I almost forgot that you could think of something else, – says Dr. Chiles.

These are works of genius writers, artists, composers, inventions and discoveries that transform the lives of man and humanity in various directions (from the atomic bomb to penicillin). It is clear that creativity of this level (absolute, objective novelty of the product of creativity) is inherent in a rather narrow circle of 123helpme.me creators-geniuses, is the prerogative of the elite of mankind.

The second level of creativity concerns a product that is new to a fairly large number of people, say for a particular country in the world. Some inventions appear simultaneously or with a certain interval in different countries, but the corresponding level of creativity is certainly quite high.

The third level characterizes the novelty of the creative product for a much smaller, limited number of people. The most obvious example of creativity at this level is the innovation proposal, which is implemented, as a rule, within a unit of the enterprise, at best – the industry.

Finally, the fourth level concerns creativity, the novelty of the product of which is subjective, relative, significant only for the person who creates. However, such a limited amount of this level of creativity does not prevent it from being perhaps the most important, initial stage in mastering higher levels of creativity, the formation of skills and abilities of general creativity.

The criterion of novelty and originality is not the only one to enhance creativity. Since creativity is a type of human activity, some experts emphasize the possibility of identifying the purpose of creativity (creative task), as well as objective (social, material) and subjective (personal qualities – knowledge, skills, positive motivation, creative qualities) prerequisites for creativity. Finally, the criterion of social and personal significance and progressiveness of creativity provokes a lot of discussions. Can creatively thought-out and committed crimes or new ideas and inventions directed against peace and well-being of mankind be considered creative activity?

Those who believe that when this feature does not exist, we should talk about anti-creativity, barbarism, insist on the introduction of the criterion of humanity and progressiveness to determine creativity. True creativity must promote the development of human personality, human culture.

The interpretation of activity developed by GS Kostyuk and his students is well-known. It is clear that it is quite logical to extrapolate it to creative activity, which appears as a process of solving creative problems.

LS Vygotsky also substantiated the need for the allocation in psychological research of a unit as a structure of smaller volume, which preserves at the same time all the main features of the whole. This allocation of the creative task as a quantum, a unit of creative activity provides an opportunity to explore creativity, which absorbs all the personal forces of man, all his activities and often for this reason is difficult to scientific and psychological research.

Regularities and mechanisms of the creative process today are not fully analyzed, the relevant research is ongoing. However, the central link of the psychological mechanism of creativity is determined (research by Ya. O. Ponomarev). According to his approach, this link is characterized by the unity of logical (understood as actions with symbolic models) and intuitive (which in this case is understood as actions with the originals).

The functioning of the mechanism of creativity takes place, according to Ya. O. Ponomarev, several phases, namely:

logical analysis of the problem – the use of existing knowledge, the need for something new; intuitive solution – meeting the need for something new; verbalization of intuitive decision – acquisition of new knowledge; formalization of new knowledge – formulation of a logical solution.

Of fundamental importance in the creative process is the so-called indirect (or by-product) of creative activity, which does not correspond to the immediate conscious goal and is mostly unconscious. To explain this concept, we can give the following example. For example, sheets of paper lying on the table are blown away by the wind. A person has a desire to crush them with something (a book, a folder, etc.). After the appropriate action, a person often performing cannot answer which object he used, where exactly he put it (this is an indirect product). Some properties of this object, significant in terms of the purpose of action (volume, mass), a person realizes. This is a direct product of action.

Interestingly, a person cannot directly use indirect products in the conscious regulation of further actions. Directly this product acts only in the objectively fixed result of action – transformations of object. Such unconscious transformations, unconscious experience sometimes contain a way to solve a creative problem (Ya. O. Ponomarev).

What helps the unconscious indirect product to give impetus to an intuitive decision?

Recently, the scientific world was struck by the news, which does not seem to interest people in our rather turbulent times. However, this news – found evidence of the last, or Great, Fermat’s theorem – excited many. Why? The answer to this question was given by Dr. Cohen, who heads the Department of Mathematics at Princeton University, where Professor of Mathematics Dr. Andrew Chiles made his discovery. “It seems that the great spiritual forces of mankind are still alive. We are supposed to be present at the performance of one of Beethoven’s last quartets,” Cohen said.

Who gave at the end of XX century. Proof that “the great spiritual forces of mankind are still alive”? Dr. Chiles has taken the classic path of a creative person. He first became acquainted with Fermat’s theorem at the age of ten. The theorem stimulated his desire to become a mathematician. As a teenager, he spent a lot of time trying to prove the theorem. “She always lived in my subconscious,” recalls Dr. Chiles. However, only after becoming a professional mathematician, he realized that it was about something much more than just working on a problem.

