Development of creative thinking. Creative thinking

Greetings, dear readers of the blog site! Today we will touch on creative thinking. I am convinced that every person has the ability to be creative. Only in someone they are buried very deep. I will try to prove to you that spending time searching for your creative possibilities is worth it.

What is at the core of creative thinking?

This way of thinking is a process during which a fundamentally new product is born: some subjectively new result.

Features of creative thinking are:

Striving for the unusual, the original. A creative person will not solve a problem in the same favorite way. He will look for new ways.
One single method of action is not enough: creativity is manifested in the search for all possible solutions.
The tendency to search for the most effective way out of the situation. Analysis and comparison of possible ways.
The ability to search, find, apply hints, competently use additional information to solve a problematic issue.

It can be seen that the difference between creative thinking and reproductive thinking lies precisely in the creation of a new result, the constant search for truth, and the thirst for knowledge.

Why reinvent the wheel?

I never imagined that creativity was about analyzing all possible solutions, finding the best one. With the creation of an unusual answer - yes. With comparison, the construction of complex logical chains - no. However, this thinking in psychology has precisely these possibilities. This brings him closer to the way of thinking. It turns out that these species are interconnected, one is impossible without the other. How strange! After all, we are used to contrasting them: “They say that the left hemisphere is responsible for logic, and the right hemisphere is responsible for creativity and all sorts of fantasies there.” Yes it is. But our brain requires balance, harmonious development of both sides.

Creativity is the engine of our development. It is now believed that the most successful are people who always approach their work creatively. However, why constantly look for new paths, if you can use the old, beaten ones?

In modern life, we face a lot of competition. Many people want to stand out from the crowd, because the more unusual life is, the more interesting it is. How many photographers are there now? How many writers are bloggers? And how to count the dancers, actors, theatrical lovers, musicians? How to distinguish a true creator from a poser?

Not only the ability to think outside the box, not just wit and resourcefulness, not even the creation of new masterpieces makes a person truly creative. It is the desire for knowledge that distinguishes true creativity.

Can thinking be uncreative?

Of course it can. It is this type that they often try to bring up in our schools. When the reproduction of learned information becomes more important than one’s own opinion, when a good memory replaces the ability to come up with new ways to solve a problem, when a child is required to store knowledge, and not taught to apply it, then our creativity is killed.

In fact, the creative nature of thinking is obvious. The process of thinking is the processing of reality, a subjective process aimed at processing, transforming the surrounding world. This definition already contains creative features.

L.S. Vygotsky, a leading Soviet psychologist, emphasized that creativity is a prerequisite for people's lives, it manifests itself every day. Notice, I'm not talking about the great geniuses who create masterpieces of world culture. This is just a narrow understanding of creativity. In a broad sense, creativity should be available to each of us!

Development is key

If you consider yourself a completely uncreative person and cannot identify areas where you could apply creativity, try using the following tips.

Train your brain with creative skills exercises. It is not difficult to find such tasks. But I'll give you one of them:

Open any book, choose two random words. Now try to find the relationship between them. Think, compare, contrast. The story may turn out to be absolutely crazy, but this activity can be not only funny, but very useful for activating the brain.

Read fiction. Introduce the main characters visually, enter into a dialogue with the author, try to analyze the actions of the characters and, of course, compare yourself with the characters you like.
Start keeping a diary, write down all the important events, like thoughts. Read it later, plunge into the world of memories - it will be a great pleasure.
Learn to trust your intuition. Often the most correct decision cannot be explained logically.
Don't be afraid to look weird. Society loves gray people who are easy to manage. But creative people always stand out.
Remember the expression: "A talented person is talented in everything"? Expand your range of possibilities, learn new things, be sure to try something that you have not tried before.

If you already know what you can be talented at, but do not dare to act yet, I advise you to read the book by Julia Cameron "The Artist's Way" and follow all the instructions of the author consistently. With it, you can really bring more creativity into your life.

The development of creative thinking is an exciting process. But be prepared for challenges along the way. Courage, perseverance and purposefulness are worthy traits of a creative person. Remember how Copernicus went to the stake for his discovery. No, I do not call you to the fire, but be patient, stock up on time. Then your work will surely be crowned with success.

Creativity can be manifested in all activities, not only in thinking.

One of the most important elements of creative thinking is imagination. It is not for nothing that the thought experiment method has been so often used in the history of science. Imagining and thinking creatively are inextricably linked. Remember the famous science fiction writers: Jules Verne, who predicted the appearance of electric engines in submarines, Aldous Huxley, who was forty years ahead of genetic engineering! Incredible as it may seem, but it was with the help of imagination and the willingness to go beyond the comprehensible that many discoveries were made.

A creative person is inquisitive, tends to combine information from various fields. He likes to have fun coming up with strange ideas. At the same time, his vision of the world never stands still.

I wish you openness to new experiences, curiosity and good ideas. Share in the comments whether you consider yourself a creative person and how your creativity manifests itself.

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Theoretical part

Introduction

1.1 The concept of creative thinking

1.2 Criteria and methods for studying creative thinking

1 Thinking and speech

Conclusion

Practical part

Exercise 1.

