Creative qualities. Observer position - as a way of receiving information from the outside

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 activity. 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, 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.

By discipline: "Fundamentals of scientific research and creativity."

On the topic of: " "Characteristics of a creative personality."

Completed by: student of group EKZBS-11-1

Golubeva E.S.

Extramural

Introduction

1. Human creative activity.

1.1.The main qualities of a creative personality.

1.2. The structure of creative qualities.

2. The phenomenon of creativity in history.

2.1.Stages of creativity.

2.2. Personality problems in the process of creative activity.

3. Intuition, as an integral part of a creative personality.

Conclusion

What is personality? There are many different answers to this question from philosophers, educators, and psychologists. We adhere to the definition given by the outstanding Soviet philosopher E.V. Ilyenkov. “The child will become a personality - a social unit, a subject, a bearer of social-human activity - there and then when he himself begins to perform this activity..., according to the norms and standards given to him from the outside by the culture in the field of which he awakens to human life. The basis of this activity is creation.

1.Human creative activity.

What determines the results of human creative activity? To answer this difficult question, carefully consider the following diagram: personality - methods - problems - solutions - implementation of solutions. There is no doubt that in order to obtain high results in creative activity, the methods that a person uses when solving problems are important, the level of the problems themselves is important - they must be large enough, the ability to find and formulate solutions and implement them is also important, but the main thing is the personality, or rather creative qualities personality. If a person has creative qualities, then he will master new, effective methods of solving problems, choose for research problems that are important for all mankind, and will be able to correctly find and formalize the resulting solutions. If a person has not developed creative qualities and does not engage in self-education, then it is useless to expect high performance results from him. Therefore, in creative activity everything depends not so much on the methods, but on the person himself. 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?

1.1. Basic qualities of a creative personality.

Many researchers have posed the problem of what qualities a person must have in order to be a creative person. 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 adhere to the position that creative qualities are inherited from parents to children and they 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 the individual, but not to manage the development of creative qualities. Simply put, only gifted children need to be developed; the rest will not work anyway. However, it is not. Scientists have analyzed the biographies of many creative personalities - writers, artists, composers, engineers, doctors, and scientists. As a result, it was found that, regardless of the type of activity, a creative person has the following basic qualities.

· the ability to set a creative (worthy) goal and subordinate one’s activities to achieving it;

· the ability to plan and self-control one’s activities;

· the ability to formulate and solve problems that form the basis of the goal;

· high efficiency;

· the ability to defend one's beliefs.

1. 2. The structure of creative qualities.

Ø 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 composers, writers, 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. Is creating a new recipe worse than writing a literary novel?

The question arises: what goal is creative, worthy of human life? To do this, scientists have proposed the following criteria for assessing its worthiness.

1. Novelty- the goal must be new, not previously achieved by anyone, or the means to achieve 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. Heretical- the goal must contain an element of fantasticality and implausibility.

6. Practicality- work on the goal should bring specific practical results.

7. Independence- 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? First of all, it is necessary to get acquainted with materials that contain information about modern unsolved problems in science, technology and art. In this regard, the ability to abstract popular scientific literature is especially important: write a brief summary of the article, indicate the problems outlined in it, analyze the solutions proposed by the author of the article - evaluate their positive and negative aspects, propose your own solutions in the form of hypotheses.

Ø Planned and self-controlled activities.

Setting a creative goal is, although difficult, 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 written on paper, in a computer file or contained in the head, 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 the problem.

To achieve any creative goal, you need to learn to plan:

1. Work on the analysis of 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:

1. Highlight the main thing.

2. Compare.

3. Change and supplement.

4. Systematize and 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. Thus, learning self-analysis involves learning to plan one’s activities both in completing individual tasks and in working in classes to study 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. What is it for? To search for “blank spots” in theories. If the theory does not explain the research results, then it is necessary to change

Ø The ability to defend your 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.

Ø Moral qualities of a creative personality.

