Creativity is an important part of every person's life, and creative thinking is his unique ability that distinguishes humans from animals. It is creative thinking that is the driving force behind the development and improvement of both an individual and all of humanity. The main goal and result of human creative activity is the creation of something objectively new that has not been created before. If people did not have such an ability as creative thinking, most likely, we would still live in caves and kill mammoths with a stone. After all, everything that is familiar that now surrounds us to some extent is a product of creativity. Both the table, and the chair, and various gadgets were invented and created by mankind, and are culture, in the broadest sense of the word. Thus, it is difficult to underestimate the importance of creative thinking in our lives. And the psychology of creativity is just that branch of psychology that studies the process of creativity, the features of creative thinking, obstacles on the path of creativity and looks for ways to overcome these obstacles.
It is not difficult to explain why I was interested in this particular research topic. From an early age I have been fond of the work of such famous artists, poets and writers as Ivan Aivazovsky, Valentin Serov, Marina Tsvetaeva, Anna Akhmatova, Ivan Bunin and many others, so for me research on the psychology of creativity is an excellent opportunity to better understand what was driving the power of these great people when they created famous works.
The relevance of the topic of this work is beyond doubt. The issue of creative thinking has been relevant at all times. Even long before the transformation of psychology into an independent science, attempts were made to explain the phenomenon of creative thinking, and research in this area of knowledge is still ongoing. But, of course, the psychology of creativity is not limited to the official framework of science. It covers our entire life. After all, almost every day we meet on the street or at home, at work or school, in a museum or on the Internet with various works of art: paintings, architectural structures, sculptures, poems or stories. And the psychology of creativity will not only help society understand how they were created, but also explain how to become a creator themselves.
Creative thinking is becoming more and more valuable for the individual in an age when the importance of individualism and uniqueness is growing. “Don't be like everyone else” is the motto of a modern person. Then the question arises before a person: How to overcome conformity and become a creative person?
So, the purpose of my research- identify ways to stimulate creative thinking.
In my research I put the following tasks:
Outline the features of a creative person.
Consider the stages of the creative process.
Explore the barriers to creativity.
Find a solution to overcome these barriers.
An object of this research - creative thinking.
Item research is a creative person.
Method research - the study of various material on a given topic: psychological theories, polls, conducted experiments.
Creation. Features of a creative personality.
At the beginning of the study, it is necessary to determine what we mean by the basic concepts of work "creativity" and "creative personality". What kind of person can be called a truly creative person?
Scientists understand the term “creativity” as a process of activity that creates qualitatively new material and spiritual values. The main criterion that distinguishes creativity from manufacturing is the uniqueness of its result. That is, no one except the author can get exactly the same result if you create the same initial situation for him. For example, in kindergarten, ten children were given the same task: to draw a house (initial condition), but none of the children will get exactly the same drawings (results). Thus, in the process of creativity, the author puts into the material some personal properties and abilities. That is why they say that the creator puts his soul into his work. This fact of uniqueness gives the products of creativity additional value in contrast to the products of production. The psychology of creativity distinguishes the following types of creativity: industrial and technical, inventive, scientific, political, philosophical, artistic, everyday, and so on, that is, the types of creativity correspond to the types of practical and spiritual activities.
Based on the foregoing, we can conclude that a creative person, in the broadest sense, is a person with creative thinking and developed creative abilities that allow him to create something new without much effort. On the issue of the appearance of creative thinking and creative abilities in psychology, there are two main opinions: the ability to create is an innate property of an individual or it is an acquired ability that can be developed. But there is also an opinion that combines the two extremes: creative abilities are conditioned by the inclinations, but largely depend on how the individual will develop them. And I agree with this opinion. If an individual has a predisposition to any kind of creative activity, then by improving his abilities in this area, he can develop them to the level of talent or even genius. For example, the famous poet and writer A.S. Pushkin, in order to be rightfully called a genius of Russian literature, worked hard, wrote a lot, constantly developing his talent. Otherwise, the personality loses the ability to be creative and creative thinking.
In the psychology of creativity, there are many criteria for creativity - the ability to think creatively. So, in Gestalt psychology, the following requirements for the mental makeup of the creator were considered mandatory:
not be limited, blinded by habits;
do not repeat simply and servilely what you have been taught;
do not act mechanically;
do not take a partial position;
not act with attention focused on a limited part of the problem structure;
not to act with partial operations, but freely, with a mind open to new ideas, to operate with the situation, trying to find its internal correlations.
In other words, a creative person should think independently and consider the situation as a whole, without highlighting individual elements.
American psychologist Guilford Joy Paul identifies the following criteria for creative thinking:
the ability to detect and pose problems;
the ability to generate a large number of ideas;
flexibility - the ability to produce a variety of ideas;
originality - the ability to respond to stimuli outside the box;
the ability to improve the object by adding details;
the ability to solve problems, i.e. ability to synthesize and analyze.
Another psychologist A. Olah points out the following personality traits inherent in creative people:
independence - personal standards are more important than group standards,
inconsistency of assessments and judgments
openness of mind - willingness to believe your own and others' fantasies,
susceptibility to new and unusual;
high tolerance to uncertain and unsolvable situations,
constructive activity in these situations;
developed aesthetic sense, striving for beauty.
In psychology, there are many other classifications of the criterion of creative thinking, but, in essence, they are all similar: the main thing is that a creative person has non-standard thinking and is not influenced by stereotypes.
The creative process and barriers to it.
Each psychologist distinguishes the stages of creative thinking in his own way. For example, Henri Poincaré, in his report to the Psychological Society in Paris (in 1908), described the process of making several mathematical discoveries by him and identified the stages of this creative process, which were subsequently distinguished by many psychologists:
Preparation - task formulation; attempts to solve it. Poincaré describes this stage as follows: “I tried to prove that there can be no function analogous to the one that I later called automorphic ... every day I sat at my desk, spent an hour or two at it, exploring a large number of combinations, and did not come to any result ”.
Incubation is a temporary distraction from the task. At this time, Poincaré believes, there is an unconscious work on the task.
Illumination is the emergence of an intuitive solution. This is the moment when, suddenly, without immediately preceding thinking about the problem, in a random situation that has nothing to do with the problem, the key to the solution appears in the mind.
Verification - testing and implementing a solution. When the key idea for the solution is already known, the solution is completed.
P.M. Yakobson (1934) distinguished the following stages:
Intelligent readiness period.