Task 2

Theoretical part

Introduction

Currently, there is an acute social need for creativity and creative individuals. The desire to realize oneself, to show one's capabilities is the guiding principle that manifests itself in all forms of human life - the desire for development, expansion, improvement, maturity, the tendency to express and manifest all the abilities of the organism and the "I".

At the present stage of development, there is a rethinking of the role of the value of acquired knowledge, since modern society needs a creative specialist who is able to independently navigate the rapid flow of scientific and technical information, who can think critically, develop and defend his point of view. Recognition of the creative freedom of man is the main wealth of society. And the personality is the bearer of the objectively unpredetermined, which, with its will, fantasy, creativity and stubbornness, supports the subtle mechanisms of self-organization of being and, on their basis, the emergence of order from chaos.

Creative thinking is one of the most interesting phenomena that distinguish a person from the animal world. Already at the beginning of life, a person manifests an urgent need for self-expression through creativity, a person learns to think creatively, although the ability for such thinking is not necessary for survival. Creative comprehension is one of the ways of active knowledge of the world, and it is precisely this that makes progress possible, both for an individual and for humanity as a whole.

Understanding the nature of creative thinking allows a deeper understanding of development processes, makes it possible to identify the objective patterns of creative thinking and create a system for the development of creative abilities in education. The problem of abilities is, first of all, a complex psychological problem that requires the attention of all branches of this science.

Only in creative activity does the development of creative abilities take place - mastering the methods (methods) of cognition and transformation of the features of objects. Hence the need arises to intensify the creative cognitive and practical activities of children. The creative climate is created not only by the education of curiosity, a taste for non-standard solutions. It is necessary to cultivate readiness to perceive the new, the desire to use and implement the creative achievements of other people. To teach creative thinking, you need to have knowledge about it.

The purpose of this work is to review and study creative thinking.

For the most detailed and complete study of this topic, it is necessary, first of all, to consider the following tasks:

give a general description of the concept of creative thinking;

consider the criteria and methods for studying creative thinking;

to study and consider the intellectual capabilities of a person;

reveal the relationship between thinking and speech;

to consider ways of formation of creative thinking.

Chapter 1. Creative thinking as a kind of thinking

1The concept of creative thinking

Creative thinking is creative thinking, giving a fundamentally new solution to a problem situation, leading to new ideas and discoveries.

Creative search is inevitably associated with the breadth and flexibility of thinking, with the ability of the subject to boldly free himself from the Procrustean bed of dominant ideas.

The following characteristic features of creative thinking are distinguished:

heuristic - the ability to solve problems that require the discovery of patterns, properties, relationships;

creativity - the ability to create new things and new methods;

mobility - the ability to move into related areas of science, to solve complex problems;

independence - the ability to resist the traditions and views that have developed in science that hinder the acquisition of fundamentally new knowledge;

exponentiality - the ability to see the perspective of the object under study based on limited information about the subject of consideration, predict its future state, build hypotheses about its past states;

consistency - the ability to cover the object as a whole;

rationality - the ability to dialectically deny the old systems of knowledge that interfere with the qualitative change in science;

openness - the ability to accept and refract any ideas;

antinomy - to see the unity of opposites or mutually exclusive definitions of an object;

the ability to generalize the material, which makes it possible to raise from empirical concreteness to conclusions about general properties.

In psychology, it has been proven that a person has creative thinking if he is able to perform the following groups of logical operations: combine systems and their elements, determine cause-and-effect relationships, and perform research operations. The development of creative thinking should be carried out in the process of teaching methods for solving creative problems, with the help of which students form and develop logical skills for each group.

A creative task is a task that requires changing the studied rules or independently compiling new rules, and as a result of which new systems are created subjectively or objectively - information, structures, substances, phenomena, works of art. In the theory of creativity, along with the concept of a creative task, there is also the concept of a research task. A research task is a creative task that requires one or more research operations to be completed.

Thus, the development of creative thinking requires not individual creative tasks, but systems of creative tasks. Systems of creative tasks should be the basis of learning activities.

Based on classical and modern theoretical ideas about thinking in general, it is legitimate to understand creative thinking as its most expanded form. Understanding creative thinking as its highest form has a number of theoretical and methodological advantages and makes it possible to overcome some of the difficulties of modern psychology of creative thinking:

there is no need to look for "elusive" manifestations of creative thinking, since it is expressed not in any one kind of thinking, but in all its types and forms;

the essence of creative thinking, its breadth and content are clearly visible;

it becomes possible to connect creative thinking with thinking, and not look for its roots in the phenomena of abilities, giftedness, etc. - creative thinking is studied within the framework of the conceptual apparatus of its psychological field;

creative thinking becomes a universal mental property, inherent in the potential of all people, which allows us to talk about the implementation of humanistic principles.

2 Criteria and methods for studying creative thinking

Criteria for creative thinking:

Creative activity is such an activity that leads to a new result, a new product.

To the criterion of novelty of the product is usually added the criterion of the novelty of the process by which this product was obtained (new method, technique, mode of action).

The process or result of a mental act is called creative only if it could not be obtained as a result of a simple logical conclusion or action according to an algorithm. In the case of a genuine creative act, a logical gap is overcome on the way from the conditions of the problem to its solution. Overcoming this gap is possible due to the irrational beginning, intuition.