Morality is a system of internal rules of a person that determine his behavior and attitude towards himself and other people. A person’s system of internal rules is formed under the influence of many factors: family, personal experience, school education, social relations, etc. Depending on the values on which these internal rules are formed, morality can be racial, nationalistic, religious-fanatical, humanistic. There is hardly any need to explain who racists, nationalists, and religious fanatics are. If anyone thinks that they have no morals, they are deeply mistaken. These people have morality and it requires a noble attitude towards their own and the destruction of strangers. By the way, these are purely genetic programs that we inherited from our distant ancestors. They helped primitive people survive, but nowadays they do nothing but harm, moreover, they maim people. As you know, genetic programs are corrected through education. However, a society in which racial, nationalist or religious fanatic ideas are officially preached only strengthens these genetic programs. Could there be creative personalities among them? Of course, quite a lot. But there is one thing. The results of their creativity have value for people only if they are aimed at developing life and implying an improvement in the living conditions of all people. Racists, nationalists and religious fanatics usually have few such results, because the vast majority of their works are devoted to the search for some kind of evidence of the superiority of their race, nation or religion and ways to destroy others. And since there is no such superiority and cannot be, then there are corresponding results. Many truly talented people, intoxicated by the poison of racism, nationalism or religious fanaticism, will never be able to achieve outstanding results in creativity.

True creativity is always humanistic and the main moral value of humanism is respect for all people, regardless of their race, nationality and religious beliefs. What humanistic moral qualities are inherent in a truly creative person?

Ø Creative orientation of the individual.

Every person has the right to satisfy his biological and cultural needs, but a moral person will never become a slave to them. Creation should prevail over consumption in the activities of the individual. Not every person will be a great writer, composer, doctor, engineer, but everyone is obliged to produce spiritual or material goods in order to be able to consume. The progressive development of society is determined primarily by the predominance of creators over consumers. Unfortunately, in recent years, the media have been creating the erroneous image of “working to consume,” while the moral image of a person looks like “working to create and consume.” The first image gradually leads a person to a criminal dead end, the second to professional and spiritual perfection.

The creative orientation of the individual is cultivated in the process of developing motivation for creative activity. After all, the ability to create begins with the desire to create, to create something new. The development of motivation for creative activity is possible only if a person sees the significance of the results of his creative activity for himself and for society. If such results exist, then they strengthen a person’s desire to engage in creative activity.

Ø Personal and social usefulness of the activity.

Not every activity is moral, but only that which is useful for the person himself and society - other people. In recent years, the slogan of educating an individualist has prevailed, that he can bring nothing but harm. From one extreme - everything for society, the collective, we have driven ourselves to the other extreme - everything for the individual. The truth, as a rule, is in the middle - activity must bring personal and social benefit, only then is it moral. Useful activity can only be performed by someone who sees its practical necessity and is able to ensure its implementation in such a way as not to harm others, both in the process of its implementation and taking into account its long-term consequences. At the same time, others mean not only people, but all living organisms and technical and cultural objects useful to humans.

Ø Vision of variability in goal achievement.

From philosophy we know that many roads lead to truth. A moral person must not only see a variety of options for achieving a goal, but also be able to use them. The problem with many people is that they use only one way to realize their plans. More often than not, this only path turns out to be wrong, or insurmountable obstacles arise. And then a person “breaks down” spiritually, sometimes this leads to loss of faith in one’s own strength, abandonment of the chosen career, and disappointment in life.

Ø Fulfilling personal obligations.

The hardest thing in life is keeping your own promises. We have already heard so many different promises - political, economic, social. It’s good if a tenth of them is completed. Living not by a lie requires a person to take on only such obligations that he is able to fulfill. But fulfilling the obligations undertaken requires the presence of a very important quality - willpower - the ability to overcome emerging difficulties and achieve assigned tasks, but not at any cost, but while performing personally and socially useful activities. A moral person is determined primarily by what he promises and fulfills what he promises.

Ø Recognition and support of alternative beneficial activities.

We are talking about envy, or rather black envy. There have been so many examples in history when less talented creators destroyed more talented ones. A classic example is the destruction of N.I. Vavilov by the associates of T.D. Lysenko. A moral person understands perfectly well that there will be success in any business only if there is healthy competition between individual creators or creative teams.

The nobility of a person’s soul manifests itself when he recognizes and supports his competitors, knowing full well that many roads lead to the truth and it is unknown which of them is shorter and more effective - the one along which he himself, or his competitors. You and I know how often adults are painfully worried about the successes of their colleagues, how less talented people try to find mistakes and miscalculations in the work of more talented ones, forgetting that the main thing is not criticism of others, but the results of their own work. Unfortunately, this is not the best quality of the human soul that our children are beginning to adopt. And is it then any wonder that sweet, good boys and girls grow up to be angry, envious and intolerant of the successes of others? Nurturing this quality requires teaching children the ability to compare the results of their own and others’ work with the set goal, determine the ratio of time spent and results obtained, as well as the complexity of the chosen path. The criteria for the effectiveness of any activity are the following: high results, relative ease of implementation, minimal expenditure of time, equipment and materials.