Discretion of the problem.
The conception of an idea is the formulation of the problem.
Search for a solution.
Obtaining the principle of the invention.
Turning a principle into a schema.
Technical design and deployment of the invention.
There are many ways to distinguish stages, but here, too, common features can be distinguished. In general, we can say that the creative process is divided into theoretical and practical parts: first, an idea is born and processed in the consciousness of an individual, and then it is embodied in reality. For example, before drawing a picture, we first see its image in our head.
So what's stopping many people from developing and using their creative thinking? The psychology of creativity tries to answer this question. The main factors that hinder creative thinking include conformism, external and internal censorship, rigidity and the desire to find an answer immediately.
Now let's take a look at each factor separately. Conformal behavior -
a moral-political and moral-psychological concept denoting opportunism, passive acceptance of the existing social order, political regime, etc., as well as the willingness to agree with the prevailing opinions and views, general moods prevalent in society. How K. is also regarded as non-resistance to the prevailing tendencies, despite their internal rejection, self-removal from criticism of certain aspects of socio-political and economic reality, unwillingness to express their own opinion, refusal of excellent responsibility for the actions committed, blind obedience and adherence to any requirements and prescriptions, emanating from the state, society, party, leader, religious organization, patriarchal community, family, etc. (such submission can be due not only to internal beliefs, but also mentality, tradition).
The phenomenon of conformal behavior plays a negative role in creativity. This behavior is caused by both individual personality traits and interpersonal relationships in the creative team, moreover, by the peculiarities of the social environment in the broadest sense of the word.
In a number of artistic and philosophical-critical works, the social environment acts as a hostile force in relation to creatively gifted people. The hostility of society to the manifestation of creative abilities was reflected in the words of the protagonist of Diderot's “Nephew of Rameau”, who declared: “Genius people are disgusting; and if any child is born with the characteristic signs of this dangerous gift on the forehead, it should either be strangled or thrown out to be devoured by the dogs. " Argentine psychologist J. Ingenieros in his book "Mediocrity" justifies this attitude, characterizing it as protective, and therefore useful for society.
MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION
FGOU VPO "UDMURTSK STATE UNIVERSITY"
INSTITUTE OF PEDAGOGY, PSYCHOLOGY AND SOCIAL TECHNOLOGY
DEPARTMENT OF GENERAL PSYCHOLOGY
Abstract topic
"PERSONALITY AND CREATIVITY"
Completed by: Kazarova O.V.
Checked by: Vasyura S.A.
Izhevsk 2011
Introduction
The problem of creativity has become so urgent these days that it is rightfully considered the “problem of the century”. Both Western and Russian psychologists have been dealing with this problem for several decades. But the phenomenon of creativity for a long time eluded an accurate psychological experiment, since the real life situation did not fit into its framework, always limited by a given activity, a given goal.
Creativity is far from a new subject of research. It has always interested thinkers of all eras and evoked the desire to create a "theory of creativity."
At the turn of the XIX - XX centuries, as a special area of research, the "science of creativity" began to take shape; "Theory of creativity" or "psychology of creativity".
The situation of the scientific and technological revolution in the second half of the twentieth century has created conditions that open a new stage in the development of research on creativity: an individual has to look for answers to new questions on his own, to which the old approaches are not applicable; Scientific and technological revolution gives rise to new types of art, makes works of art more accessible to people.
creativity personality activity
1. The concept and nature of creativity
One of the most common definitions of creativity is defined by product or result. In this case, everything that leads to the creation of something new is recognized as creativity. The famous Italian physicist who devoted a number of his works to the psychology of scientific creativity, Antonio Dzikiki gives a very characteristic definition for this approach: "Creativity is the ability to generate something that has never been known, met or observed before."
At first glance, this statement can be accepted. But: firstly, psychology is interested in the inner world of the individual, and not in what is born as a result of its activity; second, it is not clear what should be considered new. Let's take a look at some examples.
There is also a second approach to the definition and assessment of creativity not by the product, but by the degree of algorithmicization of the activity process. If the process of activity has a rigid algorithm, then there is no place for creativity in it. It is fairly believed that such a process leads to a predetermined result. However, this approach assumes that any unalgorithmized process inevitably leads to the creation of an original product that did not exist before. It is easy to see that here it is possible to attribute any spontaneously developing activity to acts of creativity. For example, the activities of people with mental disorders, drawing of primates, the exploratory behavior of rats or crows, etc. Such activity does not require special efforts of the mind, great knowledge, skill, natural gift and everything that is usually associated with human creativity, in its highest understanding.
From the point of view of psychology, the process of creative work itself, the study of the process of preparing for creativity, the identification of forms, methods and means of developing creativity are especially valuable.
Creativity is purposeful, persistent, strenuous work. It requires mental activity, intellectual abilities, strong-willed, emotional traits and high performance.
Creativity is characterized as the highest form of personality activity, requiring long-term preparation, erudition and intellectual abilities. Creativity is the basis of human life, the source of all material and spiritual wealth.
Another complex concept - the concept of the nature of creativity - is associated with the question of the needs of the individual.
Human needs are divided into three basic groups: biological, social and ideal.
Biological (vital) needs are designed to ensure the individual and species existence of a person. It gives rise to a multitude of material quasi-needs: food, clothing, housing; in the technology necessary for the production of material goods; in means of protection against harmful influences. The biological need also includes the need to save energy, which prompts a person to look for the shortest, easiest and simplest way to achieve their goals.
Social needs include the need to belong to a social group and occupy a certain place in it, to enjoy the affection and attention of others, to be the object of their love and respect. This also includes the need for leadership or the opposite need to be led.
Ideal needs include the needs of cognition of the surrounding world as a whole, in its individual parts and of one's place in it, cognition of the meaning and purpose of one's existence on earth.
I.P. Pavlov, classifying the need for search as biological, emphasized that its fundamental difference from other vital needs is that it is practically not satiable. The need for search acts as a psychophysiological basis for creativity, which in turn is the main engine of social progress. Therefore, its unsaturation is fundamentally important, because we are talking about a biologically predetermined need for constant change and development.
The study of creativity as one of the most natural forms of human realization of the biological need for search and novelty has a long tradition in psychology. Many psychophysiologists tend to view creativity as a kind of activity focused on changing a problem situation or changes in the subject himself interacting with it.
