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theoretical approaches to research kreativnosti in foreign and domestic psychology

Educational process in modern educational institutions should be guided on development at trained to ability to study, to the creative decision of tasks in view, that is one of problems formation is rising of creative potential trained.

In the conditions of constant growth of volumes of the information for each person ability creatively is necessary to use the acquired knowledge. The creative potential of the person in the modern world is to the greatest degree claimed in the most different spheres of labour activity, including pedagogical [58].

The augmentation of creative potential, development of ability of the person is productive to use the forces promotes finding and conservation of high level of interest by it by a life. To the greatest degree this statement concerns a trade - the teacher [85].

The problem kreativnosti is presented to psychology within the limits of theories of creativity and disclosing of a problem of creative abilities. The theoretical analysis of the psychological literature has allowed to allocate some directions of research of concepts "creativity" and "kreativnost" [29, 177]. The first direction svjazanno with identity of these concepts, researchers believe, that concepts are close, they can be used as synonyms [167]. Another directions svjazanno with separation of these concepts under two characteristics: remedially-productive (creativity) and is subjective-causing (kreativnost) [181]. The third direction surveys kreativnost as separate aspect of studying of the creativity, being in the potential, an internal resource of the person [111].

V.G.Ryndak surveys kreativnost as ability is adaptive to react to necessity for new approaches and new products,

Allowing to realise new in life though process can wear both conscious, and unconscious character [140]. According to the author, creativity svjazanno with product creation, and kreativnost about ability to adapt for new conditions.

From positions geshtaltpsihologii creative process assumes data of the various facts, elements and knowledge fragments in a single whole (mental formation - a Gestalt) which thus surpasses the importance of each element. Change of a Gestalt at the expense of reconfiguration of its elements, reconsiderations of communications between them gives inspiration (insajt), new vision of a problem that is the true creative certificate. Developing the theory insajta as mechanism and motive power of creative process, J. Davidson allocates 3 kinds insajta - insajty selective decoding, a combination and comparison [182].

Adherents of the innovative theory kreativnosti underline the importance of ability not only to generate new ideas, but also to convince others of their value, appeal even if these ideas have been initially rejected by the majority, therefore for the creative person it is important to be able to analyze the ideas, to find weak and strengths [37].

Aesthetic concepts of creativity svjazanny with ideas of freedom, an exit for limits of possibilities of the person, overcoming of and achievement of a special sensual condition. Ability to take of an external position of the observer sees a necessary condition of the creative certificate. Thus it is quite often underlined izbrannost creative persons: according to M.M.Bakhtin, «from within itself the life cannot generate aesthetically significant form, not leaving for the limits, not having ceased to be itself» [12, with.

63].

From the point of view of the humanistic approach creative process is characterised not only as search of the decision of a problem or creation of new ideas, but also as a way of life. According to P.Engelmejera, creativity «begins with the first day of a life and comes to an end together with the last 65

Sigh... All activity of the person is impregnated by creativity, is based on creativity, there is an implication and a creativity consequence »[178, with. 18].

According to A.Maslou's position kreativnost shares on two kinds: kreativnost talent and kreativnost self-actualisations. Kreativnost in self-actualisation it is inherent as talented people, and with an average level of inclinations and the abilities, expressed in spontaneity, ekspressivnosti, relaxedness, independence and independence in statements of judgements [189].

Psychoanalytical definitions of creativity are based on Z.Freud's psychodynamic approach according to which creativity concerns a kind of vital and spiritual inclinations: to aspiration to self-expression, manufacture something. Thus at deep unconscious level creativity is result of unsatisfied desire of love, glory and so forth, i.e. deseksualizatsija, sublimation of the neurosis caused by an emotional pressure from unsatisfied requirement [172].

Vision of creativity of K.Jungom which considered creative gift by one of the instinct kinds is bound to the nature of the unconscious, not subject to consciousness of the person by the beginning living and growing in person «as a tree in soil» [179 also, with. 277].

