1. A worthy goal - new (not yet achieved), significant, socially useful. Fifteen-year-old schoolboy Nurbey Gulia decided to create a high-capacity battery. He worked in this direction for more than a quarter of a century. I came to the conclusion that the required battery is the flywheel; I started making flywheels – on my own, at home. Year after year he improved the flywheel and solved many inventive problems. He persistently walked towards the goal (one stroke: Gulia received AS 1048196 in 1983 - according to an application made back in 1964; 19 years of struggle for recognition of the invention!). In the end, Gulia created super flywheels that surpass all other types of batteries in terms of specific stored power.
2. A set of real work plans for achieving the goal and regular monitoring of the implementation of these plans. The goal remains a vague dream unless a package of plans is developed - for 10 years, for 5 years, for a year. And if there is no control over the implementation of these plans - every day, every month.
Ideally, you need a system (described by D. Granin in the book “This Strange Life”), which was followed by the biologist A.A. Lyubishchev. This is a regular accounting of hours worked, a systematic fight against time loss.
In most cases, plans include acquiring the knowledge necessary to achieve a goal. Often this knowledge turns out to be beyond the scope of the existing specialty - you have to start from scratch. M.K. Čiurlionis, having conceived a synthesis of music and painting, went to elementary art school (and by this time he was a highly qualified professional musician): together with teenagers he learned the basics of painting.
3. High efficiency in implementing planned plans. There must be a solid daily “output” - in hours or units of production. Only auxiliary work - compiling a personal file - requires about three hours a day. Card index V.A. Obrucheva contained 30 pounds (!) of neatly written sheets of notebook format. After J. Verne, I remind you, there was a card index of 20,000 notebooks left.
4. Good problem solving technique. On the way to a goal, it is usually necessary to solve dozens, sometimes hundreds of inventive problems. You need to be able to solve them. Biographers of Auguste Piccard write: “The invention of the bathyscaphe is fundamentally different from many other inventions, often accidental and, in any case, intuitive. Piccard came to his discovery only thanks to a systematic, thoughtful search for a solution”... Of course, in Piccard’s time there was no TRIZ, but the creator of the stratospheric balloon and bathyscaphe knew how to see technical contradictions and had a good - even by modern standards - set of techniques. It is no coincidence that many of the problems solved at one time by Piccard became firmly established in TRIZ problems - as training exercises.
5. The ability to defend your ideas - “the ability to take a blow.” Forty years passed from the dream of going underwater to the actual launching of the first submersible. Over the years, Auguste Piccard had to experience a lot: lack of funds, mockery of journalists, resistance from specialists. When, finally, it was possible to prepare the bathyscaphe for the “Great Dive” (descent to the maximum depth of the ocean), Piccard was almost 70 years old, he was forced to refuse personal participation in the dive: the bathyscaphe was led by his son Jacques. Piccard, however, did not give up. He began work on a new invention - the mesoscape, an apparatus for exploring medium depths.
6. Effectiveness. If there are the five qualities listed above, there should be partial positive results no longer on the way to the goal. The absence of such results is an alarming symptom. It is necessary to check whether the goal has been chosen correctly and whether there are any serious miscalculations in planning.
The structure of the technology for developing the creative potential of an individual includes the following main components:
1. Preliminary diagnosis of the level of creative development;
2. Motivation (represents one of the leading areas of work);
3. Organization of creative activities. Certain conditions must be created to promote the development of the creative potential of the individual and its realization.
4. Quality control of creative activities. The control process must be given significant attention. When using the methodology, the main attention should be focused on the process of organizing creative activity and creating certain conditions conducive to its effective implementation.
5. Determining whether the results obtained correspond to those planned. Objective and reflective analyzes of the effectiveness of the work performed. Identification of difficulties and problems in re. The process of development of creative potential and the transition from reproductive to productive activity is clearly visible when considering the three types of creativity identified by G.S. Altshuller and I.M. Vertkin. The authors consider the application of a known solution to a known problem to be creativity of the first type (the simplest). Creativity of the second type is a new application of a known solution or a new solution to an old problem, that is, a solution by means that are not accepted, not familiar in this area. With creativity of the third type, a fundamentally new solution is found for a fundamentally new problem. For the development of society, as the authors note, any type of creativity is important. But its first type directly implements progress, and the second and third types solve the problems of the distant future, making the necessary adjustments.
I am glad to welcome you, my dear readers!
Today I would like to consider in detail the topic of the creative potential inherent in every person. You may not even realize it, but I assure you that the makings of a creator are inherent in each of you.
Let's consider the main character qualities characteristic of creative individuals.
1. Dreaming means getting as close to reality as possible
It turns out that dreaming is very useful!
Creative people dream a lot, turning thoughts into reality. Inspiration is an inexplicable phenomenon that visits a person at the most unexpected moment.
Dreaming is necessary in order to reveal your inner potential, to give an opportunity to an idea to come into your bright head. Left alone with himself, ideas suddenly fill the inside of the creator.
Remember one very famous expression: " The thought is material"... Just two words, but how much power there is in this phrase!
Interesting and bold thoughts are the result of the emergence of imaginary images in the human brain. Dreams tend to come true, so you need to dream always and everywhere.
