This thesis dealt with the encouragement of creativity and self-management in students and non-linear thinking during the teaching process of art and other subjects that deal with personal expression of students. Using the method of narration and analogy in the classroom environment, it was investigated how the end of primary and secondary education differ and resemble, with an emphasis on the hopes and dreams of the students themselves. The purpose of the research arose from the observed problem in teaching so far, and that is the lack of connection between the personal world of students (emotional world, the world of imagination and different types of knowledge) and education. This problem is reflected in various aspects of the construction of our society in which overall growth is expected but taught the opposite. Emotions are marginalized and the feeling of belonging to the community and compassion are not encouraged. The school community does not provide enough motivational incentives for the same students. Students themselves are not emotionally connected enough with the teaching content and the very purpose of the educational process, but they need to be able to make a personal connection with the vision of the future. Therefore, the aim of this graduate research was to find one's own niche or safe zone using analogies of one's own being with a phenomenon from the world, thinking about the same creation of one's own narratives, awareness of personal emotional connections with a certain phenomenon for better understanding and healthy approach to one's identity. This is achieved by recognizing one's own way of expression, perception of reality, acceptance and understanding of others as dealing with the challenges of modern society, and a clearer vision of one's own future. The similarities and differences of the end of primary and secondary education were investigated, with an emphasis on the expectations of the students themselves. The research was conducted comparatively between the eighth grade of primary school and the fourth grade of secondary school, and the action research in three steps. The results of the research answered the following research questions: 1) How is it possible to encourage creativity, expression and selfrealization of students by applying the analogy? 2) How does the application of analogy and narration stimulate introspection? 3) How does the application of analogy and narration encourage an active approach to future life? It was assumed that students would acquire generic competencies of self-management and achieve their own personality integrity in accordance with the inherent balance of the individual and society. 5 The results of the research confirmed the assumptions that, by more frequent use of narration and analogy as a method to encourage creativity, it is possible to encourage students to quality nonlinear introspection or creative, nonlinear research of identity and the world, for which very little space is left in the education system.