Professional thinking is a specific fusion of artistic and scientific aspects of thinking, it musical, psychological and pedagogical sides, the relationship between professional orientation, style and operations of the thinking process.
The professional thinking of a music teacher includes musical thinking. It is distinguished by the intonational-figurative nature of musical thought processes and in the activities of a music teacher is aimed at establishing contact between students and music, a piece of music. Therefore, it is so important for the teacher to know the laws of musical speech, musical language and their application in the process of organizing children’s listening and performing activities, especially when including musical compositional creativity (improvisation, composing music by children) in the content of classes.
In general, it should be noted that the teacher’s developed musical thinking is the main prerequisite for the success of the process of developing students’ musical thinking.
From a psychological point of view, emotions are an important category of thinking for a music teacher. They are directly related to the very essence of musical art, the process of perception. At the same time, “smart emotions” (the term of L. S. Vygotsky) of music teachers are the most important factor in helping to solve diverse pedagogical problems.
The psychological aspect of a music teacher’s professional thinking manifests itself both in relation to the child himself and to the pedagogical process as a whole. This finds expression primarily in the subject-subject relationship between the teacher and his student, in the dialogue between the teacher and music. The priority psychological categories that characterize the thinking of a music teacher in this regard include the psychological image of the child, as well as the image of the teacher himself.
Another component of the professional thinking of a music teacher is his psychological and pedagogical thinking. From this point of view, it is aimed primarily at understanding the age and individual psychological characteristics of students, the patterns and characteristics of the communication process: teachers with schoolchildren, students with music; for the design, implementation and analysis of the music-educational process taking place in these specific conditions and aimed at solving certain music-pedagogical tasks, achieving the artistry and integrity of the lesson, cognition, evaluation and implementation of musical-pedagogical innovations in practice.
Both musical and psychological-pedagogical thinking often acquire creative character, which is manifested in an individual, unique vision, understanding of music and the music-pedagogical process, in finding original ways to solve set pedagogical problems.
Fundamentally important in development professional thinking of a music teacher is aimed at analyzing one’s own teaching activities and developing professional self-awareness.
The basis of professional self-awareness is professional reflection, i.e. the ability to reflect, analyze, reflect, evaluate the process and results of one’s own musical and pedagogical activities.
Professional and personal reflection of music teacher T.A. Kolysheva considers it as an action aimed at clarifying the foundations of one’s own way of solving mental musical-pedagogical problems and its generalization with the aim of subsequently successfully solving externally different, but internally related problems associated with musical-pedagogical reality (Kolysheva T.A. Preparing a music teacher for professional reflection in the system of higher pedagogical education: Textbook / Edited by E. B. Abdullin. - M., 1997). According to its basic psychological characteristics, reflection is comparable to the process of creativity, to a creative task.
When understanding the essence of a music teacher’s professional and personal reflection, as the researcher notes, the coincidence and consistency of the external and internal dialogues between the teacher and the student acquires special significance. In the musical-pedagogical process, the features of reflexive-dialogical “thinking” are determined, on the one hand, by the specifics of musical art, and on the other, by the specifics of the artistic-pedagogical process itself.
As a special professional and personal quality, reflection allows a teacher to transform from a formal executor of directive requirements and instructions into a specialist capable of creative interpretation of ideas, approaches and technologies in the field of his activity, to rise above a situational task, to go beyond its limits, to gain a holistic view of its path. solutions.
The most important meaning-forming core, indicator of the emergence and functioning of this professional and personal quality of a music teacher is his reflexive attitude towards the objects of musical pedagogical reality: to students, to music, to the realities of musical pedagogical theory and practice, to himself.
Reflexive processes in the professional activity of a music teacher arise in a situation of discrepancies (contradictions) between the “necessary” and “possible”. Thanks to this, the integrity of musical pedagogical activity is preserved and strengthened, and the possibility of introducing the necessary adjustments and new quality into its content is achieved. Thus, the basis of a music teacher’s professional reflection is the dialectical relationship between professional activity and personality, the reflexive position taken in this activity and aimed at finding its personal value meaning.
Reflexive processes in the activities of a music teacher manifest themselves in the following directions: in attempts to understand and purposefully regulate the thoughts, feelings and actions of students; in the process of designing schoolchildren’s activities; in the process of reflective analysis and self-regulation; in the process of stimulating the reflective activity of students themselves.
In the reflexive activity of a music teacher, T. A. Kolysheva identifies the following main aspects:
The interest that has arisen in a musical and pedagogical problem that is creative in nature;
Detection, comprehension and assessment of underlying contradictions;
Searching for reasons and possible options for its solution when correlating the content of the musical pedagogical task with one’s own individual, personal and professional experience, as well as with the experience of other music teachers;
Implementation of practical logical and constructive actions that ensure the successful solution of the musical and pedagogical task;
A generalized assessment by the music teacher of all previous stages of reflexive activity, leading to its enrichment, bringing it to the “meta-level” and merging with a new cycle of its implementation.
The presented diagram is filled with specific content. Depending on the aspect of musical pedagogical activity. However, in any case, it retains the main logical direction: from broad generalized ideas about a way out of a difficulty (i.e., understanding a musical-pedagogical problem) to specific ways of overcoming contradictions. At the same time, the personal experience of a music teacher is constantly, consciously or unconsciously, correlated “from the inside” (by comparison, evaluation, selection, development, etc.) with the experience of other music teachers. Thus, the music teacher develops and strengthens the ability to look at himself, at his activities, as if from the outside, and to objectively and productively evaluate incoming critical comments.
The leading functional significance of the professional and personal reflection of a music teacher lies in its special holistic impact on the teacher’s personality. Reflexive manifestations are associated with the deep aspects of the personality of a music teacher, with his individual temperament and with a special personal understanding of such philosophical categories as “freedom” and “creativity”. The result is not only the improvement of professional skills, but also an understanding of the personal meaning of life, an idea of \u200b\u200byour inner spiritual world. The enrichment of the professional “I” of a music teacher occurs in the process of reflective and personal interaction with music and with students. As the professional skill of a music teacher grows, his musical and pedagogical intuition also develops. It acts as an act of the teacher directly solving musical and pedagogical problems without their preliminary logical professional analysis. This is facilitated by the teacher’s accumulated experience in teaching, knowledge of his students, and his natural ability to think.
Introduction
The psychology of professional thinking is an intensively developing area of modern theoretical knowledge and practical activity. Thinking is one of the basic conditions for human existence and development. Professional thinking then serves as a means of understanding and transforming the surrounding world, a need, goal, value and meaning of a person’s life, when a professional develops a positive attitude towards work. The complexity and diversity of connections between activity and personality are determined both by the peculiarities of its mental regulation and the specifics of the operational characteristics of thinking. This makes the system of personal-activity relations quite dynamic. Creative professional thinking not only manifests itself, but also develops in activity. The interrelation and mutual influence of the structural characteristics of thinking, the dynamic nature of thinking as a process determined the subject area of this textbook, dedicated to the formation of creative professional thinking, because it is impossible to manage an object without studying it.
The scientific and methodological validity of the materials in the manual is ensured by the correspondence of the research methodology to the problem posed. The results of psychological and pedagogical research presented in the textbook have scientific novelty, since a description of the maturity of professional thinking as a property of the subject of labor is presented. The author substantiates that the harmonious development of moral, ethical, cultural, social and professionally significant qualities and personality traits is a necessary condition for solving both general theoretical problems of psychology and the main applied problems of creative professional thinking. One of the results of solving these problems is the description of a general psychological model of the formation of creative professional thinking.