But It is advisable to dream carefully and positively, since the results of imagination acquire a material form over time
By dreaming, we give birth to new thoughts, so dream healthy!
Conclusion: Daydreaming gives birth to amazing thoughts and ideas!
2. Observer position – as a way of receiving information from the outside
Where do creative people get inspiration from?
Creators receive information from everywhere, from all kinds of sources... They are like sponges, absorbing everything that surrounds them and what happens to them.
Being inspired by people's emotions, or, for example, traveling... while experiencing tender feelings, great people create new masterpieces. Every idea is the result of information received from the environment.
An excellent way to capture information is to record your own observations, experiences and events. By recording information, you can later reproduce it in your memory.
For example, my desk at home is covered in reminder papers... I constantly write something down, every day and at any time. It even happened that an interesting thought came to me when I was going to bed... already in bed... and what do you think... I immediately jumped up to write it down, put it on paper, so as not to lose it or forget it! And at home I not only have a desk covered in papers, but also half a dining table...
Conclusion: Wherever you are, BE THERE! Develop your powers of observation and record them in your memory
3. Overcoming difficulties - as a way of one’s own self-realization
Have you ever wondered why we need difficulties?
Overcoming them, a person grows and develops..... Is it hard to go uphill? Definitely YES! But climbing a mountain and conquering its peak, a huge force begins to grow and develop within us... Let’s imagine that the mountain is the difficulties...
So it turns out that life’s problems and difficult situations become a source of inspiration, while a person tries to fill the inner emptiness with new impressions and creative ideas.
To advance, change or improve their lives, many people use adversity as fuel for personal growth and improving their standard of living….
Experiences provoke a lot of emotions that can be realized in creativity. Spiritual development and gaining life experience is a catalyst for rediscovering oneself as a creative person.
Creativity helps to cope with internal experiences and start living again. Therefore, the most important need of any person is, of course, self-realization.
Conclusion: Life’s difficulties often seed the seed of creativity and help in self-realization
4. New experiences inspire
Stepping outside your comfort zone is a source of inspiration. By studying the versatility of the external world, you can expand the boundaries of your inner consciousness.
By gaining experience in various areas of life, you become a successful person.
I talk about this often in my classes... what, expanding our field of vision in creativity,we get new impressions and positive creative energy
Conclusion: Curiosity and openness to everything new is the key to success in everything!
5. Failure is a great motivation to overcome obstacles
Remember what confident and successful people say? — “After a fall there is always a rise!” How do they know this? Yes, because they themselves “tried on” all the delights of failure!
Creative people often face defeat and lack of recognition as creators... And this often becomes a strong incentive to achieve greater heights.
But after a black streak of failures, a white, cloudless streak always comes. Without giving up and continuing to move forward, you can achieve great heights.
By the way, many famous artists, actors and composers suffered fiasco, but got up.... And they walked again towards their dream, towards their goal, firmly believing in success!
Failure only makes a strong-willed person stronger.
Conclusion: Failure gives birth to new, ingenious creative solutions
6. Curious debates help find the right solution.
Do you like to argue?
Did you know that the solution to many problems comes through argument? By exploring life, asking questions and receiving logical answers, you can come to the right conclusions.
By drawing information from many sources, you fill your own world with useful information that can be useful to you in life.
Conclusion: In disputes and discussions the truth comes
7. Every person is an inspiration
By observing people, their behavior and drawing on their energy, creative individuals are able to obtain unique ideas that can be implemented in various ways: both on canvas and on a sheet of paper.
By getting to know a person, studying him and interacting with him, the creator reveals the essence of human nature.
Curiosity and the special observation of human nature have given us a huge number of literary and artistic works... Like everything ingenious, it is at the same time simple and at the same time complex...
Conclusion: The best creative ideas come to us by studying the human essence... in other words, studying and understanding human psychology
8. Loneliness – as an expression of freedom
The best works of artists and writers are the result of their solitude, some renunciation of reality. The creative potential of a person depends on internal balance, the connection of mind, soul and body.
For example, I spend most of my time in solitude...in my workshop, I tune into the wave of creation in deep solitude... just canvas, my idea and music... I mainly select the genre of music to match the plot of my future work. For a calm landscape, for example, I listen to jazz and blues, and when I paint a contrasting, impulsive picture, there is already rhythmic, fast music...
And it happens that when I listen to my favorite style of music (hard rock of the 70s), it’s as if I fall into a special state, thanks to which new works are born, unlike others... experimental, and very successful.
Therefore, I can say with confidence that music has a direct impact on both the plot and the character of your picture... oh, I’ve moved away from the topic, I’m back... and I confirm that Only in deep solitude can one contemplate and generate great ideas
Conclusion: Contemplate while alone with yourself
9. Lack of frames and restrictions
Inspiration comes at the most unexpected moment; it is simply impossible to predict the time and date of your visit. The best hours to receive information from outside are considered to be early morning and late evening.
Creative individuals do not tolerate restrictions and strict execution of assigned tasks. Most likely, Creativity suffers defeat in captivity.
Conclusion: Let your inspiration run free
10. Following your desires, success comes unexpectedly
In the pursuit of success, creators receive excellent motivation, which stimulates them to action. Talent is revealed through solving complex problems and overcoming difficulties. The end always justifies the means, so desires become reality.