Ø Constructiveness of critical analysis.

You must be able to criticize. The ability to criticize constructively is a whole science that needs to be taught to the younger generation. A constructive critic is someone who has deeply studied the subject of criticism, masters all modern methods of cognition and methods of dialectical logic, who is able to see the positive and new in the idea being criticized and suggest ways to improve it and further develop it, and help correct the mistakes of the author of the idea. Criticism should stimulate creativity and give the author confidence in the correctness of the chosen path. And another important moral aspect - the idea is criticized, and benevolently, and not the author himself or his relationship with his opponent. Well, which of our school graduates fully possesses all of the above skills? And in what school and in what subjects do they teach students constructive criticism?

2.The phenomenon of creativity in history.

The question of the essence and meaning of creativity was posed and interpreted differently in different historical eras. Thus, in ancient philosophy, creativity is associated with the sphere of finite, passing and changeable existence, and not with infinite and eternal existence; contemplation of this eternal existence is placed above all activity, including creative activity. In the understanding of artistic creativity, which was not previously distinguished from the general complex of creative activity, later, especially starting with Plato, the doctrine of Eros develops as a unique aspiration of a person to achieve the highest contemplation of the world, the moment of which is creativity. The views on creativity in the Middle Ages of philosophy are associated with a personal understanding of God, who freely creates the world and, by an act of his own will, causes existence from non-existence. In Augustine Aurelius, human creativity appears as the creativity of historical existence, in which finite human beings take part in the implementation of the divine plan for the world. Will and the volitional act of faith, and not reason, connect a person with God; a personal act, an individual decision acquires significance as a form of participation in the creation of the world by God. This creates the prerequisites for understanding creativity as a unique and inimitable phenomenon of human existence. The Renaissance era is permeated with the pathos of the boundless creative possibilities of man, in which this phenomenon of human existence is recognized as artistic creativity, the essence of which is seen in creative contemplation. There emerges the cult of genius as the bearer of creativity, interest in the very act of creativity and in the personality of the artist, reflection on the creative process that is characteristic of modern times, and a tendency to view history as a product of purely human creativity. In the Age of Enlightenment, creativity begins to be viewed not only as the highest form of human life, but also as the most important prerequisite for knowledge and transformation of the surrounding reality, as something akin to invention.
In modern times, research attention to the phenomenon of creativity has increased significantly in the field of psychology, for which direct scientific interest is no longer so much the abstract spiritual and personal nature of creativity as the specific psychological components and mechanisms of creative activity of the individual.
In psychology, creative activity is interpreted as a complex characteristic of a person, formed on the basis of a relatively high development of general and special abilities and manifested in successful professional activity, a high level of motivation and corresponding socio-psychological attitudes, as well as in the characteristics of intellectual and personal characteristics. Creative activity is one of the essential properties of a personality, through which the individual, special in the psychological organization of the personality is most fully manifested. In relation to activity, this specialness finds its highest expression in the originality (as opposed to stereotypes) of the solution to a particular research or practical problem. We can distinguish the following components that determine the creative activity of an individual:

Compliance with the task set from the outside (technical, scientific, research, managerial) and the psychological attitudes of the individual. In most cases the task is socially motivated, i.e. be perceived by the subject as socially significant.

The ability of an individual to identify the principle underlying any design and use it in new conditions. A creative personality is characterized by receptivity to new ideas, creative courage, curiosity, observation, the ability to overcome stereotypes, and specialized “transfer” of solution techniques from task to task when solving seemingly completely new problems.

The ability of an individual to determine the so-called “search zone”, on his own initiative to go beyond the initially intended area of research, to search and find problems, to find constructive techniques that rationalize activities.

High intellectual level: developed verbal and non-verbal intelligence, spatial representation and imagination, high level of systemic associations, ability to generalize.

2.1.Stages of creativity.