Creative thinking is usually associated not so much with the solution of a problem already set by someone, but with the ability to independently see and formulate the problem.

An important psychological criterion for creative thinking is the presence of a pronounced emotional experience preceding the moment of finding a solution.

A creative thought act usually requires a steady and long-term or shorter-term, but very strong motivation.

The phase of collecting material, the accumulation of knowledge that can form the basis for solving or reformulating the problem;

The phase of maturation or incubation, when the subconscious works mainly, and at the level of conscious regulation a person can engage in completely different activities;

The phase of illumination or insight, when the decision is often made unexpectedly and appears entirely in consciousness;

The phase of control or verification, which requires the full inclusion of consciousness.

An empirical study of creative thinking in modern psychology is carried out using the following methods:

Analysis of the process of solving the so-called small creative tasks, or tasks of ingenuity, which, as a rule, require reformulation of the task or going beyond the limits that the subject imposes on himself.

The use of leading tasks. In this case, the sensitivity of a person to a hint contained in a leading problem is studied, which is easier to solve than the main one, but is built on the same principle and therefore can help in solving the main one.

The use of "multilayer" tasks. The subject is given a whole series of tasks of the same type that have fairly simple solutions. A not very creative person will simply solve such problems, each time finding solutions anew. A creative person will show "intellectual initiative" and try to discover a more general pattern underlying each individual decision.

Expert assessment methods for identifying creative people in a particular field of science, art or practice.

Analysis of products of activity to determine the degree of novelty and originality.

Some scales of personality questionnaires and projective tests can provide information about the degree of creativity in a person's thinking.

Special tests of creativity based on solving problems of the so-called open type, i.e. those that do not have any one correct solution and allow an unlimited number of solutions.

Some of these methods have been noted for studying the relationship between the levels of development of intelligence and creativity. The absence of a rigid connection between these levels was found. In different people, creativity and intelligence can be expressed to a very different degree, which, in turn, leaves an imprint on the entire personality of a person.

Chapter 2

When a person solves creative problems, there is an interaction of operational meanings and personal meanings; the condition for the development of a person's thought process is the acceptance by a person of a certain problem for resolution, its inclusion in the system of personal motives and attitudes. The process of solving a problem by a person is the goal of emotional and motivational states, the prompt setting of new, previously unforeseen goals.

Often the creative thinking of a person develops contrary to generally accepted postulates, while the researcher experiences a sudden insight, which is prepared by all his many years of scientific activity. The human intellect is highly plastic, it is able to adapt to any living conditions.

Intelligence is a stable structure of the individual's mental abilities, the level of his cognitive abilities, the mechanism of the individual's mental adaptation to life situations. Intelligence means understanding the essential interconnections of reality, the inclusion of the individual in the socio-cultural experience of society.

In the development of the intellect of the individual, both genetic and sociocultural factors, or rather, the interaction of these factors, play a significant role. Genetic factors - the hereditary potential received by an individual from his parents. These are the initial possibilities for the interaction of the individual with the outside world.

The intellectual capabilities of a person are manifested in the strategy that he develops in various problem situations, in his ability to transform a problem situation into a specific problem, and then into a system of search tasks.

The main qualities of the human intellect are inquisitiveness, depth of mind, its flexibility and mobility, logic and evidence.

Inquisitiveness of the mind - the desire to diversify to know this or that phenomenon in essential respects. This quality of the mind underlies active cognitive activity.

The depth of the mind lies in the ability to separate the main from the secondary, the necessary from the accidental.

Flexibility and mobility of the mind - the ability of a person to widely use existing experience and knowledge, quickly explore known objects in new relationships, overcome stereotyped thinking. This quality is especially valuable if we keep in mind that thinking is the application of knowledge, "theoretical standards" to various situations. In a certain sense, thinking tends to be stable, to some stereotype. This hinders the solution of creative problems that require an unusual, unconventional approach. At the same time, the negative quality of the intellect is the rigidity of thinking - an inflexible, biased attitude to the essence of the phenomenon, an exaggeration of the sensory impression, adherence to stereotyped assessments.

Intelligence is the ability of an individual to comprehend a specific situation in a generalized, schematic way, to optimally organize the mind when solving non-standard tasks. However, the essence of intelligence cannot be understood only through the description of its individual properties. The bearers of intellect are the experience of the mental activity of the individual, the mental space formed in him, the ability to present the structural representation of the phenomenon under study in the mind of the individual.

The logic of thinking is characterized by a strict sequence of reasoning, taking into account all the essential aspects in the object under study, all its possible relationships with other objects.

Evidence of thinking is characterized by the ability to use at the right time such facts, patterns that convince the correctness of judgments and conclusions.

Critical thinking presupposes the ability to strictly evaluate the results of mental activity, reject wrong decisions, and abandon the actions that have been initiated if they contradict the requirements of the task.

The breadth of thinking lies in the ability to cover the issue as a whole, without losing sight of all the data of the corresponding task, as well as in the ability to see new problems (creativity of thinking).

An indicator of the development of the intellect is its divergence - the unconnectedness of the subject by external restrictions.