Conclusion: Desire secured by motivation is doomed to success
11. Immersion in the world of creativity
Creating masterpieces of creativity, the authors of many works are immersed in a special state of their own consciousness, in which the passage of time is lost. Concentrating and immersing himself in his favorite activity, the creator renounces reality, being in a state of euphoria.
Yes Yes,…. This is exactly what I wrote about above.. Remember... loneliness, canvas and the right music.... And the whole world in my eyes ceases to exist for a while!!!
Conclusion: Dissolve and feel reconnected with the creative world
12. Beauty surrounded by the creator
Do you like different beautiful things?
For example, I adore different figurines, beautiful artistically designed furniture, mysterious and bewitching paintings... this is of course my taste, it may be different for everyone
In general, a sense of taste is inherent in every creative person.
By surrounding themselves with beautiful things, creators create a special atmosphere in which they feel comfortable living.
So we get the CONCLUSION: beauty begets beauty!
And at the end of this article I will summarize. Non-standard solutions, originality of actions, the will of imagination and love for the creation process are the key to the success of creative self-realization.
The right emotional mood and calmness are mandatory companions for a creative person. By concentrating and completely immersing yourself in your work, you can create a real work of art.
Unlocking your creative potential and achieving success is very simple; to do this, you just need to persistently pursue your goal... to become a creative stubborn person.
My dears, dream, argue, absorb, follow your desires, show curiosity and expand your horizons in art and creativity... and be brilliant creators of your life! Good luck to you in any creative endeavors!
Friends, support the article with a Like, and also share it with your friends on social media. networks on the left side
Video story: How to Draw a Landscape in a Personalized Style
To articlenot lost among many other articles on the Internet,save it to your bookmarks.This way you can return to reading at any time.
Ask your questions below in the comments, I usually answer all questions quickly
A creative personality is understood as a person capable of creative and innovative activities and self-improvement.
The main problem of creative activity is the development at school and self-development throughout life of the creative qualities of the individual. What qualities characterize a person as creative?
In the early 80s, Soviet researchers G.S. Altshuller and I.M. Vertkin set themselves the problem of what qualities a person should have in order to be a creative person. It can be noted that this problem is not new in the history of science. Many researchers and research teams have obtained various solutions to this problem.
The essence of these decisions was that a creative person must have too many qualities, which made it difficult for them to develop purposefully in children and self-development in adults. In addition, some scientists take the position that creative qualities are inherited from parents to children and cannot be formed if they are not genetically determined.
If this is so, then only people chosen by nature can become creators, and the school is doomed only to create conditions for the development of personality, but not to manage the development of creative qualities. It turns out that only gifted children need to be developed; nothing will come of the rest anyway. However, G.S. Altshuller and I.M. Vertkin thought differently.
To solve this problem G.S. Altshuller and I.M. Vertkin analyzed over 1000 biographies of creative personalities of writers, composers, artists, engineers, doctors, and scientists. For the analysis, biographical literature from the series “People of Science”, “Life of Remarkable People”, “Creators of Science and Technology” and others was used. As a result of the study, it was found that, regardless of the type of activity, a creative person has the following basic qualities:
1) the ability to set a creative (worthy) goal and subordinate one’s activities to its achievement;
2) the ability to plan and self-control one’s activities;
3) the ability to formulate and solve problems that form the basis of the goal;
4) high performance;
5) the ability to defend one’s beliefs.
As we see, all these qualities are acquired, or rather the result of self-development throughout life and have nothing to do with heredity. At the same time, it cannot be denied that every person receives genetic inclinations for one activity or another. To realize these inclinations, creative qualities are necessary. What is the structure of a person’s creative qualities, what skills are included in each of the qualities?
Creative Focus
Unfortunately, a person lives only once. A very important question arises: how to manage your life so that at the end of it there are no regrets about the years spent aimlessly. Therefore, the choice of a person’s purpose in life becomes very relevant. The goal for which life is worth living must be creative; this does not mean that everyone should become great writers, composers, engineers, artists. But this means that every person during his life must do at least one creative thing that is useful not only for himself, but also for other people. And there are a great many such creative things, seemingly insignificant, but at the same time very interesting and useful: raising your own children, designing furniture, creating new varieties of plants and animal breeds, creating recipes for new dishes, new clothing models and much more. Each person must create in the area of his interests and at the level of his capabilities. Creating a new recipe is no worse than writing a literary novel.
G.S. Altshuller and I.M. Vertkin proposed the following criteria for assessing the worthiness of a creative goal:
1. Novelty The goal must be new, not previously achieved by anyone, or the means of achieving the goal must be new.
2. Social utility The goal must be useful both for the creator himself and for other people and civilization as a whole.
3. Specificity The structure of the goal must be specific and clear, both for the creator himself and for others.
4. Significance: Achieving the goal must bring significant results to society.
5. A heretical goal must contain an element of fantasticality and implausibility.
6. Practicality: Working towards a goal should bring specific practical results.
7. Independence in achieving the goal, at least at the first stage, should not require expensive equipment and the participation of large scientific teams.