In the creative process itself, the following successive stages can be distinguished:
1) the “embryonic” stage, at which some creative idea arises, often still very vague;
2) the initial stage at which the concept is concretized, the first search for its certainty, the formulation of the problem and the determination of possible ways to solve it;
3) the stage of the first formulation of the plan, in which the effectiveness of the selected solution methods is assessed, the problem itself is analyzed in many ways, information is collected and analyzed;
4) the stage of main design, when hypotheses are put forward, various assumptions are sorted out, a person consciously engages in solving a creative problem. It is at this stage that moments of “creative insight” often arise, accompanied by corresponding mental states against the backdrop of emotional upsurge;
5) the final stage, when the final design, “crystallization” of the developed ideas occurs, the effectiveness of the achieved result is assessed, the compliance with the goal and the final product is analyzed.
However, this stage structure is very conditional, since creativity acts as a continuous process that is difficult to distinguish, and between the stages one can distinguish separate creative pauses, during which the hidden, so-called subconscious creative process and the creation of new blanks usually continue.

The personal qualities of a creative person are those that make this person different from other people.

These include:

Productive self-awareness;

Intellectual creative initiative;

Thirst for knowledge and transformation;

Sensitivity to problem, novelty;

The need for non-standard problem solving;

Critical mind;

Independence in finding ways and means to solve problems.

The key to the development of personal qualities of a creative person is high motivation for creativity.

For psychology, creative motivation for searching (ideas, images, plots, scenarios, etc.) is one of the central problems. Its development is important for the correct interpretation of the fundamental issues of the formation of people in science, technology and art and for the rational organization of their work. For the purpose of better orientation in the hierarchy of various motivational levels, psychologists have divided motivation into external and internal.

By “external” motivation they usually understand motivation that comes not from the subject-historical context of creative activity, not from the demands and interests of the logic of its development, refracted in the motives and intentions of the individual researcher-creator, but from other forms of his value orientation. These forms (thirst for fame, material advantages, high social position, etc.) can be extremely significant for him, can be represented in the very depths of his personality, and yet they are external in relation to developing science (technology or art), in which the creator lives with all his attachments, passions and hopes. Ambition (the desire to achieve leadership in public life, science, culture, careerism, etc.), for example, can serve as a powerful driver of behavior that characterizes the very core of personality. And yet, it is an external motive, since the creative activity motivated by it acts for the creator as a means of achieving goals external, for example, to the process of development of scientific thought going its own way. It is known that external approval, expressed in various types of recognition and honors, is an important incentive for many creative people. Failure to recognize scientific merits from colleagues and scientific organizations brings great grief to a scientist. G. Selye recommends that scientists who find themselves in a similar situation treat it philosophically: “It is better for people to ask why he did not receive high titles and positions than why he received them.” A peculiar kind of ambition is love for a woman as an external motive for creativity. Some outstanding people considered this feeling a strong stimulator of creativity. For example, A.S. Pushkin wrote: “The sweet attention of women is almost the only goal of our efforts.” This point of view was shared by I.I. Mechnikov. Dissatisfaction with one's position also serves as an important motive for creativity (N.G. Chernyshevsky). Both dissatisfaction with one’s position and the desire for self-expression can be incentives for the creative activity of the same person. This idea was clearly expressed by A.M. Gorky: “To the question: why did I start writing? - I answer: due to the force of pressure on me from the “languorous poor life” and because I had so many impressions that “I could not help but write. A significant place among the motives of creative activity is also occupied by the moral and psychological side of this activity: awareness of the social importance and necessity of the research being carried out, a sense of duty and responsibility for the nature and use of the results of scientific work, awareness of the close connection of one’s activities with the work of the scientific team, etc. Of particular importance in the moral motivation of scientific and any other creative activity is the sense of moral duty of creative individuals to their people and humanity. Creators must constantly remember the humane nature of their activities and refuse works whose possible tragic consequences are known in advance. Many of the greatest scientists and representatives of art of the 20th century have spoken about this more than once. - A. Einstein, F. Joliot-Curie, I.V. Kurchatov, D.S. Likhachev, etc. One of the external motives is social facilitation - increasing the speed or productivity of a creative person’s activity due to the imaginary or real presence of another person or group of people (without their direct intervention in the activity), acting as a rival or observer of his actions. Boredom can be considered one of the powerful stimuli for creativity. According to G. Selye, creative people intensively search for “spiritual outlets.” And if they have already acquired a taste for serious mental exercises, everything else in comparison with this seems to them not worth attention. The most unattractive incentives for creativity include envy and the desire to acquire great material wealth, high positions and high-profile titles. Among creative workers, there are two types of envy. The first is “white envy,” in which recognition of someone else’s success turns out to be a stimulus for an individual’s creative activity and desire to compete. It is precisely this envy of A.S. Pushkin considered “the sister of competition.” “Black envy” pushes an individual to commit hostile actions towards the object of envy (Salieri syndrome) and has a destructive effect on the very personality of the envier.