The creators themselves often say that the manifestations of creativity are often accompanied by altered states of consciousness. Despite the fact that biographers of outstanding people often wrote about the propensity of many great people to external, artificial stimulation of creative activity (alcohol, coffee, various psychotropic drugs), physiological studies show that search activity significantly increases the body's resistance to the effects of a wide variety of harmful environmental factors , including alcohol and various psychotropic drugs.
Summarizing the above, we note that in relation to creative activity, we can say that the main factor inducing the generation of creative guesses, hypotheses is the strength of the need (motivation), and the factors that determine the content of the hypotheses are the quality of this need and the armament of the creative subject, the reserves of his skills. and knowledge. Intuition not controlled by consciousness always works for the need that dominates the hierarchy of needs of a given personality. The dependence of intuition on the dominant need (biological, social, cognitive, etc.) must always be taken into account. Without a pronounced need for cognition (the need to spend hours thinking about the same thing), it is difficult to count on productive creative activity. If the solution of a scientific problem for a person is only a means to achieve, for example, socially prestigious goals, his intuition will create hypotheses and ideas related to the satisfaction of the corresponding need. The probability of obtaining a fundamentally new scientific discovery in this case is relatively low.
As we can see, there is no clear, satisfactory definition of creativity and its nature, but I would like to emphasize that creativity is nothing more than the creation of something new, regardless of whether it is an exclusively new page in history or recycled material. ...
Types of creativity and their features
Creativity has long been divided into artistic and scientific.
Artistic creativity does not have a direct focus on novelty, it is not identified with the production of something new, although originality is usually present among the criteria of artistic creativity and assessments of artistic talent.
Artistic creativity begins with heightened attention to the phenomena of the world and presupposes "rare impressions", the ability to keep them in memory and comprehend.
Memory is an important psychological factor in artistic creation. For the artist, it is not mirror-like, selective and has a creative character.
The creative process is inconceivable without imagination, which allows you to reproduce the chain of ideas and impressions stored in memory.
Consciousness and subconsciousness, mind and intuition are involved in artistic creation. In this case, subconscious processes play a special role here.
American psychologist F. Berron examined a group of fifty-six writers - his compatriots with the help of tests and came to the conclusion that emotionality and intuition among writers are highly developed and prevail over rationality. Of the 56 subjects, 50 turned out to be “intuitive personalities” (89%), while in the control group, which included people professionally far from artistic creativity, there were more than three times less personalities with developed intuition (25%). The importance of intuition in creativity is also paid attention to by the artists themselves.
Idealistic concepts made the role of the unconscious in the creative process absolute.
In the twentieth century. the subconscious in the creative process attracted the attention of Z. Freud and his psychoanalytic school. The artist as a creative person was turned by psychoanalysts into an object of self-observation and observation of criticism. Psychoanalysis absolutes the role of the unconscious in the creative process, putting forward, unlike other idealistic concepts, the unconscious sexual principle to the fore. The artist, according to Freudians, is a person who sublimates his sexual energy into the field of creativity, which turns into a type of neurosis. Freud believed that in the act of creativity, socially irreconcilable principles are squeezed out of the artist's consciousness and thereby elimination of real life conflicts. According to Freud, unsatisfied desires are the stimuli of fantasy.
Thus, in the creative process, the unconscious and the conscious, intuition and reason, a natural gift and an acquired skill interact. W. Schiller wrote: "The unconscious in conjunction with reason makes a poet-artist."
And although the share of the creative process attributable to the mind may not prevail quantitatively, qualitatively it determines many essential aspects of creativity. The conscious beginning controls its main goal, super-task and the main contours of the artistic concept of the work, highlights the "bright spot" in the artist's thinking, and all his life and artistic experience is organized around this spot of light.
The conscious beginning provides self-observation and self-control of the artist, helps him to self-critically analyze and evaluate his work and draw conclusions that contribute to further creative growth.
Scientific creativity, in contrast to artistic creativity, is an activity aimed at the production of new knowledge, which receives social approbation and is part of the system of science. Creativity in science requires, first of all, the acquisition of fundamentally new socially significant knowledge, this has always been the most important social function of science. The process of creative activity can be divided into the stage of finding the principle of the solution and the stage of applying the solution.
Scientific creativity is impossible without a high level of development of general and professional intelligence, spatial representations and imagination, the ability to learn and business communication, i.e. without the manifestation of social activity of the individual. Creative activity involves independence, flexibility, focus on posing and solving problems, imagination, combinational abilities and other analytical and synthetic thinking abilities, as well as perseverance, self-confidence, thirst for knowledge, desire for inventions and experiments, readiness to take risks.
Also, scientific creativity is characterized by a special, playful attitude to reality, to oneself, the ability to dialectical denial, ironic overcoming of established norms, rules, skepticism.
The Creator must go beyond the existing existing existence, both created by nature and by people.
Both artistic and scientific creativity is something new: whether it is a work of art, like Aivazovsky's "Ninth Wave", or the creation of a mechanism, for example, a steam engine. Only if in the artistic we see imagination, the free flight of thought, not controlled by consciousness, then in the scientific we observe intellectual actions, which in consequence must receive the approval of society.
Formation and development of personality
The question of the formation and development of personality is too large and ambiguous and is considered by adherents of different concepts from different sides. So, for example, the biogenetic orientation of the study of human development leads to the study of mainly the phenotypic characteristics of the maturation of the organism. Sociogenetic orientation - develops ideas about the development of a "social individual" or "personality" in the understanding of B.G. Ananyeva. Personological orientation leads to the analysis of predominantly the formation of the personality's self-awareness, manifestations of its individuality. But it is impossible to separate these models according to different "carriers" (organism, social individual, personality), because organic, social and mental properties are integrated into the personality and develop in aggregate, influencing each other.
Personality is a systemic quality. From this point of view, the study of personality is not a study of separately individual properties, mental processes and states of a person, it is a study of his place, position in the system of social relations - this is a study of what, for what and how a person uses his innate and acquired. Accordingly, the study of personality development raises questions about what and how affects this result.
In the scheme of systemic determination of personality development, three points can be distinguished: individual properties as prerequisites for personality development; socio - historical way of life as a source of personality development and joint activity as the basis for the realization of a person's life in the system of social relations.
The individual is what a given person is like the rest; personality is what makes it different.