An appeal to the scientific heritage of S. L. Rubinstein and A. V. Brushlinsky suggests that the range of problems they dealt with was subordinated to theoretical and methodological justification and methodological support for the study of the subject’s thinking as a process. The study of the psychology of the subject, begun by S. L. Rubinstein, was expressed in completed forms in the works of A.V. Brushlinsky, who identified the following poles of the subject: cultural and activity. Integrity, unity, and integrity are important properties of the subject, serving as the basis for the systematicity of all his mental qualities, which are often very contradictory and difficult to compatible. The thinking process begins with an analysis of the problem situation. As a result of its analysis, a task (problem) in the proper sense of the word arises and is formulated. The emergence of a problem means that it was possible to at least preliminary separate the given (known) and the unknown (sought). Based on the connection and relationship between the known and the unknown, it becomes possible, according to A. V. Brushlinsky, to search and find something new, previously hidden, unknown. The manual implements the theory of A. V. Brushlinsky, in which thinking is considered as a prediction of what is sought, as an initially creative process of generating subjective and objective new knowledge.
Close attention is paid to the psychology of creative professional thinking. Its significance is determined by the role of creative thinking in the organization and implementation of professional activities. Understanding the dynamic and structural characteristics of a professional’s mental activity, identifying its psychological patterns and mechanisms is a necessary condition for the formation of a subject’s creative professional thinking.
The conceptual apparatus presented in the manual allows us to introduce into psychological circulation such concepts as “situational and supra-situational level of problem detection”, “professional problem situation”, “situational and supra-situational type of professional thinking”, “situational and supra-situational style of professional thinking”.
Chapter I. Psychological characteristics of creative professional thinking
A. V. Brushlinsky substantiated the conclusion that any thinking (at least to a minimal extent) is creative and therefore there is no reproductive thinking; as a result, a new interpretation was given of the relationship between thinking and creativity. The developed, mature thinking of a professional is manifested in the ability to set production goals, creatively solve professional problems, using knowledge, skills, and abilities acquired both in educational and professional activities. An original thinking professional is able to take risks and take responsibility for his decisions. The creative nature of thinking presupposes the vision of a problem, the formulation and resolution of a contradiction that has arisen, the ability to analyze creative ways of a possible solution to a problem, choosing the most preferable one. We consider professional thinking as the highest cognitive process of searching, detecting and resolving problems, identifying externally unspecified, hidden properties of knowable and transformable reality.
Creative professional thinking is one of the types of thinking characterized by the creation of a new product and new formations in the very cognitive activity of its creation. The resulting changes relate to motivation, goals, assessments, and meanings of the professional activity performed. Creative professional thinking is aimed at going beyond the limits of the problem being solved by a specialist; to create a result or original methods for obtaining it based on the constructive transformation of what is known. The result of such thinking is the discovery of a fundamentally new or improvement of an already known solution to a particular professional problem.
The main thing for creative thinking is originality, the ability to embrace cognizable reality in all its relations, and not just those that are enshrined in familiar concepts and ideas. A complete, comprehensive discovery of the properties of a certain area of reality is ensured by knowledge of all the facts related to it, as well as the degree of erudition of the professional. This implies the enormous role of knowledge and skills in creative thinking.
A special contribution to the field of research into creative professional thinking was made on the basis of system-genetic analysis developed by V. D. Shadrikov. In the context of this theory, we described the stages of creative performance of professional activity, substantiated and established the most important characteristics of a specialist’s creative thinking (types, structure, functions, mechanisms, properties, patterns, principles).
Types of creative thinking of a professional
The professional type of thinking is, according to A.K. Markova, the predominant use of methods for solving problematic problems, methods for analyzing professional situations, and making professional decisions adopted specifically in a given professional field.
Based on the structural-level model of pedagogical thinking that we have developed as a type of professional thinking, two types of thinking can be distinguished: situational and supra-situational.
The teacher’s situational type of thinking is characterized by the improvement of his own subject-meticological actions and technologies that make up the educational process. This type is aimed at establishing situational problems in the pedagogical situation being solved. The teacher makes and implements decisions focused on the immediate future and benefit, and not on the meaning of teaching activity, its purpose and social purpose, without taking into account the influence of this particular situation on the educational process as a whole. The main criterion for choosing a solution is past experience and the stereotype of solving similar situations, and not analysis and forecasting of the results of one’s activities. In the process of implementing this type, the teacher’s personal development becomes more difficult. The situational type of solving a pedagogical problem situation is effective when the teacher’s activity is related to the organization of students’ activities, its stimulation and control.
The supra-situational type is characterized by the teacher’s awareness of the need for his own change and improvement of certain features of his personality. This type of thinking is focused on updating the moral and spiritual layer of the educational process. Problematic situations that arise during the teacher’s practical activities force him to “rise” to a level from which he could analyze himself not only in the role of a performer, but also in the role of a person who programs students’ performing activities. This state of the subject is expressed in the search for means of purposeful formation of their professionally significant and personal qualities. The ability to establish supra-situational problematic issues in the process of solving pedagogical problem situations not only contributes to the activation of the teacher’s mental activity, but also has a great influence on the personal development of the teacher, since it primarily affects his emotional sphere and his self-awareness. And this, in turn, inevitably leads to the formation of personal positions and beliefs, thereby helping the teacher improve his activities.
Involvement in a situation is the most important sign of supra-situational thinking, the manifestation of which is accompanied by an expansion and deepening of the analysis of the cognizable and transformable situation and oneself in it. In addition to being involved in the situation, supra-situational thinking is simultaneously characterized by constructive going beyond the boundaries of the situation being solved. The third sign of supra-situational thinking is the transformative focus of thinking on oneself as the main subject of cognition and resolution of a professional problem situation.
Structure of creative thinking:
1. Motivational-targeted component (reflects the specifics of goal setting and motivation of professional thinking).
2. Functional component (diagnostic, explanatory, prognostic, design, communicative, managerial).
3. Procedural component (heuristic operation of a system of specific methods of search cognitive activity in the process of a professional solving a professional task that has arisen before him).
4. Level component (characterized by the levels of detection of problems in the situation being solved).
6. Operating component (reflects generalized methods of solving professional problems developed in the practice of a specialist).
7. reflective component (reflects the ways the psychologist controls, evaluates and understands his activities).
There are some features of the structure of a specialist’s professional activity that, in our opinion, can influence his thinking.
1. The professional activity of a specialist balances between traditions, patterns, dogmas and creativity, freedom, innovation; Therefore, it is important to strictly observe the optimal measure of conjugation between these extremes. The process of the emergence of professional thinking is associated with the presence of problems in understanding and transforming the situation that has arisen. Thanks to the establishment of problematic nature, the objective professional situation is transformed into a professional (subjective) problem situation through which the thinking and activity of a professional are connected.
2. The ability to realize ultimate goals through private goals, the ability to use them, is the skill of a professional. Production goals are formulated not in the form of a description of the actions of a specialist, but from the position of the customer and from the point of view of the requirements of professional standards.
3. In the process of resolving a specific situation, the professional himself identifies and solves the problem. He is responsible for his decisions, their implementation and himself determines the practical significance and feasibility of the developed solution.
Functions of professional thinking
Not all people can realize their own creative potential, although there are no uncreative people. Creativity is inseparable from work, which means it is inherent in every type of activity. We can distinguish the following characteristics of creative professional thinking, which determine the measure of mental performance and the price of intellectual tension, the degree of their usefulness and harm for professional activity: 1. Study of the conditions and possibilities of professional activity. 2. Adaptation to the professional environment. 3. Formation of readiness for constant self-development.