Internal motives for creativity include intellectual and aesthetic feelings that arise in the process of creative activity. Curiosity, surprise, a sense of newness, confidence in the correct direction of searching for a solution to a problem and doubt in case of failure, a sense of humor and irony - these are examples of intellectual feelings. Academician V.A. Engelgadt believed that the innate instinctive power of creativity is the desire to reduce the degree of ignorance about the world around us. He considered this instinct akin to the instinct to quench thirst. That is why it is fair to say that it was not the scientist who gave his life to the service of science, but science that served to satisfy his need for creativity. The same can be said about the poet, and about poetry, and in general about any creative person and her creations. The fact that the need for creativity, to create something new and original is an almost instinctive human need, is evidenced by the experience of many talented people. For example, I.S. Turgenev, according to his biographer, took up the pen under the influence of an internal need that did not depend on his will. L.N. Tolstoy said that he wrote only when he was unable to resist the inner urge to write. Similar statements can be found in Goethe, Byron, Pushkin and many outstanding scientists. Curiosity, the ability to rejoice at every small step, every small discovery or invention is a necessary condition for a person who has chosen a scientific profession. The thirst for knowledge, or the instinct of knowledge, is the main difference from animals. And this instinct is highly developed in creative individuals (L. S. Sobolev). The work of a scientist is a source of great pleasure. According to Academician N.N. Semenov, a true scientist is attracted to his work in itself - regardless of the remuneration. If such a scientist were not paid anything for his research, he would work on it in his free time and would be ready to pay extra for it, because the pleasure he gets from doing science is incomparably greater than any cultural entertainment. Anyone who does not enjoy scientific work, who does not want to give according to his abilities, is not a scientist, this is not his calling, no matter what degrees and titles he is awarded. Material security comes to a real scientist by itself, as a result of his faithful attachment to science (N.N. Semenov, 1973). The curiosity and love of truth of a scientist are largely determined by the general level of development of science, his own life experience, and public interest in a particular problem on which the scientist is working. The most important thing, without which even high professional qualities do not lead to success, is the ability to rejoice and be surprised at every small success, every solved riddle, and to treat science with the reverence that A. Einstein spoke about: “I am content with being amazed.” I speculate about these mysteries and humbly try to mentally create a far from complete picture of the perfect structure of all things.” Since the time of Plato, the feeling of wonder (“mystery”) has been considered a powerful motive for all cognitive processes. The desire for the mysterious, the unusual, the thirst for miracles are inherent in a person in the same way as the desire for beauty. A. Einstein said about this: “The most beautiful and deepest experience that befalls a person is a feeling of mystery.” A pronounced sense of mystery underlies all the most profound trends in science and art. When engaged in creativity, people often experience aesthetic satisfaction , which, as a rule, increases their creative energy, stimulates the search for truth. Creativity includes not only knowledge, but also beauty, aesthetic pleasure in the process itself and the result of creative work. Penetration into the world of the unknown, the discovery of deep harmony and an amazing variety of phenomena , delight before the emerging beauty of known patterns, a sense of the power of the human mind, the consciousness of the growing power that man, thanks to science, acquires over nature and society, give rise to a range of feelings and the strongest human experiences that are deeply included in the process of creative quests of scientists: satisfaction, admiration, delight, surprise (from which, as Aristotle said, all knowledge begins). The beauty of science, like art, is determined by the sense of proportionality and interconnectedness of the parts that form the whole, and reflects the harmony of the surrounding world. In order to more fully use the aesthetic motives of scientific creativity, their role in the activation of science, it is important to learn to consciously influence them, to promote their unhindered and socially useful development. Strengthening and developing connections between scientists and the world of art and literature can play a huge and in many ways irreplaceable role. The famous mathematician G.S. Alexandrov noted that music had a huge influence on his development as a scientist in his young years. It was in those moments when, returning from a concert, he experienced some particularly good state, valuable thoughts came to him. Similar statements are known by A. Einstein, who noted the exceptional role of fiction in stimulating new scientific ideas.