The associative theory of creativity too is bound to the analysis of intellectual behaviour by search of the decision of a problem. Criterion kreativnosti as creative ability is remoteness of semantic zones assotsiiruemyh elements, size of a deviation from a stereotype that can be taped by means of corresponding tests. A.Kestler surveys creativity as associative action [188].

The modern psychology of creativity is characterised mnogoaspektnostju and represents set of various theories, concepts, theoretical and empirical knowledge. Despite a number of researches a creativity problem, and especially a phenomenon kreativnosti, to
Present time remains insufficiently studied phenomenon. There are no unequivocally interpreted concepts of this area [9].

Kreativnost as the system of creative abilities can be surveyed in psychology in several foreshortenings: as the characteristic of intellectual sphere, as the independent quality of thinking which are not reduced to intelligence in its traditional understanding or as system of personal qualities. Therefore it is possible to allocate following directions [38]:

1. The part of experts does not consider creative process independent kognitivnym as process., For example, process of the decision of creative problems is described by S.Herbert, how interaction of other processes (thinking, memory and so forth). To the Same opinion adheres Vajsberg and a number of other authors [37, with. 105].

2. Other part of scientists surveys kreativnost as object of studying not one, and several disciplines (the so-called interdisciplinary approach). Ambajl, Barron, Ajzenk, MakKinnnon and other authors notice, that creative people are characterised often by certain personal lines [200].

3. Last years there were attempts integrativnogo the approach. Here it is necessary to mention such scientists as Grueber, Gardner, Sternberga Ljubarta with their investment theory kreativnosti. The greatest degree kreativnosti is reached at presence as subjective creative resources - kognitivnyh (type of thinking, knowledge, insajt, etc.), personal (nonconformism, persistence, etc.), motivational, and objective factors - environment conditions (tab. 6 see) [193].

Table 6

Kognitivnye The personal The motivational Environment
Problem search Innovative style of thinking Big sfokusirovanyonost on process, than on result Possibility of stimulating activity
Problem definition Tolerance to ambiguity Accent on intellectual curiosity
Divergent thinking Persistence Acceptance of specific features of the child
Convergent thinking Readiness to go on intellektualyonyj risk The maintenance of regular training concerning talent of the child
Insajtnye processes Boldness of views Presence of time for considering of ideas
Estimation of competing ideas Encouragement of original application of knowledge
Knowledge Maintenance of the difficult expanded programmes developing tolerance to ambiguity, persistence and readiness to go on intellectual risk. Accent on motivatorah, focused on a problem

The resources necessary for development kreativnosti

The first column of the table reflects the skills used in process kognitivnoj of activity. This ability to see a problem, i.e. A blank in available knowledge, requirement for a new product or an incompetence of existing theories and procedures. When the problem is found, there is a necessity to make it definition - to translate from an indistinct condition in a specific target [in the same place].

In the second column of the table the attention involves necessity of presence of strong-willed implications (persistence, social boldness (boldness of views, readiness for intellectual risk)). Sternberg and Ljubart explain it to that at attempt to realise the creative purposes there are periods when the problem decision is not given. In similar cases children and adults can refuse search or choose first, but not the best decision. Kreativnost demands persistence and persistence for overcoming of the arisen difficulties [in the same place].

Motivator is important. Kreativnost it is shown only when the person tests original passion to in what is engaged, and is aimed at business, instead of on possible awards [194].

On activation kreativnosti environment has great value. Certain conditions of medium can both to stimulate creative processes, and to suppress them.

For katalizatsii kreativnosti presence of each of these resources though force of one (for example, to persistence is necessary) it can compensate insufficiency of another (medium, indifferent to new ideas). Such approach to creativity finds application, first of all, in sphere of economy, political science, sociology, scientific creativity [63].

4. The most part of scientists consider kreativnost (ability to creativity) - independent, universal ability of the person. J. Gilford means under kreativnostju divergent thinking. This ability includes fluency, flexibility and individuality, on the one hand, both discipline and diligence - with another [187].