What does it mean to form and develop creative purposefulness in a student? First of all, it is necessary to familiarize him in lessons and educational activities with materials that contain information about modern unresolved problems in science, technology and art.
Unfortunately, modern school textbooks and teaching aids do not contain such information. As a result, the younger generation often gets the impression that everything in science, technology, and art has long been discovered and invented. Therefore, the teacher needs to collect a file of examples of such problems and prospects for their solutions.
Secondly, it is necessary to teach students the rules of working with popular science literature and independently formulating unsolved problems. In this regard, it is especially important to teach students the ability to summarize popular scientific literature: write a brief summary of the article, indicate the problems presented in it, analyze the solutions proposed by the author of the article, evaluate their positive and negative aspects, and offer their solutions in the form of hypotheses.
Planfulness and self-control of activities
Setting a creative goal, although difficult, is still the initial part of the work. Achieving a goal largely depends on the reality of the plan that a person has drawn up. The form of the plan is not of fundamental importance, it is not so much important that it is written on paper, in a computer file, or contained in the head, but its content is of fundamental importance. The plan for achieving the goal should include a list of the researcher’s work tasks, the implementation of which is necessary to solve problems. To achieve any creative goal, you need to learn to plan:
1) work on analyzing scientific literature on creative purposes and related areas;
2) work on the development of new scientific technologies for research and problem solving;
3) work on self-analysis and self-control of one’s activities. What study skills are needed to analyze scientific literature? Ability to combine scientific information: highlight the main thing, compare, systematize, change, supplement, classify. The same skills are necessary for successful work in mastering new scientific technologies for research and problem solving. Self-analysis of one’s work presupposes that an individual has the ability to compare the results of one’s work with the activity plan. And now we need to answer the question of how to teach a student self-analysis, if from lesson to lesson at school in many subjects he is not only not taught self-analysis, but even planning his activities? Moreover, teachers often do not introduce students to the lesson plan at all. Thus, learning self-analysis involves learning to plan one’s activities, both in completing individual tasks, and in working in class and studying a topic.
Self-control is an assessment of the results of your work based on scientific theories and patterns. Self-control presupposes that a person has the ability to compare the results obtained with scientific theories and patterns on the basis of which the research is carried out. This is necessary to search for “blind spots” in theories. If the theory does not explain the research results, then the theory needs to be changed.
After all, any research is always a test, clarification, modification and addition of existing theories. In some cases, when the obtained facts do not correspond to any known theory, it is necessary to create a new theory. Therefore, it is very important in school education to conduct experiments not only confirming known theories, but also contradicting them. Accordingly, students need to be taught techniques for designing and conducting experiments and investigations.
Knowledge of methods for formulating and solving problems
A creative goal is the end result of creative activity. To achieve a creative, worthy goal, it is necessary to formulate the problems that form the structure of the goal and solve them. Therefore, a creative person must master the methods of formulating and solving problems, the materials of which are presented in the second chapter. Here we should dwell on one important aspect of school education. Creative thinking of students must be developed at two levels: subject and interdisciplinary.
The subject level assumes that in lessons in all subjects, students will master methods and technologies of creative activity using systems of subject-specific creative tasks. The interdisciplinary level involves teaching students methods and technologies of creative activity in the process of solving systems of interdisciplinary creative problems.
Unfortunately, at present this work is not being fully carried out by schools. There are no systems of creative tasks for all topics of academic subjects and interdisciplinary ones, methods and technologies of creative activity are not used, there is not even a basic textbook on the basics of creative activity. It is not surprising that many graduates do not know the methods of creative activity.
To develop this quality, the student should independently solve creative problems using creative activity methods. It must be remembered that intellectual culture is the result of human self-development.
High efficiency
How long during the day can a person work with high productivity? And not just work, but perform creative activities? Each person will have his own norm and unification in this matter is more likely to be stupidity than a scientifically based calculation. However, experience shows that if you engage in creative activity for 3-4 hours every day, you can do quite a lot. Outstanding creators worked eight to twelve hours a day. This is a lot and is only achievable for certain people.
In scientific creativity, as well as in any other type of creative activity, the main thing is not so much the time spent on the work, but rather the methods and techniques with which it is carried out. The use of the most effective methods and techniques of intellectual activity can significantly improve work results.
The main methods of cognitive activity are: addition, modification, independent compilation of notes, comparison of information, correction of errors, proof, refutation, derivation of rules from factual information, selection of information according to rules, compilation of a scientific card index.
Thus, high performance is achieved not so much by the amount of time spent daily on creative activities, but by increasing the speed of work through the use of a variety of methods for converting information, solving creative problems and planning and conducting research operations.
Ability to defend your beliefs
Let's start with beliefs. Beliefs are knowledge tested in the process of diverse creative activities. A researcher who has created new knowledge, expressed in the form of facts, patterns, theories, is obliged to verify their correctness in the process of numerous experiments. After all, the criterion of truth is practice. But this is not enough. The researcher must be able to briefly, clearly and specifically present the results of his work, comparing them with the works of other authors, for changes and additions. After all, new truths are not born out of nothing; in science and art there are processes of gradual development of knowledge, and it is important to see this development and determine the place of your ideas in it. To do this, it is necessary to master the methods of dialectical logic, the basis of any cognitive activity, including creative ones.