Significant non-pathological disorders in the structure of the intellect are mental anomalies. They are expressed in violation of the entire mental system of the individual - its motivational, goal-forming and goal-achieving regulatory mechanisms. Let's note the most typical signs of intellectual impairment:

Inadequacy of the motives for the actions taken;

Violations in goal-setting and programming of actions, control over their execution;

Violations of semantic connections, inadequacy of means to the set goals;

Defects in mental operations (generalization, classification).

Thus, creative giftedness is understood as a personal characteristic, but not as a particular set of personality traits, but as a person's realization of his own individuality. Human individuality is inimitable and unique, therefore, the realization of individuality is a creative act (introducing something new into the world that did not exist before).

1 Thinking and speech

Psychologists have established that the development of a person's thinking is inseparable from the development of his language. Therefore, the most important task in the development of creative thinking is learning the ability to verbally describe methods for solving problems, talk about working methods, name the main elements of the task, depict and read its graphic images. Mastering the necessary vocabulary is very important for the formation and development of an internal plan of action. In any creative process, the problem is first solved in the mind, and then transferred to the external plane.

Speech is the main acquisition of mankind. The emergence of oral and written speech determined the specifics of the development of thinking. A word is a symbol that allows you to operate with various objects. Language is a system of verbal signs, a means by which communication is carried out between people. Speech is the use of language for the purpose of communicating between people.

Speech is an instrument of thought. L.S. Vygotsky made a significant contribution to the study of the problem of the relationship between speech and thinking. He showed the meaning of the word for the mental development of man and his consciousness. According to his theory of signs, at higher levels of development, visual-figurative thinking turns into verbal-logical thinking thanks to the word, which generalizes in itself all the signs of a particular object. The word is that “sign” that allows human thinking to develop to the level of abstract thinking. However, the word is also a means of communication, so it is part of speech. At the same time, the specific feature of the word is that, being devoid of meaning, it does not refer to either thought or speech, but, acquiring its meaning, immediately becomes an organic part of both. Given this feature of the word, Vygotsky believed that the unity of speech and thinking lies precisely in the meaning of the word. At the same time, the highest level of such unity is verbal thinking. Speech and thinking are not identical processes, they do not merge with each other, although both of these processes are inseparable from each other. Thinking and speech have different genetic roots. Initially, they developed separately. The original function of speech was communication, and speech itself as a means of communication arose because of the need to organize joint activities of people. But the further development of thinking and speech was carried out in close relationship, which at different stages appeared in various forms.

Chapter 3

The works of many scientists are devoted to various aspects of the formation and development of creative thinking. Thus, J. Gilford defined the ability of creative thinking (creativity) as semantic spontaneous flexibility, which is determined by the dominance of four features in thinking:

originality and unusualness of the ideas expressed, the desire for intellectual novelty, the desire to find their own solution;

a creative person is distinguished by semantic flexibility - the ability to see an object from a new angle and discover the possibility of a new use of this object;

the presence of reverse adaptive flexibility - the ability to change the perception of an object in such a way as to see its new hidden sides;

the ability to produce a variety of ideas in an uncertain situation, especially where there are no prerequisites for the formation of new ideas.

Direct teaching of creative thinking is impossible, but it is quite possible to indirectly influence it by creating conditions that stimulate or inhibit creative activity. Conditions or factors influencing the course of creative activity are of two types: situational and personal. The latter include stable properties, personality traits or character of a person that can influence the conditions caused by a particular situation.

Situational factors that negatively affect a person’s creative abilities include:

time limit;

state of stress;

a state of increased anxiety;

desire to quickly find a solution;

too strong or too weak motivation;

the presence of a fixed installation on a specific solution method;

self-doubt caused by previous failures;

fear or increased self-censorship;

a way of presenting the conditions of the problem, provoking the wrong way of solving, etc.

Personal factors that negatively affect the creative process include:

conformism;

self-doubt, as well as too strong confidence;

emotional depression and stable dominance of negative emotions;

lack of risk appetite;

the dominance of the motivation to avoid failure over the motivation to strive for success;

high anxiety as a personality trait;

strong personal protection mechanisms and a number of others.

Among the personality traits that favor creative thinking, the following are distinguished: self-confidence; the dominance of emotions of joy and even a certain amount of aggressiveness; risk appetite; lack of fear to seem strange and unusual; lack of conformity; well-developed sense of humor; the presence of a subconscious rich in content; love for fantasizing and building plans for the future.

Numerous researchers have tried to formulate the main quality of any creative person, which underlies the ability to be creative. With all the variety of specific formulations, everyone is talking about the same thing: a creative person is a free person; and a free person is a person who is able to be himself, to hear his "I", by the definition of K. Rogers.

The methods of stimulation of creativity usually include those techniques that allow you to remove or weaken the barriers between consciousness and the unconscious. In this category, some authors include rather exotic techniques based on the removal of critical attitudes and censorship of consciousness through the use of alcohol and barbiturates, narcotic substances; the use of hypnosis; application of problem solving methods by searching for clues in a dream. A. Osborn's brainstorming technique has become more widespread, the main meaning of which is to separate the generative part of the mental act and the control-executive part between different people (some participants generate hypotheses with a ban on any criticism, while others later evaluate their real significance). On its basis, the synectics method was created (combining heterogeneous in one), which involves teaching subjects the ability to generate analogies of various types and other techniques that allow them to see the familiar in the unfamiliar and the unfamiliar in the familiar.