J. Gilford has allocated 16 hypothetical mental abilities which characterise kreativnost and has united to these factors under the general name «divergent thinking» [186].

The divergent thinking has received definition as thinking "dispersing", proceeding in the different directions, assuming possibility not one, but sets of correct decisions. Except
Divergent thinking of J. Gilford allocates also convergent thinking, more linear, logic, assuming one correct decision of a problem or a problem [in the same place].

Later Gilford mentions six parametres kreativnosti:

1. Ability to detection and statement of problems;

2. Ability to generating of the big number of ideas;

3. Flexibility - ability to produce various ideas;

4. Originality - ability to answer stimuluses non-standard;

5. Ability to improve object, adding details;

6. Ability to solve a problem, i.e. Ability to the analysis and synthesis [in the same place].

Theory Gilforda has received the further development in works E.P. Torrens [196, 197, 198]. Torrens defines kreativnost «as process of the decision of the problems beginning with occurrence of sensitivity to problems (sensations of deficiency or disharmony of the available information), detection and definitions (formulation) of problems, promotions of hypotheses about possible ways of the decision, their check, change or a deviation, promotion and check of new hypotheses, a finding of the decision (decisions) and a formulation, interpreting and the report (publication) of results.» [195, with. 123].

The theoretical analysis of researches kreativnosti and creativity allows to allocate for today some definitions kreativnosti:

In «the Modern psychological dictionary» kreativnost it is defined as «creative possibilities (ability) of the person which can be shown in thinking, feelings, the dialogue, separate kinds of activity, to characterise the person in whole or its separate parties, activity products, process of their creation» [153, with. 192].

Kreativnost is an ability to generate unusual ideas,
To deviate traditional schemes of thinking, quickly to solve problem situations. Among abilities intellectual it is allocated in special type [126].

Kreativnost [an armour. Creatio - creation, creation] - level of creative endowments, ability to the creativity, making rather steady characteristic of the person [149].

^eat ^^^^ (English creativity) - creative possibilities (ability) of the person which can be shown in thinking, feelings, the dialogue, separate kinds of activity to characterise the person in whole and-or its separate parties, activity products, process of their creation [127].

Kreativnost - the term used in the special literature practically in the same value, as well as in popular, namely for a designation of mental processes which conduct to decisions, to ideas, judgement, creation of art forms, theories or any products which are unique and new [95].

Kreativnost it can be surveyed in psychology in several foreshortenings: as the characteristic of intellectual sphere [2], as

The independent quality of thinking which are not reduced to intelligence in its traditional understanding [112, 184] or as system of personal qualities [13]. Besides, some researchers stand on a position, that kreativnosti as creative abilities do not exist, and the behavioural implications surveyed as creative activity (the behaviour which is not predetermined by external stimulation, and is for the person self-value), is dictated by other factors: values, motivation [190].

The concept kreativnosti as universal informative creative ability has got popularity after issue of works in J. Gilforda in which it studied dependence kreativnosti from mental abilities. As its works have been devoted differences between convergent and divergent thinking. A basis
kreativnosti as general creative ability Gilford considered divergence operation along with operations of transformation and implication [186].

In tests kreativnosti, developed Torrens, uses the models of creative processes reflecting their complexity in various fields of activity: verbal, graphic, sound, impellent. Tests estimate kreativnost in indicators of fluency, flexibility, originality and a readiness of ideas [197].

Long enough time kreativnost it was surveyed as kognitivnyj the factor, therefore its studying it was spent by means of tests of intelligence [15]. The concept according to which the high level of development of intelligence assumes high level kreativnosti and on the contrary, N.V.Druzhinin named «a creativity reduction to intelligence». This point of view parted and all experts in the field of intelligence (D.Vexler, G.Ajzenk, R.Sternberg, etc.) [156] part practically.

Leaning against significant correlations between IQ and tests Gilforda for divergent thinking, Aйзенк has expressed opinion, that kreativnost there is a component of the general mental endowments [2].