The functional side of a professional’s thinking serves to ensure the production process and is characterized by the following features:
1) diagnostic: knowledge of a specific situation, receiving feedback regarding the professional activity being performed;
2) stimulating: encouragement to demonstrate intellectual initiative through one’s own actions;
3) informing: collecting information about current problems and ways to solve them;
4) developing: understanding the means of developing leading professional qualities of an individual;
6) evaluative: communication of an assessment of the degree of effectiveness of their various actions;
7) self-improving: professional thinking creates and provides the opportunity to avoid impulsive or routine activities;
8) transformative function: generation of a new reality. The main vector of a professional’s creative thinking is transforming the situation or transforming oneself (supra-situational level).
In addition, self-control provides the professional with the correct resolution of a specific situation. Self-esteem allows him to determine whether the main contradiction, which forms the core of the production problem situation, is resolved or not resolved (and to what extent). Thus, the more important a specialist’s professional thinking is for his or her activities, the greater the harm from the fact that it functions inadequately.
The functional side of thinking is characterized by developing and making decisions regarding methods of professional influence (manifested in the search, “weighing”, and selection of the content of means of influence). And yet in this list two can be distinguished basic functions: diagnostic and transformative. Both of these functions are carried out in the context of specific situations, the system of which constitutes professional activity. The functions of a subject’s professional thinking in the context of practical activity act primarily as functions of analyzing specific production situations, setting tasks in given operating conditions, developing plans and projects for solving these problems, regulating the implementation of existing plans, and reflecting on the results obtained. By its origin, professional thinking is a system of mental actions that arise on the basis of cognition and transformation of a complex situation. Such actions, changing in form, retain their content specificity, essential properties and functions of the subject’s professional thinking.
Mechanisms of creative thinking
Psychological mechanisms are understood as a system of various conditions, means, relationships, connections and other mental phenomena that ensure the development of the qualities of creative thinking. The mechanism of creative thinking as a way of constructive self-regulation and self-development of the individual in a problem-conflict situation is, according to Ya. A. Ponomarev, I. N. Semenov, S. Yu. Stepanov, a conflict of intellectual contents and reflexively meaningful and alienated personal contents.
A person’s intellect, according to B. M. Teplov, is one and the basic mechanisms of thinking are the same, but the forms of mental activity are different, since the tasks facing the human mind in both cases are different. They were shown that the basic elements of thinking are united; they function in a unique way when solving tactical and strategic problems. This process is characterized by such features as “grasping” the whole while paying attention to details, finding an operational solution, and anticipating possible consequences and consequences. The mechanisms of creative professional thinking cannot be understood without taking into account the mechanisms of mental development.
The mechanism of mental development (according to L. S. Vygotsky) is the assimilation of socio-historical forms of activity. The main psychological mechanisms for the formation of higher mental functions include: 1) the mechanism of internalization of distributed activity; 2) a mechanism for “comprehension” of elements of distributed activity based on symbolization (primarily on the basis of real inclusion in the corresponding relationships characteristic of adults). At the same time, through the controlled formation of collectively distributed activities in student groups, it is possible to achieve a situation where the student’s personal goals become subordinate to the collective goals. For the purposeful formation of the meaning of a particular activity, it is necessary to use special organizational and gaming methods that actually model the distribution of intense emotional states based on the idea of responsibility inherent in the collectivism of adults.
The idea of multi-level, integrality of cognitive formations is presented in the works of V. D. Shadrikov, V. N. Druzhinin, E. A. Sergienko, V. V. Znakov, M. A. Kholodnaya, V. I. Panov and others. So, according to According to D.N. Zavalishina, the mechanism of the creative act consists in “going beyond” the initial level of mental support for activity, transforming the situation, in connecting (or specially forming) new “layers”, “plans” of the mental organization of the subject. As a result, the productive process becomes multidimensional and flexible.
Professional thinking, along with general mechanisms, has specificity, which is determined by the uniqueness of the tasks being solved and working conditions. The theoretical analysis was carried out, as well as a generalization of empirical data obtained during the study of the specifics of creative thinking at different stages of professionalization (pre-university, university and post-graduate), as well as in various types of professional activities (E. V. Kotochigova, T. G. Kiseleva, Yu V. Skvortsova, T. V. Ogorodova, S. A. Tomchuk, O. N. Rakitskaya, A. V. Leibina, E. V. Kagankevich, etc.), allows us to note that there are inhibitory mechanisms (actualization of distress experience , self-fulfilling forecast, dramatization), and highlight the following mechanisms that increase the effectiveness of professional thinking.
I. Accounting operational integration mechanisms helps to find the answer to the question “How?”. These mechanisms provide internal mental formations of cognitive actions involved in the process of processing professional information and decision making. Such mechanisms enrich the functional system of human cognitive processes and adapt it to the professional activity that a person is mastering.
1. The mechanism of “analysis through synthesis”. Searching for the unknown using the “analysis through synthesis” mechanism, according to S. L. Rubinstein, means identifying the properties of an object through establishing its relationships with other objects. In the process of solving any problem, it is divided into several parts: what is known, what needs to be found (analysis), and then the results of solving these questions are combined into a single method, which will be the answer to the problem. One of the methods for studying the mental mechanisms that determine the success of production activities can be the analysis of a professional’s developing reflection of the situation of his activity (through an analysis of the representation of knowledge about it in the mind).
2. A mechanism for searching for the unknown based on the interaction of intuitive, spontaneous and logical, rational principles. The process of satisfying the need for new knowledge always presupposes, according to Ya. A. Ponomarev, an intuitive moment, verbalization and formalization of its effect; a solution that can be called creative cannot be obtained directly by logical inference. The birth of a new one is associated with a violation of the usual system of order: with the restructuring of knowledge or with the completion of knowledge by going beyond the boundaries of the original knowledge system.
II. Knowledge functional mechanisms allows you to find the answer to the question “Why?” These mechanisms include 1. Mechanism of interpretative generalizations. Interpretation involves understanding not only what is happening, but also what it means for the individual and how it affects him. Interpretation in this meaning becomes possible in a situation of social interaction and is characterized by the development of one’s attitude towards the cognizable and transformable phenomenon.
2. Mechanism for updating aistress experience: a creatively thinking professional begins to think from a productive, successful conclusion to the situation. Focus on achieving something positive and new distinguishes an effective professional from an ineffective one.
These mechanisms ensure the formation, correction, and creation of new intellectual qualities of professional thinking.
III. Level mechanisms answer the question “What are the boundaries of the situation?”, “What are the parameters – current, promising – for understanding the situation?” 1. The mechanism of transition from the situational level of professional thinking to the supra-situational level allows a professional to more fully actualize his own creative potential. This mechanism is carried out through speech constructions + reflexive means (awareness of what lies beyond the framework of a specific situation. The implementation of a metaposition in understanding what is happening is characterized by the absence of situational, external deterministic dependence) + external assistance (training in techniques of supra-situational thinking). Taking this mechanism into account allows future specialists to successfully develop supra-situational thinking techniques as the psychological basis of creative professional thinking. The actualization of this mechanism is carried out with the help of the ability to self-transcendence, which means a person’s ability to go beyond the limits of the current situation, providing him with the opportunity for self-change and self-development. Being inside the situation, it is difficult to understand what is happening. You need to rise above the situation. To do this, it is necessary to establish commonalities between the elements of problematic competence that arise in professional activity and the elements of problematic competence that affect the personal characteristics of the subject of professional activity. The nature of the activity performed inevitably changes under the influence of the developing subject of thinking. A person, acquiring thinking characteristics adequate to professional activity, to a certain extent changes this activity itself. Thanks to the updating of this mechanism, productive activities are achieved. It is possible to establish the mechanism of functioning of the supra-situational level of professional thinking using the dynamic modeling method. This method is based on the process of recognizing and classifying situations to be solved.