Various kinds of trainings are widely used, first of all, self-confidence training, sensitivity training, etc. But the main condition for the emergence of creative personalities is, of course, an appropriate system of training and education, which makes sense to talk about in more detail.

An important task of the teacher is to reduce the "anti-creative" effect of any training. To solve this difficult task, it is advisable to turn to the experience of teachers and psychologists who are concerned about the development of the creative potential of their pupils. The well-known innovator, public teacher Viktor Fedorovich Shatalov throughout all the years of work, at every opportunity, reminded students that if at least an approximate plan for solving a problem did not arise in the first 5-6 minutes, then you just need to leave it and do something else . But after a short period of time, it is necessary again to carefully read the condition of the intractable task. A thought will appear - work on it, develop it in all directions. No thought - leave the task. Switch to another job again, and after an hour and a half, return to the same task. If a specific solution path appears, then it must be completed and an answer should be obtained confirming the correctness or fallacy of the guess.

The property of our thinking is such that if a stimulus is embedded in it, then the search will go on constantly, even if we do not consciously aim ourselves at it. This process of finding a solution is hidden, spontaneous, but no less active for that.

Candidate of Psychological Sciences L.M. Mitina highlights the most typical mistakes of teachers that interfere with the creation of an atmosphere of creativity:

Excessive strictness of communication in tone and vocabulary.

Verbosity in communication, monologism, which in English-speaking countries is known as the teacher's syndrome TTTM (teacher talks too much - the teacher talks too much).

The weakness of the emotional contact between the teacher and the students.

Frequent indication of shortcomings, emphasizing shyness.

Undemanding, tone of uncertainty in communication between the teacher and students.

L.M. Mitina gives advice to a teacher who wants to create a creative atmosphere:

From the very beginning and throughout the educational process, demonstrate to students full confidence in them.

It is more expedient to proceed from the fact that students have an internal motivation for learning and great potential.

I would like the teacher to be a source of various experiences (moral, emotional, intellectual) for students, to which they can turn for help in solving a particular problem.

For the productivity of communication, it is necessary to develop the ability to feel the emotional mood of the student, the group and accept it.

For the development of creative thinking, it makes sense, along with traditional methods, to use the method of problem-based learning, which is an analogue of scientific creativity: a problem is posed, ways to solve it are searched, and the result of solving the problem is new knowledge.

Problem-based learning is a system of methods and means that provide opportunities for creative participation in the process of assimilation of new knowledge, the formation of creative thinking and cognitive interests of the individual. According to the degree of problematicity, there are three main levels of problem-based learning: problem presentation, in which the teacher himself poses the problem and finds its solution; problem-based learning, in which the teacher poses a problem, and the search for its solution is carried out together with the students; creative learning, involving the active participation of students in the formation of a problem and the search for its solution. This form of education is the most expedient in organizing and conducting educational, research and scientific work.

An indicator of the effectiveness of problem-based learning is a significant increase in the quality of assimilation of educational material and the possibilities of its practical use in professional activities.

A distant indicator of the effectiveness of problem-based learning is the formation of creative abilities and cognitive motivation, which provides opportunities for self-education.

So, the question of whether teaching creative thinking is possible is discussed in both pedagogical and psychological literature. It is known that direct teaching of creative thinking is impossible. But if direct teaching of creativity is impossible, then indirect influence on it by creating conditions that stimulate or inhibit creative activity is quite realistic. Conditions or factors influencing the course of creative activity are of two types: situational and personal. Numerous studies, which began with the description of the phases of the creative act, testify to the crucial role of subconscious processes in finding creative solutions. Therefore, many of the factors are just related to the strengthening of the barriers between consciousness and the unconscious.

Conclusion

In today's society, the ability to create is valued above knowledge and skills. Even in order to match the rank competent specialist in your field, activities you need to be a creative person. Creativity is new ideas, new experience, new perspectives.

Based on this, creative talent (creativity) is usually regarded as the ability to generate original ideas: to put forward new hypotheses, new combinations, to abandon stereotypical ways of thinking.

The problem of creative thinking has a long and controversial history, and has given rise to much discussion. It attracted the attention of thinkers of all eras of the development of world culture. The history of its study has more than two thousand years. The deep interest in this subject can be judged by the desire that goes back centuries to create a "theory of creativity", or rather, by repeated attempts to construct it. These attempts were not strictly scientific reproduction of the laws of objective reality, they did not represent a logically complete system of knowledge. In most cases, they covered, described reality at the level of the surface of phenomena. The eternity of this problem lies in the very dynamism of the formation of real human abilities, in their infinitely diverse formations, manifestations and applications. Hence, creativity should be considered as an integral part of the complex socio-economic and spiritual problems of social development.

As a result of all this, it becomes obvious the need to find means to develop creative thinking - an ability that, albeit to varying degrees, every person possesses.