Then there was work. “The task kept me going for almost seven years. The work went on day after day. I almost forgot I could think of anything else,” says Dr. Chiles. “I didn’t think I would ever stop working on it. Her.”

Thus, only the creative work, which becomes a matter of life, finds its solution, because it completely captures the personality, all activities, consciousness and subconscious of the creative person. The solution to such problems, which have become a person’s life, is sometimes carried out through the so-called “insight” – enlightenment. Ideas come to a person in a dream (Mendeleev’s table), in the zoo (the formula of benzene Kekule), in the bath (remember “Eureka!” Archimedes).

All these are well-known examples in the history of science of how a creative task took over a person and was solved as if suddenly, as if by itself. However, most often the creative task (scientific, technical, artistic, etc.) is solved by systematic, organized, intellectual work, gradual passage of all stages and phases of solving, using special techniques to narrow the field of search, formation and testing of hypotheses and more.

Fundamental to creative tasks is the “zero phase” – the vision of the problem, independence in its search and formulation. This phase has already been discussed above. Here is a list of methods for solving the problem in accordance with the phases and stages of solving (Ilyasov).

The first phase of solving – analysis of the conditions of the problem:

selection of data, what is sought, known and unknown phenomena of the problem; attribution of the phenomena of the problem to objects and processes, the first modeling of their qualities; establishing the main difficulty (conflict) of the task.

The second phase of solving – the search for the unknown in the problem (hypotheses).

1st stage – todefine the conditions:

reduction of arousal level; development of definitions of concepts relating to all phenomena of the problem; derivation of other characteristics of the phenomena of the problem and as a consequence of establishing the presence of properties given in the definitions. Re-modeling of the received new means, the phenomena; convergence of data and task requirements; elimination of unnecessary conditions in the formulation of the problem.

2nd stage – search for the unknown with the help of more specific techniques:

increase the level of self-confidence; finding and using a similar task; determining the scope of the search for the unknown; “reincarnation” in the image of the phenomena of the problem (empathy); division of the problem into parts.

Stage 3 – search for the unknown using techniques less defined in content:

generalization of the problem; specification (specialization) of the task; restructuring of the phenomena of the problem; formulation and solution of the inverse problem; putting forward any hypotheses; switching to other problems.

The third phase of solving – testing and analysis of hypotheses:

testing of hypotheses; selection of hypotheses; analysis of advantages and disadvantages of hypotheses; consideration of the reasons for the failure of hypotheses; identifying the similarity of ideas in the hypotheses and conditions involved.

literature

1. Altshuller GS Find an idea. Novosibirsk, 1986.

2. Vygotsky LS Imagination and its development in childhood // Sobr. op.: In 6 vols. Moscow, 1984. Vol. 3.

3. Herkinblit M., Petrovsky A. Fantasy and reality. Moscow, 1968.

4. Golosovker L. Imaginative absolute. Moscow, 1979.

5. Korolenko Ts. P., Frolova GV Miracle of imagination (imagination in norm and pathology) Novosibirsk, 1975.

6 Molyako VA Psychology of design activity Moscow, 1983.

7. Mute RS Psychology: In 2 books. Moscow, 1994.

8. Ponomarev LA Psychology of creativity. Moscow, 1976.

9 Selye G. From dream to discovery. Moscow, 1987.

10 Semenov IN Problems of reflexive psychology of solving creative problems. Moscow, 1990.

11. Trofimov Yu. L. Technical creativity in CAD (psychological aspects). Kiev, 1989.

12. Zeng NV, Pakhomov Yu. V. Psychotraining (games and exercises). Moscow, 1988.

04/07/2012

Education of students: moral and social. Abstract

Moral education begins with the first steps of a child’s conscious life. It is at a young age, when the soul is very susceptible to emotional influences, that we reveal to children the universal norms of morality, teach them the alphabets of morality.

We strive to inspire the universal alphabet of morality with civic activity and initiative. Not just to know what is good and what is bad, but to act well in the name of the greatness and power of the Motherland.

We consider the assimilation of universal moral norms by a young person to be a very important stage in the formation of a person’s moral culture. By teaching children to adhere to the basic truths of morality, we ensure that every child can live and work happily, bring up in her the first civic motives, the first concern for the interests of the team, society. In this regard, the unity of explanation, teaching, persuasion, motivation to action is important.