Psychological Theories of Developing Pupils' creativity as a Way to Personal Growth of a teacher
| Autor: | Alexander Nabochuk |
|---|---|
| Jazyk: | English<br />Polish<br />Russian<br />Ukrainian |
| Rok vydání: | 2022 |
| Předmět: | |
| Zdroj: | Проблеми сучасної психології, Iss 55, Pp 92-110 (2022) |
| Druh dokumentu: | article |
| ISSN: | 2227-6246 2663-6956 |
| DOI: | 10.32626/2227-6246.2022-55.92-110 |
| Popis: | The aim of our research is to study different theories of developing pupils' creativity as a way to personal growth of the teacher, as well as to propose the theory to define creativity as intellectual and spiritual processes. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization, the experimental methods of observation and the method of conducting ascertaining research. The participants of our research were 47 pupils of the 8th-B form of school 15 of Rivne (Ukraine). The experiment lasted during 2020-2021 years. The results of the research. We proposed the theory to define creativity as intellectual and spiritual processes. It is showed, that creativity was largely relevant in the intellectual and spiritual activities of a man. Intelligence presents creative products in a new way, as new organized information. At the same time, spiritual activity appears as a process of generating thoughts. Therefore, at all stages of personality development someone should stimulate and organize its intellectual and spiritual activities. It is believed that a narrow professional specialization restrains the incentives of the individual to creativity in the field of technology and the humanities. As a result, both are somewhat leveled. Therefore, contemporary scholars often argue that universal education is needed, but one that does not preclude the formation of special skills of the personality. Conclusions. The creator (a teacher) and the subject of creativity (a pupil) form a holistic, harmonious system in which they direct and feedback connections are clearly fixed. The object of creativity can be any phenomenon of the ecosphere, everything that participates in the evolution of the world, including itself creativity and one's own thinking. The tool of cognition and transformation is a person who can also be the object of creativity. We differentiate between creative, productive thinking and reproductive, based on memorization, repetition and reproduction. Creative thinking is a paradigm of restructuring a holistic, complete situation, the starting point of which is the creative formulation and presentation of the problem. This stage of a creative process is considered to be extremely important. The formulation of a productive question is sometimes a greater achievement than solving the task set before the personality. At the second stage of a creative process there is the construction of a holistic image of the situation (gestalt), the essential point of which is the centering, the transition from superficial and incorrect structuring of the problem to an adequate and correctly centered structure. Finally, the third stage of a creative process is a central link of creative thinking, which involves the emergence of the idea of solving a problem, unexpected insight. That is why the creative process concentrates in its structure the moments of transition from "understanding" to "creative mastery". The fourth stage of a creative process is the implementation of the solution of the problem, a deeper understanding of how to solve a particular problem in general. |
| Databáze: | Directory of Open Access Journals |
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