Practical part

Exercise 1

Indicate which of the following situations is appropriate as an example of sensory, short-term or long-term memory. Justify your choice.

A. The woman recognizes the man she met the day before at a party. This is an example of short-term memory, as short term memory<#"justify">Task 2

In a spelling lesson, the teacher gave his students a list of words: psychiatry, class, quarrel, lieutenant, psalm, neck, psychology, director, raftinger, psychotherapy.

Divide words into three groups for better memorization of their spelling by students. Justify your decision.

group - psychiatry, psychology, psychotherapy. These three words are put in one group, as they are the same root words and are easy to remember.

group - class, quarrel, director. These three words are put in one group, since they all have a double -С-, this makes it possible for better memorization.

group - lieutenant, neck, penisfeder. These three words are put in one group, since the root of each word has -EY-, which makes it easy to remember their spelling.

The word psalm can be attributed to the second group, where words with doubled -С- are completed, and remember it as an exception with writing one -С-.

List of sources used

Badagina, L.P. Fundamentals of General Psychology [Electronic resource]: textbook. allowance / L. P. Badanina. - 2nd ed., erased. - M.: Flinta, 2012. - 448 p.

Bogoyavlenskaya D.B. Intellectual activity as a psychological aspect of the study of creativity // Study of the problems of the psychology of creativity, ed. Ya.A. Ponomarev. - M.: Nauka, 2011. - 195p.

Bushueva L. S. Methods for activating the creative thinking of younger schoolchildren / / Primary school. - 2012. - No. 3. - S. 13-16.

Druzhinin V.N. Psychology of general abilities. St. Petersburg: Peter, 2010.- 368 p.

Ziganov M.A. Mnemonics: Memorization based on visual. thinking: Based on the course Shk. rational. reading: M.: Education, 2010. - 100s.

Klarin M.V. Development of creative and critical thinking // School technologies. - 2014. - No. 1. - S. 3-10. creative thinking intellectual

General and social psychology: Textbook / M.I. Enikeev. - 2nd ed., revised. and additional - M.: NORMA: INFRA-M, 2010. - 640 p.

Organizational Psychology: Textbook / Ed. ed. A.B. Leonova - M.: NITs INFRA-M, 2014. - 429 p.

Fundamentals of General Psychology: Textbook / N.S. Efimov. - M.: ID FORUM: NITs INFRA-M, 2014. - 288 p.

Psychology and Pedagogy: Proc. allowance / E.V. Ostrovsky, L.I. Chernyshov; Ed. E.V. Ostrovsky; VZFEI. - M.: Vuz. textbook, 2012. - 384 p.

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It happens that a person needs to solve a certain problem, the method of solving which he already knows. As a rule, a person is sure in advance of the success of solving a problem. In such cases, one speaks of reproductive thinking. Thus, a teenage student can easily solve the most difficult task from a textbook intended for elementary school students without much difficulty. Of course, in this case, the teenager will remember and think, performing the mental actions considered by us in the previous paragraph (analysis, synthesis, etc.).

Along with this, there is Thinking as a creative process in which the performance of mental actions leads to the discovery of something new - knowledge, a mode of action, a method for solving a problem. A scientist who discovers a new law, an inventor who constructs a new device thinks creatively... It is important that a student thinks creatively too, thinking about whether it is possible to solve an already solved problem in another way.

One of the most important concepts of the psychology of thinking as a creative process is the concept of a problem situation. This is a situation of intellectual difficulty, characterized by the fact that in the personal experience of the subject there are not sufficient means (landmarks, knowledge, methods of action) for its immediate resolution. This mental state is accompanied by corresponding emotions (surprise, doubt, annoyance, anxiety, hope, etc.). The presence of certain motives determines the search activity of the subject, aimed at resolving the problem situation, at discovering the unknown.

This activity is carried out in the promotion and testing of hypotheses. In everyday consciousness, the point of view has become widespread, according to which the advancement of hypotheses is the prerogative of a scientist, inventor, etc. At the same time, it is not taken into account that everyday human thinking cannot do without a hypothesis. The task of carrying a bulky object through a narrow door can give rise to more than one hypothesis.

Hypotheses arise in solving problematic tasks that someone proposes to the subject, tasks that have already been formulated by someone. Meanwhile, there are studies that show that a person's creative abilities develop not only in solving problems, but also, which is especially important, in discovering, discerning problems, in formulating the problems themselves. It turns out that the appearance of hypotheses in thinking is preceded by other creative processes.

Indeed, does anyone have the habit of "presenting" pedagogical tasks to the teacher in a ready-made, formulated form? In the overwhelming majority of cases, he must himself, in interaction with people, discover problems, transform them into tasks, and only after that deal with the solution. Therefore, it is professionally important to cultivate sensitivity to problems. After all, in many cases professional failures are explained not by the erroneous solution of problems, but by the fact that the corresponding problems are not isolated from reality and are not transformed into tasks.