The development of an individual’s ability to defend their beliefs is carried out by teaching them the ability to analyze and compare scientific information, conduct dialogue and discussion, create a logically correct system of evidence, find various options for evidence, conduct a comparative analysis of work results, present the results of their research in the form of articles and monographs .
The main components of a creative personality are:
a) creative orientation (motivational-need orientation towards creative self-expression, target settings for personal and socially significant results);
b) creative potential (a set of intellectual and practical knowledge, skills and abilities, the ability to apply them when posing problems and finding solutions based on intuition and logical thinking, talent in a certain area);
c) individual psychological originality (strong-willed character traits, emotional stability when overcoming difficulties, self-organization, critical self-esteem, enthusiastic experience of success, awareness of oneself as a creator of material and spiritual values that meet the needs of other people).
It is necessary to ensure that creativity becomes an integral human need. This problem worries not only teachers, but also parents who see the germs of talent in their children. To develop talent, you need to cultivate a creative personality. And school plays a big role in this. But many teachers see that more and more efforts in the education and training of schoolchildren do not give the desired result. Most students still know little, do not learn and do not want to learn.
The reason for this seems to be that in pedagogical practice it is believed that the more a person knows, the smarter he is. Students were given more and more knowledge on specific subjects, and they developed certain skills and abilities in one or another area of human activity. Certain standards were also introduced in subjects in the form of what a student should know and be able to do.
As society developed, more and more knowledge and skills were required. As a result, the curriculum grew in volume to a maximum, beyond which information overload began, which contributed to a negative attitude towards mental work.
The creative potential of any person is characterized by a number of features that are signs of a creative personality. Its significant characteristic is creativity as the ability to transform ongoing activities into a creative process, the ability to notice and formulate alternatives, to question, the ability to delve into a problem and at the same time break away from reality, to see perspective, the ability to see a familiar object from a new perspective, in a new context .
A manifestation of a person’s creative potential is ability, giftedness, talent, genius. In the explanatory dictionary of V.I. Dahl “capable” is defined as “suitable for something or inclined, dexterous, suitable, convenient.” The concept of “capable” is defined through its relationship with success in activity. Sometimes abilities are considered innate, “given by nature.” However, scientific analysis shows that only inclinations can be innate, and abilities are the result of their development. Arising on the basis of inclinations, abilities develop in the process and under the influence of activities that require certain abilities from a person. Outside of activity, no abilities can develop. No person, no matter what inclinations he has, can become a talented mathematician, musician or artist without doing a lot and persistently in the corresponding activity. To this we must add that the makings are multi-valued. On the basis of the same inclinations, unequal abilities can develop, depending again on the nature and requirements of the activity in which a person is engaged, as well as on living conditions and characteristics of upbringing.
Psychologist G.A. Rubinstein formulated the basic rule for the development of abilities in a “spiral”: from inclinations to abilities, this is the path of personality development. Creative inclinations are inherent in every person, but only the realization of creative potential makes a person a creative person.
When defining the concept of “talent,” its innate nature is emphasized. Talent is defined as a talent for something, talent as an ability given by God. In other words, talent is an innate ability that ensures high success in activity. Talent is a combination of abilities that makes it possible to independently and originally perform any complex activity.
Giftedness is considered as a state of talent, as the degree of expression of talent. Giftedness is a high level of intellectual development, a qualitatively unique combination of abilities that ensures the successful implementation of activities. From what has been said, we can conclude that abilities, on the one hand, and giftedness and talent, on the other, are distinguished as if for different reasons. Speaking about abilities, a person’s ability to do something is emphasized, and speaking about talent (giftedness), the innate nature of this quality is emphasized. Giftedness should be seen as both achievement and opportunity for achievement. The meaning of the statement is that it is necessary to take into account both those abilities that have already manifested themselves and those that may manifest themselves. In pedagogy, a certain structure for classifying abilities has developed. The following classification is proposed:
By level (degree of perfection) weak, average, high, giftedness, talent, genius;
In the personal sphere: academic (pronounced ability to learn), labor (in the field of practical skills), creative (non-standard thinking and vision of the world), mental (ability to think, analyzing, comparing facts);
By generality of manifestations: general (activity, criticality, speed, attention), special (musical, artistic, mathematical, literary, constructive and technical, etc.).
General abilities are required to perform various activities. For example, such an ability as observation is needed by an artist, a writer, a doctor, and a teacher. Organizational skills, distribution of attention, criticality and depth of mind, good visual memory, creative imagination should be inherent in people of many professions. The most general and at the same time the most basic human ability is the analytical-synthetic ability. Thanks to it, a person distinguishes individual objects or phenomena in their complex complex, identifies the main, characteristic, typical, captures the very essence of the phenomenon, combines the highlighted moments in a new complex and creates something new. Special abilities are the conditions necessary for the successful performance of any one specific type of activity. These include, for example, an ear for music, musical memory and a sense of rhythm in a musician, “assessment of proportions” in an artist, pedagogical tact in a teacher, etc.