Generally speaking - "An individual is born, and a person becomes"
The biological characteristics of a person consist precisely in the fact that he does not have inherited instinctive forms of activity and behavior. This is confirmed by the very small weight of the newborn's brain relative to an adult, its helplessness and a long period of childhood. Individual properties express the tendency of a person as an "element" in the developing system of society to preserve, providing broad adaptability of the human population.
The study of the individual prerequisites for the development of personality consists in under what circumstances, in what way and in what way the regularities of the maturation of an individual in personal development find their expression, as well as how they are transformed.
Individual characteristics (age-sex and individual-typical properties). The highest form of integration of individual properties is temperament and inclinations.
The role of individual properties:
Individual properties characterize mainly the formal and dynamic features of personality behavior, the energetic aspect of the course of mental processes.
Determine the range of possibilities for choosing one or another activity (for example, extraversion-introversion disposes to a certain choice of activities).
Individual properties acquire special significance if they become conscious, that is, acquire a symbol, a meaning (a cripple cannot know about the limitations of his actions until he is told about it).
Personality is the social image of a person as a subject of social relations and actions reflecting the totality of social roles that he plays in society. It is known that each person can perform in many roles at once. In the process of performing all these roles, he develops the corresponding character traits, behaviors, forms of reaction, ideas, beliefs, interests, inclinations, etc., which together form what we call a personality.
A.N. Leont'ev emphasized the impossibility of equating the concepts of "personality" and "individual" in view of the fact that personality is a special quality acquired by an individual through social relations.
Personality is impossible outside of social activity and communication. Only by engaging in the process of historical practice, the individual manifests his social essence, forms his social qualities, develops value orientations. The formation of the personality is influenced by the factors of labor activity, the social nature of labor, its subject content, the form of collective organization, the social significance of the results, the technological process of labor, the opportunity for the deployment of independence, initiative, creativity.
Personality not only exists, but is also born for the first time precisely as a "knot" tied in a network of mutual relations. Inside the body of an individual, it is not a personality that really exists, but its one-sided projection onto the screen of biology, carried out by the dynamics of nervous processes.
The formation of personality, that is, the formation of a social "I" - is the process of interaction with others like you in the process of socialization, when one social group teaches the "rules of life" to another.
Man is more universal, his biological organization allows, in comparison with other biological species, to adapt to a very wide range of external conditions. The human baby is born at a less mature stage than the animal, and he has to live in a more complex world - in a socially constructed reality.
This is an exceptional situation: nature has not taken care of a suitable “dwelling” for him. Therefore, all his life, a person is looking for a social refuge for himself. But this is not a physical roof over your head, but a social place in the world. Socialization turns into a lifelong learning process for one's social place (or status). After all, socialization is the process of mastering social norms that begins in infancy and ends in old age.
So, the process of development of the personality itself can continue for as long as you like. Science has not set any quantitative boundaries. Until a ripe old age, a person changes outlook on life, habits, tastes, rules of behavior. A person from a biological being turns into a social, social being, becomes a person.
Creative personality and her life path
Many of the researchers reduce the problem of human abilities to the problem of a creative personality: there are no special creative abilities, but there is a personality with a certain motivation and traits. Indeed, if intellectual giftedness does not directly affect a person's creative success, if in the course of the development of creativity the formation of a certain motivation and personality traits precedes creative manifestations, then we can conclude that there is a special type of personality - “Creative person”.
The specifics of a creative personality in emotional terms have been studied for a long time and at the moment there are two opposite points of view: talent is the maximum degree of health, talent is a disease.
Traditionally, the latter point of view is associated with the name of Cesare Lombroso. True, Lombroso himself never argued that there is a direct relationship between genius and insanity, although he selected empirical examples in favor of this hypothesis: great thinkers ... In addition, thinkers, along with madmen, are characterized by: constant overflow of the brain with blood (hyperemia), intense heat in the head and cooling of the extremities, a tendency to acute brain diseases and weak sensitivity to hunger and cold. "
Lombroso characterizes geniuses as lonely, cold people, indifferent to family and social responsibilities. There are many drug addicts and drunkards among them: Musset, Kleist, Socrates, Seneca, Handel, Po. The twentieth century added many names to this list, from Faulkner and Yesenin to Hendrix and Morrison.
People of genius are always painfully sensitive. They experience sharp drops and rises in activity. They are hypersensitive to social rewards and punishments, etc. The conclusion to which he comes is as follows: genius and madness can be combined in one person.
The hypothesis of "genius and madness" is being revived today. D. Carlson believes that genius is the carrier of the recessive gene for schizophrenia. In a homozygous state, the gene manifests itself in a disease. For example, the son of the genius Einstein suffered from schizophrenia. This list includes Descartes, Pascal, Newton, Faraday, Darwin, Plato, Emerson, Nietzsche, Spencer, James, etc.
But is there not an illusion of perception at the heart of the ideas about the connection between genius and mental deviations: talents are in sight and all their personal qualities too? Perhaps the mentally ill among the "average" is not less, and even more than among the "geniuses"? T. Simonton conducted such an analysis and found that among geniuses the number of the mentally ill is no more than among the general population (about 10%). The only problem is: who is considered a genius and who is not?
If we proceed from the above interpretation of creativity as a process, then a genius is a person who creates on the basis of unconscious activity, who is able to experience the widest range of states due to the fact that the unconscious creative subject gets out of the control of the rational principle and self-regulation.
Surprisingly, it is precisely this, consistent with modern ideas about the nature of creativity, definition of genius was given by Lombroso: "Features of genius in comparison with talent in the sense that it is something unconscious and manifests itself unexpectedly."
Modern science claims that motivation, need, interest, passion, impulse, striving are very important in creativity, invention, in discovery, in obtaining previously unknown information. But this alone is not enough. We also need knowledge, skill, skill, impeccable professionalism. All this cannot be filled with any giftedness, no desires, no inspiration. Emotions without work are dead, just like work without emotions is dead
Human activity becomes much more productive when competence is combined with a true vocation and talent. But even if the activity is devoid of novelty and creativity, a high level of professionalism, accuracy and perfection of execution make the performance of seemingly routine operations especially attractive by satisfying the need for weapons and those positive emotions that arise on its basis.
Conclusion
In this work, an attempt was made to study the mental characteristics of a creative person. For this, the concepts of creativity, creative activity, features of creative personalities were considered.
In studying this issue, we proceeded from the fact that psychology is primarily interested in the inner world of the individual, and not in the process of creating a new one. We found out that the concept of creativity is not unambiguous and has many interpretations, depending on the position from which this process is viewed.
