Conceptually speaking, we can state for certain that education through the whole life, as the specialiyed studies define it, is not a simple form of education (like the formal, non-formal or informal one), or a type of classic education (intellectual, moral, esthetical, technological etc.), not even can be included in the typology of the new educations (civil education, for democracy, for peace, nutritional etc.), but comprises, in a fortunate interdependency, all these forms and dimensions of education, the whole resulted being more than the sum of the component parts. The study approaches conceptually and thematically the field of the permanent education, emphasizing what can be and what cannot be called permanent education. The characteristics of the permanent education are also included in our study, in which we referred to the specialized literature. The European context was also taken into consideration, especially as Romania, although related to the European Union, cannot be found in the first ranks in the field of approaching education through the whole life.  The concept of creativity, one of the most exciting concepts that has ever operated science is still poorly defined and defined. This is explained by the complexity of the creative process, and the diversity of areas in which School develops students' creative capacities, but the best it can be related institutions of the education system, specially organized for such activities. We refer here to the palaces and children's clubs. The circles can manifest diverse children "free" without restrictions imposed by curriculum standards required compulsory education. The better shape here can be exploited and intellectual factors (imagination, memory, thinking) and the personality (perseverance, patience, enthusiasm, spirit and discipline of group work, willingness to learn, discover, discovery satisfaction, dedication professional etc.) the creation.