The problem of giftedness is a complex problem, the main of which are the problems of identifying, training and developing gifted students, as well as the problems of professional and personal training of teachers, psychologists and educational managers to work with gifted students. M. S. Abazovik said: “Truly gifted children are often subjected to a kind of discrimination at school due to the lack of differentiated instruction and the orientation of teachers towards the so-called average student...”.
The foundation of the pedagogical process leading to the achievement of the stated goal is the creation of conditions for continued education, personal and professional growth, the formation of the need for self-education by increasing the level of not only educational tasks, but also all types of life activities, through teaching students methods of self-knowledge, self-development, self-improvement. The teaching staff of a vocational education institution is required to implement measures to create conditions for study, education and development of students, which involve the comprehensive development of their creative abilities and practical skills.
In the definition of a creative personality, a special place is occupied by choice, which relates to any sphere of human activity: ethical, moral, intellectual, emotional-volitional, social activity and which consists in making choices, making decisions and activities for their implementation.
Rubinshtein S.L. believed that thinking begins where a problematic situation has arisen. But what is a problem situation is, in the simplest case, a situation in which there is a choice between two or more possibilities. Moreover, a person is in a situation of choice almost constantly and regardless of the level of activity.
Personal freedom is the most important condition for the development of creative potential. The categories of personal freedom and freedom of choice should be considered as a problem of freedom to choose types of activities. What is meant here is creative activities and their place in the series of all activities that are carried out not under the pressure of an “external goal”, but thanks to deep internal motivation, i.e. types of activities that the student chooses himself with the growth of his creative activity and professional level and competencies. A creative personality is a person with a certain set of moral, emotional, moral-volitional qualities. Its activities are based on motives of behavior and activities in which these motives can be realized optimally for both the individual and society.
No single ability can be sufficient for the successful performance of an activity, but only their combination, which is called giftedness. Like individual abilities, giftedness can be special (for a specific activity).
It follows from this that a creative personality is a person who has creative potential in the form of innate inclinations and abilities, individual psychological originality, freedom of choice and creative orientation. A huge role in the education of a creative personality is played by the creative potential of the teacher and the conditions for organizing his work.
All stages of student activity should be considered creative. Stolyarov Yu.S. These stages include:
Setting a feasible task;
Theoretical preparation for completing the task;
Search for a specific solution to a problem;
Material implementation of the theoretical concept.
We believe that to these stages it is necessary to add the stage of assessing the results of solving a technical problem. There is no doubt that the proposed stage is a stage of a high level of creativity. In modern conditions, any activity, including student creativity, activity, must be purposeful, and the degree of completion of tasks to achieve the goal must be assessed according to appropriate criteria.
This problem is successfully solved by Kutyev V.O. Students’ creativity, in his opinion, can be expressed at three levels:
1) reproductive activity;
2) reproducing activity with elements of a creative approach;
3) creative activity.
To successfully organize the creative process, it is necessary to know the motives that encourage students to actively participate in this complex process:
1) the motive of the future (students try to take their rightful place in the group or team);
2) the motive of prestige (students try to take a worthy place in a group or team);
3) cognitive interest (curiosity);
4) motive of duty (willingness to work in the field of the chosen profession);
5) the motive for the influence of a respected person;
6) coercion motive (they do work to avoid trouble).
Without a doubt, the creative process is one of the components of educational work. Potashnik M.M. defines them as follows:
1) formation, creation of managed and control systems;
2) maintaining all properties of the system, its ordering and stabilization;
3) ensuring optimal functioning of the system;
4) development of the system.
The most important thing is the optimal functioning of the system, which is the key to constant and efficient operation, I consider it necessary to fulfill the following requirements:
1) the management mechanism must correspond to the goals of creativity, the level of knowledge and skills of students, and the qualifications of the teaching staff of the educational institution;
2) to evaluate the results of the creative process, criteria for the quality and effectiveness of this work are necessary.
Like any other component of the educational process, the creative process needs effective control. . Gorskaya G.I., Churakova R.G. believe that the high effectiveness of control depends on the fulfillment of the following conditions:
1) the first condition is the competence of the inspectors;
2) the second condition is timely and accurate information about the progress of cases in the controlled process;
3) the third condition is scientific validity, completeness, objectivity, specificity of conclusions, recommendations, proposals, requirements;
4) the fourth condition is the effectiveness of control, i.e. providing timely assistance.
The success of students in the creative process largely depends on the attitude of their parents. Technology teachers, in conversations with parents, should enlist their support in matters of involving students in the creative process.
Working with parents is a complex and multifaceted process. These are very different people who require an individual approach in communication.
Portnov M.L. offers the following classification of parents in relation to their children:
When planning work with parents, it is advisable to use the presented classification, while demonstrating a high level of communication, well-reasoned proposals and requests, and in every possible way avoiding reproaches, reprimands, and humiliation of human dignity.