The kind of activity in which the creative approach is best manifested, most freely, and the volume in which a person can show it depends on the personality makeup, on habits, on the characteristics of the life path. The unification of all the essential forces of a person, the manifestation of all his personal characteristics in practice, contribute to the development of individuality, emphasize, along with common signs for many, his unique and inimitable features.
List of used literature
1.Altshuller G.S., Vertkin I.M. Life strategy of a creative personality. Minsk, Belarus, 1994
2.Bodalev, A.A. The pinnacle in the development of an adult: characteristics and conditions for achievement. Moscow: Nauka, 1988.
.Galin A.L. Psychological features of creative behavior. M., 1996
.Druzhinin V.N. General ability psychology. SPb, 1999
.Molyako V.A. psychology of a creative person. M., High School. 1978
Tags: Personality and creativity Abstract Psychology
Saltykova Ekaterina Vladimirovna
Essay "Educator-creative person"
Everyone educator must have qualities that distinguish him in society. Educator is an example to follow. To be an example for children and adults, you need to work very hard and fruitfully. Sometimes you have to sacrifice your personal time... Search for new things, initiative and creative activity are the priority directions in my work. To engage in self-education, work with all dedication and demand more and more from myself - this is how I see the need of today and try to be one step ahead. Educators need to hone their skills using all the advances in science and educational practice. Use all possible innovative technologies. The teacher needs skills from various fields to pass them pupils, and help them discover the world around them. The child must develop in accordance with modern times. Educator today it is a teacher who combines a psychologist, an actor, a director, a friend, etc. The creative potential of children is directly related to creative abilities educator, in this regard, and it is necessary to promote the maximum creative development of the teacher.
Educator today he is a creative teacher who applies all the latest developments in his activities. For more efficient educational process, it is necessary to search for the latest methods with which it is possible to transfer knowledge from the teacher pupils... In my teaching activities, I often use M. Mantessori's methodology, fairy tale therapy, isotherapy.
In the classroom, in addition to the usual modeling, applique, and drawing, children in our group learn other techniques of creativity, spraying, drawing with cereals, finger drawing. Arrangement of a subject-developing environment is very important. I try to decorate all the corners of the group beautifully, we have a corner for didactic games, a corner of nature, a music corner, a corner of mummers, a stand for children's drawings, a lot has been done with our own hands. I like drawing, modeling, sewing, tinkering, and I pass these qualities on to my pupils.
In work educator it is necessary to quickly find an approach to any child, to determine the individual characteristics and abilities of children. In the profession educator you need to be creative personality, it is very difficult to interest children without enthusiasm and excitement.
I try to participate in all activities in our kindergarten. We celebrate children's birthdays, participate in various competitions... Creativity leads to new ideas, new views, attunes children to striving for something new, not cognized. I try to constantly develop creatively myself and discover the creative abilities of my pupils.
Educator MADOU No. 28 g... Nizhny Novgorod
Saltykova Ekaterina Vladimirovna
Clause 8.1
How is the problem of creativity in philosophy revealed?
Expand the psychological essence of creativity.
Explain what creativity is as a pedagogical phenomenon.
What is the essence of a person's creative potential?
Describe the personal qualities of a creative person. Give examples of famous creators; show which of their personal characteristics do you consider the most significant?
What functions does creativity perform in the life of an individual?
Clause 8.2
1. Expand the essence of the "experience of educational and creative activity" of schoolchildren and students? Which of its components are you most (least) developed.
Describe the principles of organizing the educational and upbringing environment of a school (university), focused on the development of the creative potential of an individual.
What technologies for the development of creative potential in educational and cognitive activities, in your opinion, are the most effective?
E.L. Yakovleva considers creativity as the realization by a person of his originality and uniqueness. Do you share her point of view? Justify your position.
Describe the personal qualities of a creative person; give examples of famous creators; what qualities do you consider to be the most significant.
The creative orientation of the personality: what is its essence? Which of its characteristics do you rate highly (low) in yourself?
Procedural characteristics of the creative act. Expand them. Which of these have you experienced most clearly? When it was?
Prepare an essay on "Life is Creativity."
Questions for control independent work:
· Write an essay on the topic: "What is creativity for you?"
· List your favorite pieces of art and explain why you chose them? What attracted you to them?
Chapter 8. PERSONALITY AND CREATIVITY
Creativity is one of the most active states and manifestations of human freedom..
V.V. Sharapov
8.1. Creativity as a pedagogical phenomenon.
Creativity is creation, the creation of something new, original, that did not exist before; this is a necessary property and function of the cultural and historical development of living and inanimate nature, which generates new forms and species.
A person's ability to be creative arose in the process of labor activity. From the material provided by nature, he had to create a new reality that satisfied the diversity of his needs. With the knowledge of the laws of the surrounding world, the possibilities of creativity increase. Today, creativity is distinguished in each branch of production, science, art, etc. The types of creativity are determined by the nature of human creative activity (creativity of an inventor, production organizer, scientist, artist, teacher, etc.).
The concept of "creativity" has a broad explanatory power. It is also interpreted as a cultural and historical function of the development of living and inanimate nature, society; and as the main sphere of activity of the scientific and artistic elite (the work of a composer, scientist, sculptor, etc.); and as a component of any human activity requiring decision-making in a situation of uncertainty and ambiguity.
The essence of creativity is one of the most difficult problems that invariably attract the attention of philosophers, psychologists, sociologists, anthropologists, culturologists, and teachers.
Let us first consider the problem of creativity from the standpoint of philosophers and psychologists. This will help to trace the relationship of pedagogy with other sciences using new material and show its practical transformative role in the life of a person and society.
The understanding of creativity as an activity that generates something qualitatively new, which has never existed before, is generally recognized. Researchers are equally unanimous in recognizing the spiritual and personal nature of creativity. I. Kant (1724-1804) - German philosopher, scientist defined the essence of creativity as the highest form of personality self-realization in the process of its life.
Creativity is carried out in specific socio-historical conditions that have an impact on it, due to the forms of the already created culture. The subject of creativity is always included in the “ramified network” of contemporary culture. Therefore, the origins of creative processes were interpreted in different ways in different historical epochs. Thus, the ancient Greek philosopher Plato (428-347 BC) explains creativity as a "volitional act of a god-like person" for whom the need to comprehend the world, its transformations are manifested as "obsession".