In our research, we have established that the main psychological mechanism of a professional’s creative thinking is the transition from the situational level of identifying problems to the supra-situational one. Trans-situational thinking professionals, regardless of the type of work activity (managerial, teaching, medical, sports, etc.), are more successful in resolving production difficulties that arise than situationally thinking specialists. It is the actualization and implementation of the supra-situational type of professional thinking that leads to a reduction in conflicts with dysfunctional content.
The dynamic modeling methods we have developed (“Scenario Method”, “Analysis of Conflict Situations”, etc.) allow us to establish the mechanism of functioning of the supra-situational level of professional thinking. These methods, based on the process of recognition, reflection and classification of situations, contribute to productive activities. Having mastered the mechanism of transition from the situational level of professional thinking to the supra-situational level, a creatively thinking professional begins to think, taking a meta-position, from the predicted end, from the productive, successful completion of the situation. Reversibility of thinking means the ability to think, rising above the situation being solved, from the prologue to the anticipated epilogue, from the opening to the finale. Orientation towards achieving something positive and new distinguishes, as our research has shown, an effective professional from an ineffective one (M. M. Kashapov, 1989; T. G. Kiseleva, 1998; E. V. Kotochigova, 2001; T. V. Ogorodova, 2002; I. V. Serafimovich, 1999; Yu. V. Skvortsova, 2004, S. A. Tomchuk, 2007, A. V. Leibina, 2008, etc.).
2. Mechanism of cognitive integration. D. N. Zavalishina, considering the mechanisms of functioning of mature intelligence, identifies a mechanism of operational integration, the main form of implementation of which is the constant formation of new operational structures, which are fairly stable, holistic integrations of various operational elements (perceptual, logical, intuitive), addressed to different aspects of reality .
IV. Personal mechanisms answer the question « Who?" and provide processes of personal adaptation.
1. Self-regulation mechanism means a professional’s conscious influence on himself in order to realize his creative potential. Cognitive restructuring (according to J. Piaget) as a change in visual-figurative operations (pre-logical to formal-logical) “triggers” in a certain way qualitative changes in professional creative thinking, primarily the development of self-awareness, reflexivity as the ability to self-change. These changes can be attributed to the components of the regulatory component of professional creative thinking. Subjective self-regulation, being an important psychological mechanism, is considered as a complex multicomponent psychological formation of the individual, characterized by methods of self-actualization of the individual, in which the integrity and autonomy of a self-developing and promising professional is achieved (or not) (K. A. Abulkhanova Slavskaya, L. G. Dikaya, A. O. Prokhorov).
2. Psychodynamic mechanisms are characterized, according to S. Freud, by the fact that creative activity can be considered as the result of sublimation, the displacement of sexual desire to another sphere of activity: as a result of the creative act lies a sexual fantasy that is always objectified in a socially acceptable form. E. Fromm considered psychological mechanisms based on the understanding of creativity as the ability to be surprised and learn, the ability to find solutions in non-standard situations, as a focus on discovering something new and the ability to deeply understand one’s experience. The dynamic regulatory system, according to O.K. Tikhomirov, is formed according to the “Here and Now” principle and manifests itself in the regulation of meaning.
3. The mechanism of positive self-esteem– a professional’s assessment of his actions and activities in general and the introduction of constructive changes and adjustments to it based on the analysis of creative resources. Self-esteem as an individual’s assessment of himself, his capabilities, qualities and place among other people is then an important regulator of the individual’s thinking and behavior when the subject exhibits a positive attitude towards himself.
V. Activity mechanisms answer the question « What?" and provide professional adaptation, identification and option.
1. The mechanism of creative reflection: awareness and understanding of how creative change and improvement occurs. The use of reflection helps to expand and increase the zone of the internal plan and external activity. The relationship between the external (objective) and internal (model) plans of action forms the basis of the psychological mechanism of human creative activity. This mechanism is characterized by the subject’s rethinking and restructuring of the content of his consciousness, his activities aimed at transforming himself, his personal traits, including creative ones, and the world around him.
2. The mechanism of the relationship between conscious and unconscious components of mental activity. The creative act as included in the context of intellectual activity is considered by Ya. A. Ponomarev through the prism of the relationship between conscious and unconscious mechanisms according to the following scheme: at the initial stage of problem formulation, consciousness is active, then at the solution stage - the unconscious, and selection and verification of the correctness of the solution at the third stage consciousness is engaged.
3. Mechanisms of dissociation and association. The work of a professional cannot become creative if its mechanisms of dissociation and association are not provided. Decompose reality into elements, master them in order to then, under specific conditions, be able to reunite them in the necessary way - according to the situation and the goal!
– combinations – this is the essence of creativity. Reversibility of thinking means the ability to think from the end to the beginning, from obvious defeat to real victory. Using the associative mechanism, the search for the unknown is carried out. Associations mean the establishment of relationships between cognizable phenomena based on the presence of similar or different characteristics.
4. Mechanisms of interiorization and exteriorization. The relationship between internalization and exteriorization is considered as a manifestation of two sides of a single heuristic process. Interiorization as the formation of internal structures of the human psyche is carried out thanks to the assimilation of the structures of external social activity (P. Janet, J. Piaget, A. Vallon, etc.). Exteriorization (from the Latin exterior - external, external) is the process of generating external actions, statements, etc. based on the transformation of a number of internal structures that have developed during the interiorization of external social activity of a person. The search for the unknown is carried out using the following heuristic techniques: a) reformulation of the task requirements; b) consideration of extreme cases; c) blocking components; d) analogy; e) positive formulation of the problem being solved.
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Ministry of Education and Science of the Russian Federation
Siberian Federal University
Institute of Business Process Management and Economics
discipline: "Psychology"
subject: ""
Krasnoyarsk
Thinking
The role of thinking in professional activity
Conclusion
Bibliography
Thinking
In psychology, thinking is a set of mental processes that underlie cognition; Thinking specifically includes the active side of cognition: attention, perception, the process of associations, the formation of concepts and judgments. In a narrower logical sense, thinking involves only the formation of judgments and conclusions through analysis and synthesis of concepts.
Thinking is an indirect and generalized reflection of reality, a type of mental activity consisting in knowledge of the essence of things and phenomena, natural connections and relationships between them.
Thinking as one of the mental functions is the mental process of reflection and cognition of essential connections and relationships of objects and phenomena of the objective world.
Types of thinking:
Logical thinking
Panoramic Thinking
Combinatorial thinking
Thinking outside the box
Lateral thinking
Conceptual thinking
Divergent thinking (from Latin divergere - to diverge) is a method of creative thinking, usually used to solve problems and problems. It involves finding multiple solutions to the same problem.
Practical thinking (a type of thought process that is aimed at transforming the surrounding reality based on setting goals, developing plans, as well as perceiving and manipulating real objects)
Circumventional thinking
Sanogenic thinking (this is health-improving thinking that generates health, harmony, peace.)
Pathogenic thinking
Strategic thinking (this is the ability to think systematically, i.e. take into account all possible prospects and probabilities, which quite often seem to us at a given time to be unattainable for our company.)
Musical thinking
Classification according to the results of thinking
Creative;
Reproductive.
Classification according to the level of mental processes
Analytical;
Intuitive.
