All thinking, in short, is a creation of the mind's work, and when it is disciplined so as to be well-integrated into our experience, it is a new creation precisely because of the inevitable novelty of that integration.
And when it helps us to solve problems that we could not solve before, it is surely properly called "creative".
And then when you explain what you mean, I think you will find that the person is not able to articulate any such standards.
Thinking skills programs without intellectual standards are tailor-made for mis-instruction. Only with quality long-term staff development that helps the teachers, over an extended period of time, over years not months, to work on their own thinking and come to terms with what intellectual standards are, why they are essential, and how to teach for them.
It is only when good things in education are viewed superficially and wrongly that they seem disconnected, a bunch of separate goals, a conglomeration of separate problems, like so many bee-bees in a bag.
In fact, any well-conceived program in critical thinking requires the integration of all of the skills and abilities you mentioned above.
Many teachers are apt to take student writing or speech which is fluent and witty or glib and amusing as good thinking.
They are often unclear about the constituents of good reasoning.
If you are familiar with any thinking skills programs, ask someone knowledgeable about it the "Where's the beef? Namely, "What intellectual standards does the program articulate and teach?
" I think you will first find that the person is puzzled about what you mean.