The Renaissance, imbued with boundless faith in human capabilities, views creativity as the creation of works of art.
Being rational and spiritual, a person cannot but be creative. Human creativity manifests itself in all spheres of life.
In psychology, the problem of creativity is investigated in two main directions: 1) the study of the properties of the personality included in the process of creativity, the personality of the creator; 2) the psychological process of creating (creating) a new, original product. The nature of creativity is defined as a manifestation of a person's personal qualities, the differences between creative and non-creative personalities are distinguished. A creative personality is characterized by a steady focus on the search for non-standard, original solutions. She is distinguished by a high level of creativity, allowing her to achieve socially and personally significant results in one or more activities.
Being a cultural-historical and spiritual-personal education, creativity is conditioned by the activity peculiar only to a person. This purely creative activity includes content and energy. The content side of activity is represented by ideals, goals, motives, interests, values. The energy component is manifested in actions, deeds, communication, feelings, will, faith. The first of them is directed to the future, the second is realized in the present. The driving force of creativity is a person's aspiration for the future, which he sees as more perfect and interesting. The striving for perfection, transformation of the surrounding reality in accordance with his idea of the beautiful (with his ideal), extends by him to himself, to his self-improvement.
Creativity presupposes that a person has certain abilities, needs, life position, attitudes.
Psychologists distinguish three types of abilities: 1) general- with the help of which the relative ease and productivity of work requiring intellectual exertion is ensured; 2) special- having a clearly expressed specialized orientation (to music, to sports, to mathematics, etc.); 3) practical- they include constructive and technical, organizational, performing abilities, which ensure success in their usual activities.
Researchers consider creativity at several levels: genetic, intellectual, and emotional. At the genetic level, these are the personal qualities of a person immanently inherent in him as a representative of Homo sapiens. In the educational context, they are presented in the categories "creative self", "creative potential", "creativity", "creativity".
The "Creative Self" (Alfred Adler's theory) is the root cause of a person's movement towards perfection; man creates his own perfection from the "raw material of heredity and experience." The development of a person as a creative personality is genetically determined and manifests itself in the generation of signs and symbols by a child. Therefore, from infancy, he acts as a subject of culture.
Creativity is understood as the fruitfulness of a person, which is characterized by a creative type of activity in any of the spheres in which the person is included.
Creativity can be manifested as creative performance by someone of a given activity; in this case it is about creative performance... The execution of an activity, the algorithm of which is not yet known, is determined as a creative.
In A. Adler's “individual psychology”, the creative “I” of the personality is considered as the main element in the life manifestation of a person. The creative “I” is a highly personalized subjective system that interprets and comprehends the experience of the organism. Moreover, the “I” is looking for the experience that will help in the implementation of a unique lifestyle of the individual; if it is impossible to find it, the creative “I” tries to create it ”.
The uniqueness of the human personality is manifested in the uniqueness of the system of its motives, values, character traits. Every action of a person captures a lifestyle characteristic only of him, starting from early childhood.
The main exercise that develops the child's creativity, he considered the following: "Try every day to think how you can please someone."
The theory of the adaptive function of emotions by E.L. Yakovleva. The author proceeds from the message that a person as a social, rational, spiritual and creative creature has specific needs and abilities. Among them are the need and the ability adequate to it “to achieve self-excellence; strive to achieve a state that does not yet exist; to show their activity, aligning themselves with a certain ideal, aesthetic and moral values. At the same time, human subjectivity manifests itself in emotional reactions and states, that is, in attitudes towards the phenomena of the world around him, towards himself and his place in the world. To the person himself, these relationships are presented as feelings; as a subjective attitude to something, his emotional relationship.
Emotional reactions and states can be considered as self-sufficient manifestations of individuality - the uniqueness of the individual. They are an "indicator" indicating the true attitude of a person to what is happening, including his own success and behavior.
A person's awareness of his true feelings, as well as the complexity of their adequate expression, is an indispensable condition for a person's harmony with the world around him; development of his potential creativity.
The intellectual nature of creativity and creative personality in psychology is investigated by D.B. Epiphany. She believes that the backbone quality of a creative person is the desire for intellectual success. Intellectual activity of personality (IAL) is introduced as a unit of analysis of a creative personality. Intellectual activity includes, firstly, intellectual abilities; secondly, non-intellectual, but personal-motivational factors of mental activity. The real manifestation of intellectual activity is the continuation of mental activity beyond the required, not conditioned by either practical needs or external or subjective negative assessment of the work. The history of outstanding figures in science and culture gives a lot of evidence of this.
Table 7 shows the qualities that distinguish creative people.
Table 7
Dominant qualities of a creative person
Creativity as an activity includes all its components: purpose, content, forms and methods. A creative approach to activity affects all subsystems of the personality and spheres of her life. The appeal to creativity corresponds to the natural and social essence of man, his need for cognition and transformation of the world around him, in communication and interaction with other people.
The procedural characteristics of creativity include interest, intention, state of pre-decision, preparation for the implementation of the decision, insight, decision, verification. In relation to oneself, the procedural characteristics of creativity reflect a person's realization of his personal growth and such concepts as "self-creation", "self-improvement", "self-creation".
In any creative process, such intellectual abilities “work” as the ability to observe, compare, analyze, combine, improvise, generalize, systematize, draw conclusions and conclusions.
But since creativity is carried out in specific socio-cultural conditions, the general algorithm of creativity is always projected onto a specific field of activity.
Now let us consider creativity as a pedagogical phenomenon. As a humanitarian phenomenon, it is a fragment of reality that arises where and when there is a relationship of "teaching-apprenticeship", "teaching-learning", "teaching-learning".
A pedagogical phenomenon always includes such elements as: teacher - student (student) - means of education (training, upbringing) - environment (cultural and educational) in which this phenomenon unfolds. From a pedagogical point of view, the answers to the following questions are important:
What is a student (student) as a goal, subject and object of creativity?
What is the teacher - the organizer of the educational process, focused on the development of the creative potential of the personality of his pupils (students)?
By what means is the development of the creative potential of pupils (students) in the real pedagogical process ensured?
What should be the cultural and educational environment that ensures the development of the creative potential of students, their abilities?
The pedagogical approach to the formation of a creative personality accumulates all the psychological theories of creativity and a creative personality.