This article is proposed as one of the topics for discussion at the next Skype conference KEYS OF TRUTH, which will take place on June 21, 2013 at 18.00 Moscow time:
Qualities of a creative personality
One of the aspects of pedagogical activity is to teach the student not only to “learn”, but also at the learning stage to overcome himself, his laziness, his inertia. To do this, it is necessary to educate him in his own right. Human highly moral, enlightened and creative personality so that she is ready to make decisions herself and be able to defend them not only to herself, but also to society, especially with the resistance of society or the entire system, which are always more inert than a creative person. We must always begin with the education of Humanity in order to guide a person through evolutionary jungle in a shorter period of time. N.V. Levashov believed that it is necessary to educate a harmonious, comprehensive person, then the process of enlightenment will proceed more intensively. It is no coincidence that our ancestors called their highest achievements - CREATIONS. Can only create CREATOR— HUMAN, MAXIMUM REALIZED MYSELF through ENLIGHTENMENT KNOWLEDGE And SELF REALIZED IN ACTION…
By default it is already assumed that Human potentially this is creator.
But what qualities must have creative Human?
For example, G. Selye believes that the countless mental and physical qualities inherent in the scientist as such can be roughly classified into six major categories:
1. Enthusiasm and perseverance, i.e. interest, zeal, passion aimed at realizing the plan and the ability to pursue the goal for a long time and persistently. They include qualities such as dedication to a goal, resistance to failure and monotony, resilience to success, courage, health and energy.
2. Originality- the ability to look at things in a new way. And for this it is necessary to cultivate such qualities as independence of thought, open-mindedness - the willingness to reconsider prejudices in the face of evidence refuting them, imagination, intuition and talent.
3. Intelligence- ability to understand. It involves the development of such qualities as logic, memory, experience, the ability to concentrate, and abstraction.
4. Ethics- a system of techniques that control our behavior. It includes being honest with yourself.
5. Contact with nature- establishing a close connection with the phenomenon of Nature that our research is aimed at. For this, qualities such as observation, technical skills and ingenuity are important.
It should be added here - the ability to work with your hands yourself. Another assessment of observational results is the ability to reject all forms of blinding bias.
6. Contact with people: understanding of oneself and others, compatibility with others, ability to organize a group, persuade others and listen to their arguments.
There is another point of view, which can be presented as an approach to the technology of educating a creative personality, taking into account the six qualities set out in the Life Strategy of a Creative Personality.
1. Without a goal there can be no result, success. Hence, need higher(V. Vernadsky) or A worthy goal(G. Altshuller), socially useful, the achievement of which is worth spending a creative life on. To do this, a person must not only be educated, but also highly spiritual in the moral sense of the word.
2. But how, for example, can a student or any person choose the Highest or Worthy goal of life if he does not yet have life experience or the necessary knowledge?
Not every goal is suitable for this role, therefore, certain criteria and approach are needed, i.e. need target selection technology.
Hence there are many possible ways to achieve a goal, in the implementation of which a person is able to reveal himself as a creative person. Here is an approximate diagram (Fig. 1):
Goal development scheme
3. Having chosen a goal, you need to know what was done in this direction by predecessors, and know what is needed to achieve it now. We need a program to achieve the goal, many programs, depending on the complexity of the goal, i.e. we need a set of work programs to achieve the goal and regular monitoring of the implementation of these plans and their adjustment as necessary.
4. To fulfill the plans high performance required. Therefore already from school It is necessary to teach students to work systematically, to be able to set bold goals and strive to achieve them, overcoming difficulties.
5. On the way to achieving the goal, many problems and contradictions arise, the resolution of which requires a methodology, tool, technology for solving emerging problems, i.e. We need a scientific methodology for solving creative problems.
N.V. Levashov is his concept of the world order and the evolution of matter - a new worldview. The very concept of the evolution of matter predetermines the direction of its development, and therefore the methodology for solving specific problems for Humanity.
6. An unconventionally solved problem or a task with an unexpected result by an already accomplished person is, as a rule, ambiguously perceived by colleagues, and finally, by society itself, for example, because the result can influence the worldview of society, contradict established paradigms for which colleagues received academic degrees. During this period of non-recognition, it is important to resist, take a hit systems. Therefore, from school it is necessary to cultivate fortitude and willpower, teach to defend one’s ideas, overcome failures and “take a blow”", understanding the significance of the problem being solved. Then there will be a result.
7. So that failures in studies (self-knowledge) do not discourage the student’s desire to learn, we need a positive current result that maintains the student’s interest, organized by the teacher's didactic techniques. So that already in adult life, a former student can withstand the blow from society and the system, without turning defending one’s ideas into a fight against “windmills”, at every stage of achieving the goal I need results,implementation, i.e. he needs success organized by himself.
You cannot stop at achieving the first goal - you need to either implement it, or go further along the paths noted above, up to changing the goal of life. The range of goals is quite wide. Stagnation is creative death.
Based on the above, you can already imagine who a creative person is, what qualities he possesses.
A creative person always strives to create new, unique material or cultural values. Such a person is always talented, and in many areas (for example, Leonardo da Vinci, who succeeded in painting and architecture, mathematics and technology).
Modern psychology divides people with a creative mindset into two types:
- 1. Divergents, that is, people capable of a wide range of creative activities, easily establish distant connections between incompatible and incomparable concepts and phenomena; have a rich imagination; approach the problem in an original way; can speak out against generally accepted judgments that have become a cliché; are distinguished by autonomy, independence from other people’s opinions; boldly and openly meet new ideas and experiments; experience the satisfaction of discovery.