Both types of motivation are so closely related to each other that their separate, separate analysis is often very difficult. The unity of motivation is manifested in the very fact of the existence and development of a person’s natural inclination to creativity, in the need for self-expression. External motives can serve as the engine of creative activity only through internal motivation, which is created as a result of the contradiction within the cognitive field between what is already formalized in the form of socialized knowledge and what must be formalized by a given subject of creativity in order to claim advantages expressed in terms of external motivation. It is obvious that in science the criterion of success cannot be external attributes and external benefits in themselves, although it is often their appropriation that becomes the dominant motive for the activities of many scientists.

To means of increasing T.m. in a creative team includes not only the use of material and moral rewards and increases in status. It is also important to create conditions for the self-actualization of the creative capabilities of a scientist and to open up prospects for him. Among the factors of great motivational significance, one should highlight the scientist’s motivations, which are acquiring an important role in modern conditions, related to the implementation of the results of scientific research (especially fundamental ones) into practice, etc.

Summarizing what has been said, we can distinguish two groups motives of creativity :

· external (desire for material benefits, to secure one’s position);

· internal (pleasure from the creative process itself and aesthetic satisfaction, the desire for self-expression).

Why do some people create masterpieces: paintings, music, clothes, technical innovations, while others can only use them? Where does inspiration come from and is it initially clear that a person is creative or can this quality be gradually developed? Let's try to find answers to these questions and understand the secrets of those who know how to create.

When we come to an art exhibition or visit a theater or opera, we can answer with accuracy - this is an example of creativity. The same examples can be found in a library or cinema. Novels, films, poetry - all these are also examples of what a person with a non-standard approach can create. However, work for creative people, whatever it may be, always has one result - the birth of something new. Such a result is the simple things that surround us in everyday life: a light bulb, a computer, television, furniture.

Creativity is a process during which material and spiritual values are created. Of course, assembly line production is not part of this, but every thing was once the first, unique, completely new. As a result, we can conclude: everything around us was originally what a creative person created in the process of his work.

Sometimes, as a result of such activities, the author receives a product, a product that no one but him can repeat. Most often this applies specifically to spiritual values: paintings, literature, music. Therefore, we can conclude that creativity requires not only special conditions, but also the personal qualities of the creator.

Process description

In fact, no creative person has ever wondered how he manages to achieve this or that result. What did you have to endure during this sometimes very long period of creation? What stages needed to be overcome? A psychologist from Britain at the end of the 20th century, Graham Wallace, was puzzled by these questions. As a result of his activities, he identified the main points of the creative process:

Preparation;
incubation;
insight;
examination.

The first point is one of the longest stages. It includes the entire training period. A person who has no previous experience in a particular field cannot create something unique and valuable. First you have to study. This could be mathematics, writing, drawing, design. All previous experience becomes the basis. After which an idea, goal or task appears that needs to be solved, relying on previously acquired knowledge.

The second point is the moment of detachment. When long work or searches do not produce a positive result, you have to throw everything aside and forget. But this does not mean that our consciousness also forgets about everything. We can say that the idea remains to live and develop in the depths of our soul or mind.

And then one day inspiration comes. All the possibilities of creative people open up, and the truth comes out. Unfortunately, it is not always possible to achieve your goal. Not every task is within our power. The last point includes diagnosis and analysis of the result.

Character of a creative person

For many decades, scientists and ordinary people have been trying to better understand not only the process itself, but also to study the special qualities of the creators. of great interest to people. As experience shows, representatives of this type are usually distinguished by high activity, expressive behavior and cause conflicting reviews from others.

In fact, no model developed by psychologists is an exact template. For example, such a trait as neuroticism is often inherent in people who create spiritual values. Scientists and inventors are distinguished by their stable psyche and balance.

Each person, creative or not, is unique, something in us resonates, and something does not coincide at all.

There are several character traits that are more characteristic of such individuals:

curiosity;

self-confidence;

not too friendly attitude towards others.

The latter is probably due to the fact that people think differently. They feel misunderstood, judged, or not accepted for who they are.

Main differences

If there is a very creative person on your list of friends, then you will definitely understand this. Such personalities often have their head in the clouds. They are true dreamers; even the most crazy idea seems like a reality for them. In addition, they look at the world as if under a microscope, noticing details in nature, architecture, and behavior.