Operations of thinking
Analysis is the division of an object/phenomenon into its constituent components. It can be mental and manual.
Synthesis is the unification of those separated by analysis while identifying significant connections.
Comparison is a comparison of objects and phenomena, thereby revealing their similarities and differences.
Classification is a grouping of objects according to characteristics.
Generalization is the unification of objects according to common essential characteristics.
Concretization is the separation of the particular from the general.
Abstraction is the selection of one side, aspect of an object or phenomenon while ignoring others.
The laws of the considered operations of thinking are the essence of the main internal, specific laws of thinking. Only on their basis can all external manifestations of mental activity be explained.
The first feature of thinking is its indirect nature. What a person cannot know directly, directly, he knows indirectly, indirectly: some properties through others, the unknown through the known. Thinking is always based on the data of sensory experience - sensations, perceptions, ideas - and on previously acquired theoretical knowledge. Indirect knowledge is mediated knowledge.
The second feature of thinking is its generality. Generalization as knowledge of the general and essential in the objects of reality is possible because all the properties of these objects are connected with each other. The general exists and manifests itself only in the individual, in the concrete.
Peculiarities of male and female thinking. The development of the brain began several million years ago, when the ancestors of modern humans began to eat meat, the proteins of which significantly accelerated the development of the brain. The meat producers were men, which required more physical and mental strength than the gathering that women did. Historically, the brains of men and women developed in different directions. So in women, the right half of the brain, which is responsible for feelings and emotions, is more developed. In men, the left half of the brain is more developed, which gives men more developed logical thinking and deeper mental abilities. These same facts are confirmed by world history. After all, the vast majority of world-famous scientists were men. To summarize, we can conclude that men are more mentally developed, and women are more emotional and sensitive.
thinking professional self-awareness
The role of thinking in professional activity
Professional consciousness is in a dynamic relationship with the unconscious, which can manifest itself, for example, in the impulsive actions of a professional, in internal conflicts between conscious professional values and unconscious attitudes.
A professional type (disposition) of thinking, which is defined as the predominant use of methods for solving problematic problems, methods for analyzing professional situations, and making professional decisions that are accepted specifically in a given professional field.
Professional thinking includes:
The process of a person’s generalized and indirect reflection of professional reality;
Ways for a person to gain new knowledge about different aspects of work;
Techniques for setting, formulating and solving professional problems;
Stages of making and implementing decisions in professional activities;
Methods of goal setting and planning in the course of work, development of new strategies for professional activity.
Let's consider certain types of thinking and their possible inclusion in professional activities:
Theoretical thinking aimed at identifying abstract patterns, rules, and systematic analysis of the development of a given area of work;
Practical thinking, directly included in a person’s practice, is associated with a holistic vision of the situation in professional activity, accompanied by a “sense” of the situation (“sense of a machine,” “sense of an airplane,” etc.);
Reproductive thinking, reproducing certain methods and techniques of professional activity according to a model;
Productive, creative thinking, during which problems are posed, new strategies are identified that ensure labor efficiency and resistance to extreme situations;
Visual and effective thinking, in which the solution of professional problems occurs with the help of real actions in the observed situation;
Visual-figurative thinking, in which the situation and changes in it are presented to a person as an image of the desired result;
Verbal-logical thinking, where the solution of professional problems is associated with the use of concepts, logical structures, signs;
Intuitive thinking, which is characterized by rapidity, the absence of clearly defined stages, and minimal awareness.
A peculiar combination of these types, depending on the subject, properties, conditions, result of work, can form specific types of professional thinking - operational, managerial, pedagogical, clinical, etc.
The psychological characteristics of a number of types of professional thinking are described in the specialized literature. Thus, objective-effective thinking within the framework of blue-collar professions, the operational thinking of operators, and the managerial thinking of administrative workers are analyzed. When analyzing, for example, managerial thinking, one must take into account that work is not strictly regulated, practical thinking is aimed at analyzing the situation, at involving the activity of groups of people in solving a common problem, and in case of a failure, at attracting reserves; the role of forecasting and abstract components of thinking increases.
Signs of modern professional thinking include attention to alternative points of view, dialogism, pluralism, and the strengthening of the role of not only external, but also internal “mental” technologies.
Professional learning ability is also important - openness to further professional development, readiness to master new tools of work, professional knowledge and skills, and a person’s active adaptation to the changing conditions of professional experience.
An important characteristic of a person’s social competence in work, an indicator of a person’s ability to work, is the maturity of interpersonal communication, a person’s ability to work together with other people. A professional community is one of the types of social associations of people, which is organized specifically to effectively achieve common professional goals. In social psychology, there are different types of social communities, primarily large social groups and small social groups. The general characteristics of these groups can be found in the specialized literature. Accordingly, in the psychology of professional activity, these groups are divided into large professional groups, which include the profession (all teachers, all lawyers, all economists, etc.) and small professional groups (teams, departments, etc.). A large professional group has its own common tasks of professional activity, as well as norms and mentalities of work, teaching, and behavior. This is an association of people not directly related to each other, who do not personally interact. Small professional groups are associations of people aimed at effectively solving professional problems directly included in joint activities; their relationships are determined not only by business, but also by interpersonal emotional relationships. A small professional group can be formal (team, department) and informal (professional club). Separately, we can highlight:
Small professional groups of a high level (team, team, community), where there is similarity of value orientations, mutual support, like-mindedness;
Small professional associations of a creative type (professional community), where joint activities are mainly aimed at solving creative professional problems, searching for non-standard solutions, and supporting each other in creativity.
Interaction in a professional community is influenced by the professional environment—the totality of objective and social working conditions. There is a professional macroenvironment (profession in society, requirements for it from society), a professional local macroenvironment (conditions and organization of work in institutions of a given industry), a professional microenvironment - specific working conditions at a given enterprise and in a given team. There are also types of environment based on the nature of their impact on humans:
A comfortable working environment that ensures maximum performance and maintains health;
A relatively comfortable working environment that provides the required level of performance and health, but causes subjective feelings of tension in a person;
An extreme work environment, which leads to a decrease in performance, causes negative functional changes that go beyond the norm, but do not lead to pathological disorders (overcrowding, sensory deprivation, emotional tension);
An extremely extreme working environment, leading to pathological changes in the body, in most cases makes it impossible to perform work.
In defining different types of professional environment, we touched upon such concepts as “efficiency” and “performance”. Let us give these concepts a brief description. Efficiency is the correspondence of the obtained result to the set goals and objectives. Efficiency is determined either by the amount of input required to obtain a certain result, or by the result obtained at a certain input. When assessing effectiveness, a distinction is made between:
Objective, subject-technological performance indicators (productivity, quality, qualitative and quantitative reliability);
Subjective, psychological, personal indicators of effectiveness - the involvement of different aspects and levels of the human psyche in the implementation of activities, activation of mental abilities, operations, actions, motivational-volitional components, the psychological price of the result in terms of the amount of personal resources spent.
Labor efficiency is closely related to human performance. Efficiency is understood as one of the basic socio-biological properties of a person, reflecting his ability to perform specific work for a given time and with the required efficiency and quality.
It is necessary to accurately formulate your own goal, achievable in the conditions of professional activity. Having analyzed the professional situation, it is necessary to identify two groups of conditions - those that promote and those that hinder the achievement of the goal. From the conditions that contribute to achieving the goal, you need to choose those that reduce time and make it possible to save energy. Of the conditions that hinder the achievement of the goal, one should highlight those that can be changed and those that cannot be changed, and think about which of them prevail. If conditions prevail that prevent the achievement of a goal, but which can be changed with some effort, one must act. Conditions that hinder and which cannot be changed must be tried to be “bypassed” from one side or another. If the obstacles are so great that there is no way to get around them, you should temporarily abandon the goal and switch to another goal, which can also be achievable in the context of professional activity.