For pedagogy as a science about the laws of personality development in the field of education, it is characteristic to move away from extremes, from the absolutization of one theory. It integrates the constructive ideas of various concepts and defines its object of research. Pedagogy, as its object, explores the creative orientation of the individual in any field of activity. The creative orientation of a person is a set of creative ideas of a person about himself and the ways of their manifestation. A creatively directed personality has such qualities as:
Actively transformative attitude to the world;
Sensitivity to the problem;
Feeling of novelty;
Thirst for knowledge;
Ability to resolve contradictions on the basis of expediency and optimality.
These qualities determine the relatively stable behavior of a person in a variety of life situations.
For the formation of the creative orientation of the personality of students, there are genetic prerequisites, which in pedagogy are defined as its creative potential.
Creativity, creative potential is a manifestation of the social nature, human spirituality, his uniqueness and originality, which are inherent in him as a representative of Homo Sapiens. They are recognized as the values of humanistic pedagogy.
Distinguish between objective and subjective creativity. Objective creativity involves the creation (creation) of a qualitatively new, original, socially significant product (new theories, works of art, scientific discoveries). Subjective creativity, however, considers as a creative product the mastery of methods of cognitive activity that are new for a given personality, the comprehension of new meanings in previous activities.
The products of subjective creativity in the educational activities of students are such personal neoplasms as:
Ability to discover new knowledge;
The emergence of new motives, goals of educational activities;
Possession of new (for the individual) ways of activity;
Improvisation as the ability to suddenly make a decision;
Expansion of the field of intellectual activity;
Creativity, i.e. fruitfulness in educational and cognitive activities.
Personal neoplasms enrich all components of a person's activity (motivational, intellectual-logical, emotional-volitional, moral-aesthetic, communicative), provided that educational and creative activity is encouraged.
The teacher as a subject of educational a process focused on the development of the creative potential of its pupils (students) is a person, a professional who realizes that creativity always takes place in specific socio-historical conditions that have a serious impact on him, and in close connection with the world around him, the forms of an already created culture, in which the subject is always included.
The increased interest in the issues of the creative development of the individual today is explained by the urgent social necessity both in creators-creators and in creative performers. The need for the development of creative abilities is associated with the prestige of the country, which depends on the quantity and quality of creative products; personal satisfaction with work; the problem of free time; harmonization of family relations; relations with the world as a whole.
The problem of developing the creative potential of an individual is not only one of the most important, but also the most difficult. Its complexity is due to the presence of a large number of diverse factors that determine both nature and the manifestation of creative abilities. These factors can be combined into three most general groups: the first group includes natural inclinations and individual characteristics that determine the formation of a creative personality; the second - all forms of influence of the social environment on the development and manifestation of creative abilities; the third is the dependence of the development of creative abilities on the nature and structure of the activity, which includes the growing personality.
Among the positive factors of the social environment, there are: the benevolence of others, support from the leadership, help and understanding of loved ones.
Factors that inhibit the formation and manifestation of a creative personality include: the position of venerable representatives of the sphere of creativity, who oppose the ideas of the young; rival schools (groups) that deny all the merits of their opponents, including new ideas; stamps, standards prohibiting going beyond the norm; information overload of people; mechanization of labor, which reduces it to repetitive, typical actions.
Creativity as a pedagogical phenomenon is considered as the value of an individual, society and state. Pedagogy operates with the concept of "creative orientation of the personality" and considers this orientation as a system-forming component of a person's life manifestation.
Pedagogy proceeds from the premise that creativity is not only an independent type of activity: it is potentially included in any profession, in various spheres of social production. Creativity is the only natural function of the brain that manifests itself and is realized in activity to the extent of the presence of specific abilities for a particular activity. There is creativity of geniuses and creativity in doing simple everyday things. Creativity is not reducible only to the work of a writer, artist, scientist, designer, since it can manifest itself in teaching, and in cooking, and in trade, and in any other activity. Creativity is considered as some specific style of activity, and not a type of its activity. Consequently, all children are potentially creative, and the task of pedagogical theory and practice is to help the teacher and parents to discern a kind of individual creativity of the child; and then help him develop his creativity.
As a pedagogical phenomenon, creativity is recognized by the subjects of the pedagogical process as the value of the individual, protecting his freedom and realized through the creation of psychological and pedagogical conditions that provide everyone with an opportunity for subjective(discovering new knowledge, generating new ways of activity, new cognitive motives, improvisation) and objective(creation of a fundamentally new, original product of activity) creativity.
In the life of a person, creativity performs the following functions:
Expresses an active transformative attitude towards the world;
Integrates a person into areas of activity and social relations that are significant for her;
Acts as a mechanism for solving vital problems, the algorithm for solving which is unknown to the subject;
Objectifies its own individuality for the Other;
Realizes the individual's right to freedom, going beyond the obligatory;
Protects the personality from stress, despondency, life upheavals.
To develop the creativity inherent in every child, to educate him for the qualities necessary so that in various types of activity he can successfully act either as a performer or as a creator (as real life requires) means to educate a generation that will overcome inertia, stagnation of forms and methods in any work, stagnant phenomena that impede the development of society as a whole.
