within a matrix of intentional practice, structural latitude, and psychological resilience. The fostering of creativity, therefore, necessitates a paradigmatic shift from product-centric appraisals to process-oriented cultivation. At its epistemic root, creativity involves the capacity to transcend conventional schemas and synthesize seemingly disparate elements into novel configurations. This process is neither arbitrary nor purely intuitive; it rests upon a foundation of deep domain knowledge, iterative exploration, and recursive reflection. Innovation emerges not in spite of constraints but often because of them—forcing the mind to navigate beyond linearity into realms of associative reasoning and metaphorical abstraction. Pedagogically, fostering creativity demands a disruption of didactic orthodoxy. Traditional models that valorize rote memorization and standardized testing engender cognitive rigidity, discouraging risk-taking and divergent thinking. Instead, educational paradigms must prioritize open-ended inquiry, collaborative problem-solving, and transdisciplinary exposure. The cultivation of creative potential is as much about unlearning ossified habits as it is about acquiring new competencies. Equally vital is the emotional ecology in which creativity is incubated. Psychological safety—a space where failure is reframed as experimentation rather than inadequacy—empowers individuals to take imaginative leaps. Fear, perfectionism, and external validation often corrode the creative impulse, replacing curiosity with compliance. Thus, fostering creativity is inseparable from nurturing emotional intelligence and self-efficacy. Cultural narratives, too, shape the horizons of creative possibility. Societies that stigmatize deviation from normative behavior tend to pathologize originality. Conversely, environments that valorize heterodoxy and intellectual risk often become fertile grounds for creative flourishing. This implies that fostering creativity is a sociocultural endeavor as much as an individual one—it requires dismantling hierarchies of value that privilege conformity over experimentation. Technological mediation further complicates the landscape. While digital tools democratize access to creative resources, they can also overwhelm cognitive bandwidth with passive consumption. The algorithmic curation of attention favors predictability and virality over nuance and depth. Therefore, intentional disengagement—spaces of solitude, boredom, and analog play—must be reclaimed as essential components of creative incubation. Ultimately, fostering creativity is not a linear prescription but a multilayered praxis. It entails cognitive elasticity, emotional resilience, epistemic humility, and cultural permission. It is a commitment to living in questions rather than chasing answers, to constructing meaning rather than consuming it.

What does the passage suggest about standardized education’s effect on creativity?

• (a)It fosters risk-taking by giving structured guidance.
• (b)It creates an ideal environment for innovative thinking.
• (c)It impedes creative growth through rigid, memory-based methods.
• (d)It enhances problem-solving by reinforcing tested frameworks.