The operational sphere of professional activity carries out the performing part of the activity and ensures obtaining the required result.
Professionally important qualities (PIQ) are qualities of a person that affect the effectiveness of his work. PVCs are both a prerequisite for professional activity and its new formation, since they are improved and transformed in the course of work.
Professional abilities are individual psychological properties of a person’s personality that distinguish him from other people, meet the requirements of a given profession and are a condition for its successful performance.
Professional knowledge is a body of knowledge about the structure of work, methods of carrying out professional activities, abilities, and thinking. From knowledge, a specialist receives standards for his professional development.
Professional skills and abilities are actions brought to a certain level of automatism; they form “techniques” in the work of a specialist.
Professional abilities are closely related to professional knowledge and skills. Professional knowledge is a body of knowledge about the structure of work, methods of carrying out professional activities, abilities, and thinking. From knowledge, a specialist receives standards for his professional development. Professional skills and abilities are actions brought to a certain level of automatism; they form “techniques” in the work of a specialist. If professional abilities are the properties of a person performing an activity, then professional skills are the characteristics of the performance of an activity by a specific person; abilities characterize personality more, and skills characterize activity; abilities are realized in skills and abilities.
A number of professions have very strict requirements for a person’s professional abilities and psychological qualities.
In this regard, they talk about professional suitability. In the psychological dictionary, professional suitability is characterized as a set of mental qualities of a person, necessary and sufficient to achieve socially acceptable labor efficiency. Professional suitability is determined not only by professional abilities, but also by motivation, character traits, satisfaction with the process and the result of work. Professional suitability can be absolute (under complicated operating conditions) and relative. Professional suitability is an innate quality; it is formed in the work itself. Its formation depends on the mental qualities of a person and on the nature of professional preparedness.
Along with professional abilities, professional consciousness and self-awareness are considered as a separate component of the operational sphere. Professional self-awareness is a complex of a person’s ideas about himself as a professional; it is a holistic image that includes a system of attitudes and attitudes towards himself as a professional. Professional identity includes:
A person’s awareness of the norms, rules, models of his profession as standards for realizing his qualities. Here the foundations of a professional worldview and professional credo are laid;
Awareness of these qualities in other people, comparison of oneself with some abstract or concrete colleague;
Taking into account the assessment of oneself as a professional by colleagues;
Professional self-esteem;
Positive assessment of oneself as a whole, identification of one’s positive qualities and prospects, which leads to increased self-confidence and satisfaction with one’s profession.
Professional identity changes in the process of professionalization.
The expansion of professional self-awareness is expressed in an increase in the number of signs of professional activity reflected in the consciousness of a specialist, in overcoming stereotypes of the image of a professional. A person’s attribution of himself to a professional community plays a major role in the development of professional self-awareness. It becomes more mature if a person sees himself in a broader context. For example, civil patriotic self-awareness as a person of one’s own country, planetary self-awareness as awareness of one’s involvement in the entire human community, cosmic consciousness as awareness of one’s involvement in the universe, and oneself as its individual manifestation.
Today, the products of the activities of civil servants are not only management decisions (regulatory documents), but also ideas and innovations (analytical notes, programs).
Managers are engaged in the production of social relations (subject-subject, subject-object); the regulatory framework of the elements of corporate culture of both the state and a specific territorial entity.
Civil servants carry out communications of various types, provide advisory, analytical, organizational, marketing and other services to the population; co-organize and direct the activities of not only subordinate teams, but also their own activities. In addition, the results of the activities of civil servants are legal norms of various levels of management, norms of socio-culture, norms of relationships, reporting and responsibility, norms of resource support for material activities. The dialectical contradictions that arise between the results of the work of civil servants and the public form of their assessment force researchers to turn to an analysis of the structure of their professional activities and competence.
Conclusion
In the conditions of modern scientific and technological progress, the requirements for a new type of specialist in any field of professional work are increasing. On the one hand, he must have a breadth of knowledge not only in his subject area, but also in related ones, be able to navigate the “incrementations” of scientific knowledge and timely assimilate them in his professional activities; without this, he will not be able to withstand the rapid obsolescence of acquired professional knowledge . On the other hand, he must have a good command of professional knowledge in the proper sense of the word, i.e., necessary for solving a relatively narrow range of professional tasks. The formation of professional thinking is an integral part of the vocational education system. The term “professional thinking” began to enter practical and scientific use relatively recently. The concept of “professional thinking” is used in two senses. In one sense, when they want to emphasize the high professional and qualification level of a specialist, here we are talking about the features of thinking that express its “qualitative” aspect. In another sense, when they want to emphasize the features of thinking determined by the nature of professional activity, this refers to the subject aspect. But most often the concept of “professional thinking” is used simultaneously in both of these senses. Thus, it is customary to talk about the “technical” thinking of an engineer, a technical worker, the “clinical” thinking of a doctor, the “spatial” thinking of an architect, the “economic” thinking of economists and managers, the “artistic” thinking of artists, “mathematical” thinking, “physical” thinking. thinking of scientists working in relevant fields of science, etc. Intuitively, we mean some features of a specialist’s thinking that allow him to successfully perform professional tasks at a high level of skill: quickly, accurately, and in an original way solve both ordinary and extraordinary problems in a certain subject area. Such specialists are usually characterized as creative people in their professional field, as people who have a special vision of the subject of their activity and are capable of rationalization, innovation, and new discoveries. Thus, this approach to professional intelligence requires educational psychology to develop special information models for organizing professional training, i.e., transferring a system of professionally required knowledge and organizing its assimilation. The problem of psychology is not in selecting the content of vocational education, which is the primary competence of pedagogical science, but in solving psychological problems of the formation and functioning of knowledge. In this regard, the psychological foundations of the information basis of learning, the formation of systems thinking as the ability to see the subject of study from different positions and solve problems related to its mastery creatively, independently, at the level of orientation in the entire complex of connections and relationships are being developed. The information basis of training in the vocational education system requires the development and analysis of the problem of psychological mechanisms that ensure that the subject of the educational process masters the entire volume of material and successfully uses it in his future activities.
In this regard, along with the requirements of professional tasks that a specialist must solve, a number of requirements are placed on him regarding his general intellectual development, his ability to grasp the essence of the problem, not necessarily in the professional field, the ability to see the optimal ways to solve it, to reach practical tasks, forecasting.
Bibliography
1. Bezrukova V. S. Pedagogy. -- Ekaterinburg, 1994.
3. Brushlinsky A. V. Subject: thinking, teaching, imagination. - M., 1996.
4. Koldenkova A.T. Pedagogical factors in the formation of professional orientation. - L., 1987
5. Klimov A. E. Psychology of a professional. - M., 1996
6.Shadrikov V.D. Psychology of human activity and abilities. - M., Logos 1996
7. Shadrikov V. D. Activity and abilities. - M., 1994.
9.http://ru.wikipedia.org/wiki/Thinking
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The growth of all kinds of technologies entails short-termism, obsolescence and rapid change of modern living conditions and human activity, thereby only increasing society’s need for creative people and competitive specialists. The conditions of the modern world are such that society, in order to successfully adapt to them and effectively further function, needs to include an increasing number of creative people capable of free orientation and productive self-realization in market conditions and rapid social changes. This kind of need should be met by professional training, focused on that model of a specialist (qualified, competent, competitive), which will undoubtedly be characterized by the individual’s readiness for continuous self-improvement, awareness of his own “I”, the ability on this basis to quickly reorient, to refuse habitual ideas, to the active perception of the new, non-traditional, and, finally, to the active transformation of living conditions, the creation of new ones and adaptation to them.