Many famous people who created masterpieces did not have a usual working day. There are no conventions for them, and the creative process occurs at a convenient time. Some people choose early morning, while for others, their potential awakens only at sunset. Such people do not often appear in public; they spend most of their time alone. It’s easier to think in a calm and familiar atmosphere. At the same time, their desire for something new constantly pushes them to search.

These are strong, patient and risk-taking individuals. No failure can break faith in success.

Modern research

Previously, the opinions of scientists agreed that a person was either born creative or not. Today this myth is completely dispelled, and we can say with confidence that developing talents is available to everyone. And at any period of your life.

With desire and perseverance, the basic qualities of a creative person can be developed in yourself. In the only case where it is impossible to achieve a positive result is when a person personally does not want to make changes in his life.

Modern research has led to the conclusion that intellectual abilities increase if you combine logic and creativity. In the first case, the left hemisphere is involved in the work, in the second - the right. By activating as many parts of the brain as possible, you can achieve greater results.

Work for a creative person

After graduating from school, graduates are faced with the question: where to go? Everyone chooses a path that seems more interesting and understandable to them, at the end of which a goal or result is visible. Unfortunately, it is not always possible to realize the potential inherent in us.

What do you think is the best job for creative people? The answer is simple: any! Whatever you do: running a household or designing space stations, you can be resourceful and inventive, create and surprise.

The only thing that can really interfere with this process is third-party interference. Many managers independently deprive their employees of the desire to make independent decisions.

A good boss will support impulses for development and creativity, of course, if this does not interfere with the main process.

Paradoxes

Let's think about why the character of a creative person is so difficult to clearly analyze and structure. Most likely, this is due to a number of paradoxical traits that are inherent in such people.

Firstly, they are all intellectuals, well-grounded in knowledge, but at the same time they are as naive as children. Secondly, despite their excellent imagination, they are well versed in the structure of this world and see everything clearly. Openness and communication skills are only external manifestations. Creativity very often hides in the depths of personality. Such people think a lot and conduct their own monologue.

It is interesting that by creating something new, they, one might say, introduce some dissonance into the existing course of life. At the same time, everyone is insanely conservative, their habits often become more important than those around them.

Genius and creativity

If a person, as a result of his activities, has created something impressive, something that has amazed those around him and changed his ideas about the world, then he wins true recognition. Such people are called geniuses. Of course, for them creation and creativity are life.

But not always even the most creative people achieve results that can change the world. But sometimes they themselves do not strive for this. For them, creativity is, first of all, an opportunity to be happy at the present time, in the place where they are.

You don't have to be a genius to prove yourself. Even the smallest results can make you personally more confident, positive and joyful.

conclusions

Creativity helps people open their souls, express their feelings, or create something new. Anyone can develop creativity, the main thing is to have a great desire and a positive attitude.

It is necessary to get rid of conventions, look at the world with different eyes, perhaps try yourself in something new.

Remember - creativity is like a muscle. It needs to be regularly stimulated, pumped up, developed. It is necessary to set goals of various scales and not give up if nothing works out the first time. Then at some point you yourself will be surprised at how dramatically life has changed, and you will begin to realize that you also brought into the world something necessary and new for people.

Last updated: 30/11/2017

In his 1996 book Creativity: The Work and Lives of 91 Famous People, psychologist Mihaly Csikszentmihalyi suggested that “of all human activities, creativity comes closest to providing the integrity we all hope to have in our lives.”

Creativity allows us to expand our worldview, do new and exciting things, and do things that bring us one step closer to reaching our full potential.

So what is it that makes a person creative? Are people born this way, or is it something that can be developed just like muscles?
Csikszentmihalyi suggests that some people have what he calls creative traits. Although some people are born with them, incorporating some of the practices into your daily life can help unleash your creative potential.

1 Creative people are energetic but focused

Creative people have great energy, both physical and mental. They can work for hours on one thing that interests them, but remain enthusiastic the entire time. This does not mean that creative people are hyperactive or manic. They spend a lot of time alone, quietly thinking and considering what interests them.

2 Creative people are smart, but also naive

Creative people are smart, but research has shown that being highly creative is not necessarily correlated with higher levels of creative achievement. In Lewis Terman's famous study of gifted children, it was shown that children with high IQs performed better in life in general, but those with very high IQs were not creative geniuses. Very few of those who participated in the study later demonstrated high levels of artistic achievement in life.