Kreativnost, from the point of view of Sternberga, «ability to go on reasonable risk, readiness to overcome an obstacle, internal motivation, tolerance to uncertainty, readiness to resist to opinion of associates» [156, with. 57].

Subsequently there was an opposition kreativnosti to intelligence.

J.A.ponomarev has developed structurally-urovnevuju model of the central link of the psychological mechanism of creativity which it is possible to present in the form of two getting one to another of spheres: logic and intuitive thinking. A short kreativnosti, from the point of view of J.A.ponomareva as psychological property it is reduced to intellectual activity, intensity of search motivation and sensuality
(senzitivnosti) to by-products of the activity. For the creative person the greatest value activity by-product represent, something new and unusual, for not creative results on purpose achievement (expedient results), instead of novelty [110] are important.

The basic direction in studying kreativnosti is guided by research of the person. Goldstein, Rogers, Maslou bound creative process to "self-actualisation" [136, 189].

The domestic researcher, D.B.Bogojavlensky, had been allocated the unit of measure of creativity named by "the intellectual initiative». D.B.Bogojavlenskaja surveys kreativnost as feature of intelligence or thinking level, as qualitative definiteness of a highest level of intellectual activity. Thus into structure of intellectual activity enter both mental faculties, and the motivators, which interaction are given by that property of the person which defines individual level kreativnosti. Speaking about sources and development conditions kreativnosti, it characterises it as socially - caused phenomenon which develops in activity [15].

Modern researcher T.A.Barysheva [10] surveys kreativnost as the system psychological formation having a multidimensional and multilevel structure, consisting of following elements:

- Motivational parametres: interests, motivation, a creative position, requirement for creativity;

- Affective parametres: empathy, an emotionality, lability etc.;

- Intellectual parametres: intuition, ability to

To transformation, divergentnost, forecasting;

- Aesthetic parametres: sense of humour, style, perfektsionizm, associativity;

- Existential parametres: creative model of the world, uniqueness, nonconformism etc.;

- Communicative parametres: cooperation, motivation of others, accumulation of creative experience;

- Competence (actual level of possession of any field of knowledge).

The structural components listed above kreativnosti in a complex define «creative stylistics of behaviour, provide efficiency, novelty, uniqueness of ways and results of activity, predisposition and readiness of the person for creative transformations in various spheres of vital activity» [10, with. 92].

In structure kreativnosti N.F.Vishnjakovoj is allocated three approaches to indicators kreativnosti: kreativnost as the personal category bound to self-development and self-actualisation; kreativnost as creative process; and kreativnost as result of the activity bound to creation new [22].

The structure of creative characteristics of the person includes a little enough the large integrated qualities: creative (divergent) thinking, originality, inquisitiveness, imagination, intuition, an emotionality and empathy, sense of humour and the creative relation to a trade [in the same place].

The analysis of works of foreign and domestic researchers allows to draw a conclusion that for today there is no unequivocal interpreting of concept kreativnost in a modern psychological science. Thus пpактически in all approaches such important distinctive line kreativnosti, as ability to be beyond the set situation is underlined. As a whole, it is possible to allocate four basic directions of research kreativnosti in professional work of the teacher: as a product, as process, as ability and as line of the person.

We share opinion of the researchers surveying kreativnost as integrativnaja the characteristic of the person which includes personal, kognitivnye, motivational resources of the person and influence of conditions of environment.

Thus, kreativnost is an openness to new life experience, independence, flexibility, dynamism, originality, originality of the person and ability to generate unusual ideas, to deviate traditional schemes of thinking, quickly to solve problem situations and it is productive to operate in situations with high degree of uncertainty where there are no in advance known algorithms, garantirovanno leaders to success.

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Scientific source Elkina Yana Aleksandrovna. KREATIVNOST AS the FACTOR of is professional-PERSONAL DEVELOPMENT of the TEACHER of HIGH SCHOOL. The dissertation on competition of a scientific degree of the candidate of psychological sciences. Tver - 2017. 2017

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