For example, from the text of the psychological and pedagogical characteristics of the personality of a schoolchild, compiled by a student during the period of pedagogical practice, it followed that Serezha studies poorly, is unsure of himself, timid, and is not popular among classmates. In another part of the description, the student-trainee described the course and result of the experiment on studying the self-esteem of the student's personality, which was carried out according to a special methodology. Experience has shown that Sergey's self-esteem is high. These two facts are not correlated with each other, as a result, the future teacher “lost” an interesting problem, the study of which would undoubtedly contribute to the development of her psychological preparation. We must agree with T.V. Kudryavtsev that "the true criterion for the success of training a specialist should be an assessment of the degree of formation of students' abilities to independently identify, formulate and solve ... problems."

In this context, a positive assessment should be given to those pupils and students who ask the teacher or teacher questions on the merits of the new material. Such behavior is the result of seeing the problem, a sign of thinking in the context of the creative process, the creativity of the individual. Conditions for the development of this quality should be created already at the early stages of the educational system, which has not yet been sufficiently taken into account. A. G. Asmolov notes: “Teaching at school is the supply of answers without questions from students. Is it any wonder after this that the famous children's "why" disappears without a trace at school?

He plagued adults with the question "Why?"
He was nicknamed "the little philosopher".
But as soon as he grew up, they began to
Present answers without questions.
And since then he is no one else
Do not bother with the question "Why?"
S. Ya. Marshak

Creative thinking and creativity are undoubtedly useful skills of a modern person. However, it is difficult to find good courses, trainings, schools, books and textbooks for the formation and improvement of these skills. In this regard, this section of the site was created, which is dedicated to methods and techniques for the development of creative thinking. The section is a complete training for the development of creative thinking and imagination and contains lessons, articles, tasks, puzzles, videos, tests and many other useful materials.

If you have read 99 Francs or Generation P, watched films by Tarkovsky or David Lynch, seen paintings by Leonardo da Vinci or Picasso, you must have wondered: how can people create so many new interesting ideas and amazing concepts? If these creative thinkers make you want to be like them, then you will find a lot of useful information in this section.

The more unusual life is, the more interesting it is to live. In life, we often need a creative approach. The ability to think outside the box makes us witty, resourceful, successful, enterprising, lucky, and wealthy. The ability to be creative can always come in handy.

It is often argued that creative thinking cannot be taught. This is not entirely true. Of course, the innate abilities of a person are very important. But usually it is adults who are truly characterized by creative thinking, the ability for which is not only innate, but is acquired with upbringing and experience. Real works of art are made by adults who have achieved a certain skill in thinking and acting creatively. And if a person does not develop his creative potential, then he is unlikely to achieve the ability to create, even if in childhood, he showed any ability.

So, there is something that creative people know and can do. They acquired these knowledge and skills not genetically from their parents, but accumulated them during their lives. Let's try to find and unravel their secrets.

What is creative thinking and creativity?

To explain and describe what creative thinking is and what its features are is a rather difficult task. One of the few definitions of creativity/creative thinking is given by psychologist O.K. Tikhomirov:

« Creative thinking- one of the types of thinking, characterized by the creation of a subjectively new product and neoplasms in the cognitive activity itself to create it. These neoplasms relate to motivation, goals, assessments, meanings. Creative thinking is distinguished from the processes of applying ready-made knowledge and skills, called reproductive thinking. »

OK. Tikhomirov
General psychology. Dictionary / under. ed. A.V. Petrovsky // Psychological Lexicon. Encyclopedic Dictionary: In 6 volumes / ed. L.A. Karpenko; under total ed. A.V. Petrovsky. — M.: PER SE, 2005.

This definition highlights the main characteristic of creative thinking - the presence of a result, something subjectively new that a person has created.

It is important to understand that creative thinking or creativity is precisely a WAY of thinking, a certain PROCESS that leads to the creation of something new. Naturally, there are many techniques to organize your thinking so that you can get something new as a result. A number of studies and tests show that most of the methods can be adjusted to certain logical schemes, which are part of the lessons in this section.

To understand the peculiarities of your creative thinking, we suggest you take a special psychological test.

Creativity Test

This test was created as an interpretation of the methodology for diagnosing personal creativity, developed by E. E. Tunik, and allows you to determine four features of a creative person: curiosity, imagination, complexity and risk appetite.

To correctly interpret the answers, you should follow several rules during the test:

Among the following short sentences, you will find some that definitely suit you better than others. For them, select the answer "Yes". Some sentences are only partially suitable for you, they should be answered with “Maybe”. Other statements will not suit you at all, the answer is “No” for them. For those statements about which you cannot come to a decision, the last option is "Don't know".
There are no right or wrong answers here. Note the first thing that comes to mind when you read a sentence. This task has no time limit, but work as quickly as possible. Remember that as you answer each sentence, you should note how you really feel. For each question, select only one answer.
Since the test is based on personal perception, you should not expect it to objectively test your abilities. To a greater extent, it reflects your idea of \u200b\u200bits creative abilities. Remember that creativity is not an innate characteristic, but a quality that can be developed.
Test data will be recorded after you answer the last question and see confirmation of the end of the test. If you finish the test before the last question and close the page, no data will be saved.
Test data will be recorded after you answer the last question and see confirmation of the end of the test. If you finish the test before the last question and close the page, no data will be saved. If you have already taken this test, a sign will be displayed in the left menu.

On the other hand, creative thinking is associated not so much with logical schemes, but with developed associative thinking and human imagination. All this can be developed with the help of special exercises, which are another important component of this section.