The basis of all these abilities will definitely be general intellectual development, especially its leading substructure - thinking. Thinking and creativity, the nature of their relationship and mutual influence, thinking as a productive process have become the subject of many psychological studies. Despite the generally accepted, classical division of mental activity into productive (creative) and reproductive, the position according to which any thinking is creative to one degree or another has a right to exist. Productive, creative in psychology is the type of thinking that is characterized by the creation of a subjectively new product, thinking supported by strong motivation and accompanied by a pronounced emotional experience, as well as the ability to independently see and formulate a problem.
Thinking is a generalized and indirect form of a person’s mental reflection of the surrounding reality, establishing connections and relationships between cognizable objects. The type of thinking is an individual way of analytical-synthetic transformation of information. Regardless of the type of thinking, a person can be characterized by a certain level of creativity (creative abilities).
There are 4 basic types of thinking, each of which has specific characteristics.
- Subject thinking. Inextricably linked with the subject in space and time. The transformation of information is carried out using substantive actions. There are physical limitations to the conversion. Operations are performed only sequentially. The result is an idea embodied in a new design. This type of thinking is possessed by people with a practical mindset.
- Creative thinking. Separated from the object in space and time. The transformation of information is carried out using actions with images. There are no physical restrictions on the conversion. Operations can be carried out sequentially or simultaneously. The result is a thought embodied in a new image. People with an artistic mindset have this mindset.
- Sign thinking. Transformation of information is carried out using inferences. Signs are combined into larger units according to the rules of a single grammar. The result is a thought in the form of a concept or statement that captures the essential relationships between the designated objects. People with a humanitarian mindset have this mindset.
- Symbolic thinking. The transformation of information is carried out using inference rules (in particular, algebraic rules or arithmetic signs and operations). The result is a thought expressed in the form of structures and formulas that capture the essential relationships between symbols. People with a mathematical mind have this mindset.
Professional thinking is, first of all, reflexive mental activity to solve professional problems. If the specificity of professional thinking depends on the uniqueness of the problems solved by various specialists, then the quality of professional activity or the level of professionalism depends on the type of thinking.
The thinking profile, which reflects the dominant ways of processing information and the level of creativity, is the most important personal characteristic of a person, determining his style of activity, inclinations, interests and professional orientation. Following A.K. Markova, who proposes to consider the main types of thinking as characteristics of professional thinking, let us allow ourselves to do the same in relation to creative thinking, in the process of which problems are posed, new strategies are identified that ensure labor efficiency, resistance to extreme situations, etc. Indeed, in works devoted to the problem of professional thinking, many features of creative thinking are attributed to this professionally important quality: activity and initiative, searching, analytical-synthetic nature, the ability to think in “information voids”, the ability to put forward hypotheses and carefully study them, resourcefulness , flexibility, creativity. Specialists who successfully perform professional tasks at a high level of skill - quickly, accurately, and originally solve both ordinary and extraordinary problems in a certain subject area - are usually characterized as creative people in their professional field, capable of rationalization and innovation.
The formation of professional creativity occurs at the stage of a person’s professional training and is closely related to the characteristics of his thinking, in particular professional thinking. During studenthood, when a solid foundation for work activity is formed, special professional thinking begins to develop. This is an important aspect of the process of professionalization of a person and a prerequisite for the success of professional activity, an integral part of the vocational education system. The development of professional thinking, which consists of transforming the main types of human mental activity, obtaining new combinations of them depending on the subject, means, conditions, and result of work, also includes the development of creative thinking of students. The creative component of professional thinking determines a person’s ability for free orientation and productive self-realization in market conditions and rapid social changes, as well as for the implementation of innovative ideas and reforms.
Professional creativity is understood as finding new, non-standard ways to solve professional problems, analyzing professional situations, and making professional decisions. The importance of such a productive process in modern rapidly changing conditions of professional activity is difficult to overestimate. The results of professional creativity can be: a new understanding of the subject of work (new ideas, laws, concepts, principles, paradigms), a new approach to the methods of professional actions with the subject of work (new models, new technologies, rules), a focus on obtaining fundamentally new results, attracting new consumer groups for your product, etc.
To achieve the above, a person obviously needs to have a number of qualities, such as:
Need for a new idea;
Seeing a problem where other people do not yet see it;
The ability to notice an alternative, to see the subject of work from a completely new side;
Ability to quickly switch and overcome barriers;
The ability to mentally include oneself in the system of objects and means of labor;
Willingness to think critically about established generally accepted truths and new ideas;
The ability to create new combinations from known combinations, to carry out all these mental transformations in relation to different aspects of labor - subject, means, result;
Willingness to work with the new reality; etc.
Professional creativity is more often based on professional skills and the experience of a specialist, but it happens that a specialist moves to the level of professional creativity before he masters the skill, finding and proposing new professional solutions.
The development of professional thinking consists in the processes of transformation of the main types of human mental activity, obtaining new combinations of them depending on the subject, means, conditions, result of work, i.e. in the formation of specific types of professional thinking - operational, managerial, pedagogical, clinical, etc. d. At the same time, the thinking processes themselves among different specialists will continue to occur according to the same psychological laws.
The creative component of professional thinking, in accordance with this, must also undergo certain changes, in other words, the development of professional thinking as a more comprehensive quality certainly includes the development of creative thinking of students in the process of professionalization. The need for a more attentive attitude to the problem of developing professional thinking and creative thinking in particular, a detailed consideration of the psychological mechanisms and patterns of professionalization of thinking in general, we emphasize that any innovative ideas and reforms can only be realized through creativity in the activities of practitioners, which in many respects will be determined by the characteristics of their professional thinking.
In some studies, professional thinking is defined as the process of solving professional problems in a particular field of activity, in others - as a certain type of orientation of a specialist in the subject of his activity. The first approach is associated with S. L. Rubinstein’s concept of the determination of thinking “by external conditions through internal ones.” The role of external conditions, according to this concept, is the task that gives the mental process objective content and direction.
The second approach is associated with the concept of the gradual formation of mental actions by P. Ya. Galperin, according to which the specific features of thinking, the content and structure of the mental image cannot be determined by the nature, features and content of the tasks. Thinking is considered as one or another type of orientation of the subject in the subject of activity and its conditions, which in turn determines the nature of the tasks being solved.
One of the most important features of thinking in practical activity is a specific system of structuring experience, different from theoretical thinking. Knowledge about the object with which a professional interacts is accumulated in a form that is most accessible for further use.
The thinking of a specialist of the 21st century is a complex systemic formation, including a synthesis of imaginative and logical thinking and a synthesis of scientific and practical thinking. For example, in the work of an engineer, these polar styles of thinking are combined; equality of logical and imaginative-intuitive thinking, equality of the right and left hemispheres of the brain is required. To develop imaginative thinking, he needs art and cultural training.
The main qualities of a modern technical specialist include: creative understanding of production situations and an integrated approach to their consideration, mastery of methods of intellectual activity, analytical, design, constructive skills, and several types of activities. The speed of transition from one plan of activity to another - from the verbal-abstract to the visual-effective, and vice versa, stands out as a criterion for the level of development of technical thinking. As a thought process, technical thinking has a three-component structure: concept - image - action with their complex interactions. The most important feature of technical thinking is the nature of the thought process, its efficiency: the speed of updating the necessary knowledge system to resolve unplanned situations, the probabilistic approach to solving many problems and the choice of optimal solutions, which makes the process of solving production and technical problems especially difficult.