- 2. Convergents, that is, people prone to narrow, focused, deep and specific research; gravitate toward types of intellectual activity where it is necessary to focus on a more in-depth search in one direction; easily adapt their thinking to social stereotypes and operate with generally accepted cliches; for creative activity they need external incentives; slowly and thoroughly step along a pre-selected reliable path; indifferent to cognitive emotions). Each author, based on individual abilities and inclinations, strives to choose the optimal style of working on the material. And the creative processes associated with the preparation of a journalistic work have natural stages, knowledge of which will allow future journalists, both divergent and convergent, to optimize their activities.
A creative person is distinguished from others by originality of thinking and the ability to create, passion, as well as a number of other qualities, such as:
- 1. Perseverance (persistence), confirming the presence of motivation. The ability to concentrate on one activity, perseverance in spite of failures is one of the qualities of a creative person, helping to free oneself from lethargy and indecision. Enables you to bring started projects to completion. The following will help to develop perseverance: choosing a life guide, regular exercise or some kind of creative activity.
- 2. Openness to new experiences, emotional openness, flexibility of thought, eccentric views and beliefs - largely thanks to them, people have original ideas and solutions. All creative people have this openness.
- 3. Curiosity - the desire to improve one’s knowledge, interest in various areas of human life and simply the environment. This quality gives a person the ability to be active in life, and also stimulates activity for new discoveries and knowledge. It brings joy from learning about the world around us and allows us to expand the boundaries of our capabilities. The development of this quality is facilitated by observation, as well as the desire for knowledge. Without curiosity, a creative person is simply impossible.
- 4. Imagination - the ability of thinking to create new images based on real objects. Thanks to him, the boundaries between the impossible and the possible are erased. This quality gives freedom of imagination in any field: art, cinema, literature, etc. Imagination can be developed. To do this, you need to read books deeply, immersing yourself in the world of characters, take an interest in art, visiting exhibitions, art galleries, and performing psychological exercises aimed at developing imagination. Creative people are often dreamy.
- 5. Self-confidence, independence. Thanks to these qualities, a person is completely free from the opinions of others, in other words, emotionally stable. He is able to make his own decisions and implement them. Due to these qualities, a person can find real application for any ideas, even the most reckless ones at first glance. The acquisition of these qualities is facilitated by: the development of critical thinking, self-esteem, and the fight against fear of people. Independence promotes innovative ideas and progress.
- 6. Inventiveness is a person’s ability to solve life’s problems in an unconventional way, to create unusual things. Thanks to this quality, masterpieces are created. Advantages: the opportunity to perform extraordinary actions, unlimited imagination, joy from the creation process, freedom from laziness of soul and body. This quality of a creative personality is not innate. It can be acquired through: increasing your own erudition, self-improvement (eradicating any signs of laziness), setting and achieving a specific goal. An inventive person is not afraid to try something new in life.
- 7. Speed of information processing: resourcefulness in answers, quickness of thought, love of complexity - a creative person juggles ideas without any self-censorship. A sudden insight when a solution seems to appear out of nowhere.
- 8. Thinking by analogy and the ability to access the preconscious and unconscious. Analogical thinking operates on the principle of free association of thoughts and images. Pre- and unconscious phenomena include night dreams, daydreams, and strong emotions.
Analyzing the listed qualities, it becomes obvious that every person has creative potential that he can develop. Currently, there are many different exercises for developing creativity.
For example, the “Free Monologue” exercise.
Task: stop controlling your thoughts, learn to think more freely.
In a quiet and peaceful place, you should close your eyes and allow your body to relax. Focus for a minute on the thoughts and images that arise spontaneously. Then ask yourself six questions:
- 1. What did I see, feel, hear?
- 2. What was my inner monologue about (what were the quiet voices whispering inside me)?
- 3. What were my thoughts?
- 4. My feelings?
- 5. My emotions?
- 6. What does this all mean for me? (A long-standing problem, an unfulfilled desire, an inability to loosen control and “let go” of what is happening...).
Exercises that develop creativity:
- 1. “Two accidents.” Take a dictionary and choose two random concepts at random. Just point your finger at any page. Compare them, try to find something in common between them. Come up with a crazy story in which you place the relationship. This exercise is great for training your brain.
- 2. "10+10". Choose any word, it must be a noun. Now write 5 adjectives that you think suit him best. For example, “socks” - black, warm, woolen, winter, clean. Done? Now try writing 5 more adjectives that don't fit at all. This is where everything stalled. It turns out that this is very difficult to do. Delve into various spheres of perception and find the right words.
- 3. "Title". Try to come up with a name for it every time a subject interests you. It can be short and biting, or long and unfolded. The purpose of the exercise is that you will definitely like the name.
Examples of exercises to develop writing skills:
- 1. Think about one of the objects in the room. Without opening your eyes, list as many characteristics of this item as possible. Write down everything you remember, still without looking at the object.
- 2. Choose a poem that you like. Take its last line - let it be the first line of your new poem.
- 3. What would you say to an uninvited guest who stopped by at three in the morning?
- 4. Write a story that begins with the words: “I once had an opportunity, but I missed it...”.
- 5. Write a letter to your ten-year-old self. A letter to the past.