This section contains methods for developing the ability to think creatively in oneself: to be able to always find several options in everything, and choose the best one from them.

Teaching methodology

As already mentioned, there are many approaches to understanding creative thinking, and therefore there are many ways to teach creative thinking. Among the popular approaches to the analysis of creativity are: the concept of lateral thinking, the theory of inventive problem solving, synectics, the 6 hats method and others. Most of these approaches have similar features, but if you try to do all these techniques at the same time, you can get confused.

After analyzing many approaches to creativity, our creative team came to the conclusion that the most universal theory is the concept of lateral thinking by Edward De Bono (as well as its interpretation by Philip Kotler), which is aimed at understanding the logic of building new ideas. It was the concept of lateral thinking that formed the basis of this training. Also in this training, a number of important techniques for developing creative thinking from other theories were used to expand on de Bono's concept.

In addition, concepts that deserve special attention have been moved to LESSON 5 so that you can try other creative thinking techniques.

Plan of the education

The whole training is divided into several lessons, which are designed to reveal different aspects of creative thinking in you. After completing all the lessons, you will receive a handicap in order to be able to apply and constantly improve your creative thinking.

Creative games

And

And also on our site you will find useful materials, articles, videos, tasks, puzzles, pictures, photos and much more, which reveals the features of a person's creative thinking. As a result, after this training, you will clearly understand how the creative thinking process works and will have sufficient skills to create something new.

The ability to be a creative and interesting person is partly acquired with upbringing and depends on our innate characteristics. But believe that this ability can be acquired and developed, the main thing here, as usual, is desire.

We wish you good luck in developing creative thinking!

Creative thinking is, in fact, the psychology of the creator. It is believed that the right hemisphere of the brain is responsible for creative thinking, and that is why left-handers often have more pronounced than right-handers.

Thanks to this type of thinking, there are new ideas in society, and everything that carries unusual and non-standard. Few people manage to repeat the result of one author, and this is precisely what distinguishes creativity from production, which has set standards and a scheme of actions for creating a product.

This also makes creativity a very valuable phenomenon in our lives: one has only to see the difference between handmade furniture and standard factory furniture, between a picture painted by a painter and printed using a machine, a text created by a person and artificial intelligence - it will immediately become clear why it is so valued. in any area of human activity.

Psychology of creative thinking

In psychology, there is a whole section that is devoted to the study of creative thinking and the products that are created with the help of it. But specialists who work in this direction have a problem of criteria: after all, in fact, everything that has been created in the world is unique. Thus, the field of study of the issue becomes so vague that it is almost impossible to come to specific scientific conclusions: there are no identical movements, events, even the same words are pronounced differently each time. However, scientists still bothered to find some common points that are key in the process of creating a unique one:

So, first there is a reason to realize creativity. The same stage is called preparation in some sources, but between them lies a lot of processes that the human brain needs to work out in order to start creating: first, a person understands what he needs, and then prepares for it. Here, the formation of the goal takes place, and the tasks that need to be solved in order to achieve it emerge.
stage of incubation. Then a person is distracted from a specific direction, paying attention to areas that may be associated with the subject of creation.
Illumination stage. At that moment, Archimedes exclaimed: "Eureka!", and an apple fell on Newton. Something serves as a hint, and then deduces the optimal solution to a problem that has been thought about for a long time. This moment is the climax in the creative process.
The last step is verification. After the fall of the apple, Newton returns to his notes and conducts experiments that confirm the discovery. The painter at this moment looks at the completed picture, correlating colors, evaluating the technique and checking how correctly the idea is conveyed. After that, the creation is ready, and society begins to use what has been created.

For a full understanding of creativity, it is important to understand that it is a way of liberation.

Creative thinking: characteristic

This type of thinking has certain features that allow you to see and invent non-standard and new.

Mindfulness and "lateral thinking". Creative thinking obliges a person to see a non-standard basis of phenomena, events, objects. Most often, it is the details that can “remind” a person that an item can be used differently. And if this object is seen as a whole, then it is unlikely that the observer will be visited by thoughts about any new way of using it, because it already exists. The simplest example: a mug. If we perceive it holistically, then we know that they drink liquid from it. But if you pay attention to its shape, material, and, for example, leave it on your desktop, then sooner or later the idea will appear that it is convenient to put pencils and pens in it. So there will be a "new" invention - a stand for pens.
Good memory. A person with a short memory cannot have creative thinking, because creativity is a long process that requires maturation and knowledge of external facts. The Creator must be concentrated on several phenomena at the same time: the very subject of creation and the phenomena, information about which will make it perfect. A randomly seen thing once pops up in memory and turns out to be the key to the solution.
Flexibility and associativity of thinking. Creative thinking is often accompanied by a rejection of habitual hypotheses. If you do not show mental flexibility and listen to outdated theories, then this will never lead to a discovery. helps the creative to "connect" and classify objects and phenomena in an original way, which, in turn, leads to unique ideas, one of which may turn out to be brilliant.

Thus, creative thinking still has some common characteristics, and requires certain inclinations from a person, developing which, he can become a happy owner of fresh ideas and unique items.