The professional type (disposition) of thinking is the predominant use of methods for solving problem problems adopted specifically in a given professional field, methods of analyzing a professional situation, making professional decisions, methods of exhausting the content of the subject of work, since professional tasks often have incomplete data, a lack of information, because professional situations change rapidly in conditions of instability of social relations. Markova A.K. rightly noted that developed professional thinking is an important aspect of the process of professionalization and a prerequisite for the success of professional activity.
The main value of modern Russian education should be the formation in a person of the need and opportunity to go beyond what is being studied, the ability for self-development, flexible self-education throughout life. The traditional way of teaching is ineffective, because it uses information and algorithmic teaching methods to convey social experience and requires reproductive reproduction. To determine the directions for constructing the learning process, which aims to activate and develop the creative thinking of students, it is necessary to highlight the basic principles of constructing the educational process.
The principle of compliance of professional education with modern global trends in special education;
The principle of fundamentalization of vocational education requires its connection with the psychological processes of acquiring knowledge, the formation of an image of the world with the formulation of the problem of acquiring systemic knowledge;
The principle of individualization of professional education requires studying the problem of developing professional competencies necessary for a representative of a particular profession.
- Matyushkin A. M. Thinking, learning, creativity. - M.; Voronezh: NPO "MODEK", 2003. - 720 p.
- Brushlinsky A.V. Polikarpov V.A. Thinking and communication. Minsk. 1990
- Kashapov M. M. Psychology of creative thinking of a professional. Monograph. M PERSE 2006. 688s
- Zinovkina M. M., Utemov V. V. The structure of a creative lesson on the development of the creative personality of students in the NFTM-TRIZ pedagogical system // Modern scientific research. Issue 1. - Concept. - 2013. - ART 53572. - URL: http://e-koncept.ru/article/964/ - State. reg. El No. FS 77-49965. - ISSN 2304-120X.
Tatiana Ivanova,
Senior Methodologist of the State Budget Educational Institution of Secondary Education "Muravlenkovsky Versatile College"
E lena Rodina,
teacher of mathematics and physics of the State Budget Educational Institution of Secondary Education "Muravlenkovsky Versatile College"
E lena Yulbarisova,
Trainer in Vocational Education of the State Budget Educational Institution of Secondary Education “Muravlenkovsky Versatile College”
On The Creative Component Of Professional Thinking In Students Annotation
Abstract. The paper presents the specific characteristics of the types of thinking and approaches to professional thinking.
It has been explained the need for creative and professional results for a modern specialist, as a certain type of orientation in one’s activities.
Keywords: ways of thinking, professional thinking, professional creativity.
An important component of the operational sphere of consciousness of a professional can be considered professional thinking, which consists in the use of mental operations as a means of carrying out professional activities. Professional thinking- this is the predominant use of methods for solving problematic problems, methods for analyzing professional situations, and making professional decisions that are accepted specifically in a given professional field. The development of professional thinking is an important aspect of the process of professionalization of a person and a prerequisite for the success of professional activity.
Professional thinking includes:
The process of a person’s generalized and indirect reflection of professional reality (subject of work, tasks, conditions and results of work);
Ways for a person to acquire new knowledge about different aspects of labor and methods of their transformation; techniques for setting, formulating and solving professional problems;
Methods of goal setting and planning during work, development of new strategies for professional activity.
Professional activities include various types of thinking:
Theoretical thinking aimed at identifying abstract patterns, rules, and systematic analysis of the development of a given area of work;
Practical thinking, directly included in a person’s practice, associated with a holistic vision of the situation in professional activity, forecasting its changes, setting goals, developing plans, projects, often unfolding in conditions of severe shortage of time and information; accompanied by a “feel” for the situation, etc.;
Reproductive thinking, reproducing certain methods and techniques of professional activity according to a model;
Productive, creative thinking, during which problems are posed, new strategies are identified that ensure labor efficiency and resistance to extreme situations;
Visual-figurative thinking, which means imagining the situation and changes in it that a person wants to receive as a result of his professional activity;
Verbal-logical thinking, where the solution of professional problems is associated with the use of concepts, logical structures, signs;
Visual and effective thinking, in which the solution of professional problems occurs with the help of a real change in the situation based on an observed motor act;
Analytical, logical thinking, including mental operations unfolded in time, with pronounced stages, represented in the human mind;
Intuitive thinking, which is characterized by rapidity, the absence of clearly defined stages, and minimal awareness.
All these types of thinking can act as characteristics of professional thinking. At the same time, their peculiar combination, depending on the subject, means, conditions, result of work, can cause specific types of professional thinking - operational, managerial, pedagogical, clinical, etc. Improving professional thinking may consist, on the one hand, in its specification, and on the other, in entering a broader life context from the profession, as well as in increasing integrity, flexibility, etc.
Psychological patterns of development of professional thinking.
The development of a person’s professional thinking is closely related to his development as a person. Professionalization occurs in conjunction with socialization. The personal space is wider than the professional one and significantly influences it. A person’s personality influences the choice of profession, the course of professional adaptation, supports professional excellence, and stimulates professional creativity. A personality can also hinder the development of professional thinking (lack of hard work, universal abilities, good motives, etc.). At the same time, a person’s professional qualities, as they develop, begin to have the opposite (positive or negative) impact on the personality: success in the profession inspires and stimulates the personality, and a failed professional is often an unfulfilled or fading personality. Among the personality traits that are most conducive to the formation and development of professional thinking, we can highlight the following:
Adequate self-esteem and readiness for a differential assessment of the level of one’s professionalism;
Internal locus of control (the desire to see the causes of events in one’s life in oneself, and not in external circumstances);
Individual social responsibility;
Creativity of meaning (as the ability to find new positive meanings in one’s life and work);
Internal dialogical personality;
Flexibility and efficiency;
Noise immunity and competitiveness.
The psychological development of a professional means the emergence of new qualities in the human psyche that were previously absent or present, but in a different form (for example, a number of professional abilities grow from universal human qualities). This means that the development of professional thinking is an “accretion” to the human psyche, its enrichment.
The development of professional thinking is a dynamic process. This means that over the course of a person’s life the profession itself changes, society’s requirements for it change, the relationship of this profession with other professions changes; professional thinking is being restructured with the emergence of new technologies. In addition, a person’s ideas about the profession, the criteria for a person’s assessment of the profession itself, professionalism in it, as well as the criteria for assessing a professional in oneself change.
The development of professional thinking always bears the stamp of individuality. Different people experience each of the steps towards professionalism differently: they adapt to the profession differently, express themselves differently in the profession, and strive and are ready for professional skill and creativity to varying degrees. Individuality can increase with the development of professional thinking, especially at the stages of creative mastery of the profession, and can rise to an individual professional worldview. Individual characteristics are always present in a specialist, but are not always recognized by him. A mature personality makes his individual characteristics the subject of awareness, formation, correction and improvement.
It is obvious that all these psychological aspects are closely interconnected; they must be in continuous interchange, mutual enrichment, and continuous mutual development. Failure to take into account these psychological patterns is dangerous for a specialist, especially at the present time, when the events taking place in our society, the restructuring of social formations, the change of paradigm in secondary schools from authoritarian to humanistic, cause society’s need for psychologists. If earlier, in the 70-80s. In the last century, a psychologist was needed who only taught psychology, but now, in our time, a specialist - a psychologist - faces other - practical - tasks.