Creative essay "The personality of a teacher: becoming in our days" Dedicated to my history teacher Tkalikov Artem Valentinovich Hello, dear readers! I occupy your precious time with my feelings and thoughts, which while incoherently arise inside me when I hear the word Teacher. This topic presents some difficulty for me, since I need to express my views on such a subject of research as the formation of a young teacher, therefore, the formation of a teacher in me. And this is self-esteem, a look inside a person. "Two people live in me: one lives in the full sense of the word, and the other thinks and judges him." These words belong to M. Lermontov, and they were said about all of us at all times. The thought expressed in them is modern. This is nothing more than self-esteem, a person's self-presence in the world. So, let's look into this world ... Life is complicated. To choose your path in life, you need to work tirelessly, which means you need to have certain character traits, which I want to talk about. The qualities that you need to cultivate in yourself all your life. Grow them in yourself like good grains. The qualities that should fill the personality of the one whose title is high and proud - to teach human life! It all starts from childhood ... A wonderful, carefree, happy time. What girl didn’t play “school” in childhood and dreamed of becoming a teacher? I was one of all girls in the world. With my mother, we came up with our own lesson, it was called a lesson in a fairy tale. My candidacy as a teacher was unanimously approved by my student friends, because I read on my own since the age of five. I made them sit like dolls on the couch and we started reading ... After reading and many-voiced discussion, we staged fairy tales. The stage was my nursery or the forest nearby at home. When we were in our own way, childishly sure that the staging was ready, we showed it to parents or children on the street. From the height of my humble pedagogical experience, I understand that the lesson of a fairy tale that we conducted was probably a democratic lesson: we chose a fairy tale together, participated in the production together, and together received approval from our grateful audience. So what happened next? Next is the school. Love for learning, the desire to learn everything new and new. I remember my feeling of constant hunger for knowledge. All my teachers want to say THANK YOU in big letters. Thank you precisely for the fact that their life path crossed with my path. Thank you for being wonderful people and therefore I bow to them for the fact that my life path has been chosen, and the road along which I walk confidently, this road is my pedagogical life. One of the wonderful teachers in my school life was the history teacher Artem Valentinovich Tkalikov, who is also the director of that small and old school that has so hospitably greeted us for many, many years. I will no longer be able to identify the pedagogical technologies that he used in his lessons, but the emotional impression that he left after himself and his history lessons - this impression will remain with me for the rest of my life. Lessons, like teachers, are different: interesting and, by no means, not very. They are multifaceted, multidimensional and monosyllabic, there are search, seeking and straightforward. Artem Valentinovich's lessons were bright, impressive, and memorable. I don’t know how his manner of revealing the images of time has stayed in my memory, but I still catch myself imitating him, trying to convey the idea expressive and sensual, truthful and penetrating. The history circle that Artem Valentinovich gathered was based on our class, because every one of them considered history to be the main subject in life! For two years in the circle we have visited Novorossiysk, Klaipeda, Riga, Vilnius, Talin, Palanga. It is not hard to guess that the Baltic states were well known to us. We traveled up and down the hometown of Omsk. Not without pride, I can say that I am ready to become a guide for the guests of my city, I will take you to the most interesting places. And Omsk will become an unforgettable city for you! And for that, too, thanks to my teacher! And as a result of all of the above, I choose the profession of a teacher, teacher of history and social studies. As a young teacher, I understand the responsibility on my shoulders, but this makes it not harder to bear, but more honorable. Responsibility for how the children leave my lesson, whether they want to return with me to the distant times. And what will they take with them on their lips, in their sensitive and still such fragile souls? Will their world be filled with the scent of the time taught in the lesson? These questions always subconsciously concern me when preparing for lessons. What technologies should I use to reach their consciousness, so that they open their thoughts and feelings to me? And finally, what kind of person should I be, what kind of person, what kind of teacher? In my opinion, a teacher should be a Dunno, who is interested in life and himself, and his children and the surrounding diversity. A teacher is such a collage of diverse knowledge and interests, it is a special world of colors, music and words. And I think that the path of a teacher is the widest path in life. After all, a teacher is a parent, an educator, an actor, a pr-manager, a psychologist, and a lawyer. A teacher of history and social studies is both a mathematician with the accuracy of explanations, and a philologist with a sensibility and emotionality of description, and a physicist and chemist with setting up experiments, experiments and modeling a social situation. Yes, all this is united by one main word - TEACHER! How much you need to read and watch, think and worry in order to be worthy to enter a class where future talents await you, where the eyes of the future are looking at you! I am firmly convinced every day, and that every hour to mold my pedagogical from the essence of the wealth that the teacher should have left to us by previous generations. In order for the experience of those who lived before to be useful in life, it is necessary to carry everything through oneself, as through a sieve: to reject the sediment and absorb the living force of knowledge. What a wealth the classics represent: literature, music, painting, architecture! How many not turned over pages, how many pearls not seen, not heard masterpieces! And from my own experience I can convince you that there is never a lot of time to get to know the world. I repeat this to my children when I try to convince of the usefulness of versatile knowledge, of the happiness of having knowledge. Happiness in life is easy to get when you know a little secret: why do you live in the world. This secret is in every person, and the teacher's task is to help the child, if not to answer, no, then to think about this question. When I thought about it myself, I started with books, which now in many of their constitute the concept of "my handbook." Of course, these are the works of V.A. Sukhomlinsky, L.N. Tolstoy, M.A. Bulgakov, V. Bykova, B. Vasiliev, A. Menya, F.M. Dostoevsky, A.I. Solzhenitsyn, B.L. Pasternak and many and many other artists of the word. You ask me, have I found my secret? Is there an answer to the main question? I will answer this question a little later. And now I would like to return to the historical circle that nurtured in me a love of history. We gathered in the school museum, which became our hospitable host, and waited for the most interesting person in the world to appear - our Artem Valentinovich. The door opened, and our teacher appeared on the threshold, whose eyes were strewn with rays of laughing wrinkles. I remember that he was always glad to us, our presence aroused in him only joy and pride, that we, fourteen people, came to him, we expect something new from him, we follow him, we BELIEVE him! So, where is the secret of happiness in my life, the answer to the question: why am I in this world. Every morning I see the dawn - the world is smiling at me! The new day greets me with different weather, and our children are completely different. But I walk into the classroom and smile. The dawn of our life meets me - these are our children! These are eyes from the future! In connection with the last words, I got the idea that school is a wonderful meeting place for the past, present and future. And we, true teachers, must deserve to face the future. We must be modern, socially mobile, interesting. And the main self-satisfaction from - the constant movement of the work done, to receive forward and upward. spark Testing sparks from contact with our future. And again to feel a lack of knowledge, and again to learn. Recently I read in a teacher's essay: a modern student needs a modern teacher who should be a modern student! In my opinion, very convincing. And in conclusion, as a teacher of history and social studies, I will allow myself to introduce my own vision of Russian education today. Time spilled over into the 21st century like a full-flowing river. The threshold of the centuries is over. And what will happen there, ahead? What will the new century bring to our children and children who have not yet been born? Predicting history is a very dangerous business. And yet ... The role of education in modern Russia should not be underestimated. Education has been and will remain a kind of compass needle that will help to walk along the ocean of life raging with passions and not to turn over, not to drown. Personally, I put all the priorities, all the principles of the future into the hands of education. Nothing teaches you to be a citizen of your country like making feeders for freezing birds during labor lessons! And no one, except the primary school teacher, will more clearly explain the meaning of the main words on earth: mother, family, homeland. Therefore, education, I believe, will remain the main steering wheel in the life of a citizen and patriot of his homeland. With these words, tomorrow I will begin a history lesson in my classrooms. And I will also smile at my children, like the morning dawn!
