This paper examines the ways in which Creative Writing as a scientific method of approaching and enhancing creative discourse and as a field where the conditions that support the emergence of creativity are studied is also a tool for the cultivation of critical thinking. More specifically, the paper will elaborate on the mechanisms through which creative reading and writing operate as a powerful impetus for the processing of the received information and aid in the redefinition of the relationship between pre-existing and newly-acquired knowledge. In the light of interdisciplinarity, I will draw on data from the fields of Literary Theory, Cognitive Psychology as well as Literature Education, highlighting the ways in which the brain acquires new perceptions of reality via creative reading, while approaching the literary writing multidimensionally. Through this principle, the work will attempt to explore the mental processes that occur in humans, which constitute a re-evaluation of experiences, in an attempt to awaken its creative forces. Finally, the study will seek to examine the extent to which experiential involvement of students in social and literary norms through Creative Writing can lead to a holistic critical understanding of cultural phenomena, taking into consideration that any contact with a textual genre as a reading experience or as a writing act is a creative activity.