Csikszentmihalyi noted that research has pointed to the current IQ threshold being around 120. A higher-than-average IQ may increase creativity, but an IQ above 120 will not necessarily lead to greater creativity.

Instead, Csikszentmihalyi suggests that creativity involves a certain amount of both wisdom and childishness. Creative people are smart, but they are able to maintain their sense of curiosity, wonder, and the ability to see the world with fresh eyes.

3 Creative people are playful but disciplined

Csikszentmihalyi notes that playful behavior is one of the hallmarks of creativity, but this frivolity and excitement is also reflected in the main paradoxical quality - perseverance.

When working on a project, creative people tend to show determination and perseverance. They will work for hours on something, often staying up late into the night until they are satisfied with their work.

Think about what you think when you meet someone who is an artist. At first glance, it is something exciting, romantic and enchanting. And for many, being an artist means experiencing a sense of excitement. But being a successful artist also requires a lot of work, which many people don't see. However, a creative person understands that real creativity involves a combination of pleasure and hard work.

4 Creative people are realists and dreamers

Creative people love to dream and imagine the possibilities and wonders of the world. They may be lost in dreams and fantasies, but still remain in reality. They are often called dreamers, but this does not mean that they constantly have their head in the clouds. Creative types, from scientists to artists to musicians, can come up with creative solutions to real-world problems.

“Great art and great science involve a leap of imagination into a world that is different from the present,” explains Csikszentmihalyi. “The rest of society often views these new ideas as fantasies, unrelated to current reality. And they are right. But the whole point of art and science is to go beyond what we currently think is real and create a new reality.”

5 Creative people are extroverted and introverted

While we often fall into the trap of categorizing people as exclusively or introverted, Csikszentmihalyi suggests that creativity requires the integration of both of these personality types.

Creative people, in his opinion, are extroverted and introverted. Research has shown that people tend to be either more extroverted or introverted, and these traits are surprisingly stable.

On the other hand, creative people tend to show signs of both types at the same time. They are sociable and at the same time quiet; social and secretive. Interacting with other people can spark ideas and inspiration, and getting away to a quiet place allows creative people to reflect on these sources of inspiration.

6 Creative people are proud but humble

Highly creative people tend to be proud of their achievements and successes, but still do not forget about their place. They have great respect for those working in their field and for the impact that the achievements of predecessors in this work have had. They may see that their work is often different compared to others, but that is not what they are focused on. Csikszentmihalyi notes that they are often so focused on their next idea or project that they don't record their past accomplishments.

7 Creative people are not burdened by rigid gender roles

Csikszentmihalyi believes that creative people resist, at least to some extent, the often overly rigid gender stereotypes and roles that society tries to impose. He says that creative girls and women are more dominant than other women, although creative boys and men are less and more sensitive than other men.

“Psychologically, a bisexual person effectively doubles his repertoire of responses,” he explains. “Creative people are more likely to have not only the strengths of their own gender, but also the traits of the other gender.”

8 Creative People Are Conservative But Rebellious

Creative people are by definition “outside the box” thinkers, and we often think of them as non-conformist and even a little rebellious. But Csikszentmihalyi believes that it is impossible to be truly creative without accepting cultural norms and traditions.

He suggests that creativity requires both a traditional approach and an open-minded view. Being able to appreciate and even accept the ways of the past, but at the same time searching for a new and improved way of doing what is already known. Creative people may be conservative in many ways, but they know that innovation sometimes involves taking risks.

9 Creative People Are Passionate But Driven

Creative people don't just enjoy their work; they have a passion for what they do. But simply being passionate about something does not necessarily lead to a lot of work. Imagine a writer so in love with his work that he doesn't want to edit one sentence. Imagine that a musician does not want to change a place in his work that requires improvement.

Creative people love their work, but they are also objective and willing to criticize it. They can detach themselves from their work and see areas that need work and improvement.

10 Creative People Are Sensitive And Open To New Experiences, But Are Happy And Joyful

Csikszentmihalyi also suggests that creative people tend to be more open and sensitive. These are qualities that can bring both reward and pain. The process of creating something, coming up with new ideas and taking risks often leads to criticism and contempt. It can be painful, even destructive, to devote years to something only to have it rejected, ignored or ridiculed.

But being open to new creative experiences is also a source of great joy. This can bring great happiness, and many creative people believe that such feelings are worth any possible pain.

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