Good day, dear readers of the blog site. Today we have to get acquainted with another important mental operation, which is the essence of creativity. We are talking about such a category as divergent thinking. If you consider or want to consider yourself an original person, then it will be extremely difficult to cope without this approach to solving any problem.

We live in a diverse world that is becoming more complex every minute. Information about him is constantly being received. We are surrounded by increasing information. To feel comfortable in these circumstances, you need to keep up with the times, improving your thinking. After all, it is responsible for analysis and understanding of reality.

It is not for nothing that in the second half of the last century scientists paid close attention to issues of intelligence, the development of thinking, and the development of methods, practices, and techniques. In the 60s, Joy Gilford, an American psychologist who studies the topic of thinking, developed the concept of creativity, which was based on the ability to select several options to solve a problem. He called this skill divergent thinking (from English word“divergence” and from the Latin “to diverge”). It turns out that the potential ways to answer the question spread out like a fan of possibilities.

Do we always need to look for many different solutions to the same problem? Yes, if you want to train yourself to think creatively. No, if the task is elementary and not of great importance. For example, if you decide while lying in bed which leg to get up from, you may have a fun time looking for different options, but it will take a very long time to actually get up. Or imagine that you need to lift heavy bag. Maybe we shouldn’t get creative about which hand is more comfortable to carry it in: the right or the left?

It seems to me that it is worth maintaining adequacy and not becoming a crazy supporter of a creative view of the world. Everything is good in moderation. Convergent thinking is just as necessary as divergent thinking.

What is convergent thinking?

The exact opposite of divergent. Derived from a Latin root meaning “to converge.” This is linear thinking, thanks to which we solve a problem sequentially, according to a certain algorithm, and come to the only correct option.

Do you remember what tasks they give you at school? To solve a mathematical problem, you need to perform given actions in a certain order and correctly format the solution. To write an essay, you need to find and then rewrite in your own words (or using quotations) the arguments of critics. When answering in a history lesson, retell the given paragraph in sufficient detail and clearly. These actions are assessed in terms of accuracy, speed, and accuracy of execution.

Teach us to use information search, develop memory, throw knowledge into the student’s head like into a bag - of course, important task. Without linear, reactive (as Edward Bono calls it) thinking, it would be difficult for us to exist. It is necessary.

But it is also necessary to develop Creative skills, give creative tasks in which there is no single correct answer. Americans have long switched to a project-based learning system, in which students are given tasks and given the freedom to solve them.

We often find ourselves in a situation where our solid store of theoretical knowledge does not help us cope with a specific practical task. Therefore, it is quite natural to strive for a harmonious balance: to develop not only reactive, but also balanced thinking. Our life rarely follows rules and often does not require clear answers. To develop and become better, you need to cultivate the traits of an independent way of thinking.

How to measure the divergence of your thinking?

This type of mental activity finds unusual solutions, gives rise to extraordinary ideas, uses non-standard forms of activity, and creates cognitive interest. A person with a developed divergent solution is good at analyzing facts, putting forward hypotheses, and competently sorting available information.

Obviously, the level of divergent thinking cannot be measured using classical techniques or intelligence tests. But there are certain criteria to determine divergent abilities:

1. Fluency. Essentially, it is the rate at which a person comes up with ideas per unit of time.
2. Non-standard. The ability to think originally, to deviate from patterns and stereotypes.
3. Sensitivity. The ability to notice the unusual in small details, attentiveness to contradictions, the ability to move from one idea to another.
4. Imagery. Using metaphors and associations to express ideas. The ability to find simplicity in complex things and vice versa.

I can offer you the following task: Imagine that your light bulb has burned out. What can you do to make the room more light? Write the resulting options in the comments, let's see who turns out to be the most creative.

Divergent Thinking Methods

Good illustrations of this type of thinking can be the method of brainstorming and creating mind maps. What it is?

Brainstorm– rapid generation of ideas on a given topic. All ideas, even crazy and fantastic ones, are written down. And later, the most effective ones are selected, which can be used in practice. There are several mandatory rules:

• the more ideas the better,
• you can't criticize
• absurd ideas are welcome,
• you can combine and complement ideas.

The benefit of brainstorming sessions is that they create a supportive, creative environment where you want to improvise. There is also a synergy effect - multiplication of knowledge from different heads, high concentration of different experiences and disciplines.

Creating Mind Maps– a way to structure thoughts using a tree diagram. In the center of the diagram, a central concept or idea is depicted, and interconnected thoughts, ideas, and concepts extend from it as rays. A mind map is an effective means of knowledge management. However, it does not require the involvement of other people. Two items are enough: a writing medium and a sheet of paper.

Mind mapping is considered to be an excellent note-taking tool. It can also help in preparing materials for solving creative problems. Useful for any generalization and structuring of knowledge.

Remember the American science fiction film “Divergent” (directed by Neil Burger)? A person who cannot be classified, who excels in independent thinking, becomes dangerous to society. “You are dangerous if you are different” – advertisers released the film with this slogan. The events of the tape are unrealistic, but a sound idea is clearly present: people with developed divergent thinking are inconvenient for the system, they are difficult to manage, impossible to manipulate. But they have independence and the ability to change the world for the better. And you?

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(from Latin convergere - converge) - form of thinking - . Based on a strategy of precise use of previously learned algorithms for solving a specific problem, i.e. when instructions are given on the sequence and content of elementary operations to solve this problem.

Psychological Dictionary. 2000 .

See what “Convergent Thinking” is in other dictionaries:

convergent thinking- Etymology. Comes from Lat. convergere converge. Category. Form of thinking. Specificity. Based on a strategy of precise use of previously learned algorithms for solving a specific problem, i.e. when instructions are given to...

convergent thinking- konvergentinis mąstymas statusas T sritis švietimas apibrėžtis Vienkryptis mąstymo būdas, padedantis rasti teisingus problemos sprendimus, gauti teisingas išvadas. kilmė lot. convergens (kilm. convergentis) – susieinantis, suartėjantis... ... Enciklopedinis edukologijos žodynas

Convergent thinking- thinking that is oriented and based on a known or suitable solution to a problem... Dictionary-reference book on philosophy for students of medical, pediatric and dental faculties

Convergent thinking- a type of thinking that assumes that there is only one thing correct solution Problems. In some cases, this concept is used as a synonym for “conservative” or “rigid” thinking... Human psychology: dictionary of terms

Divergent thinking- (lat. divergere to deviate, diverge) characterizes the movement of thought in different sides in order to cover various aspects problems in search of a solution or consider the possibility of solving a problem from different angles. Thinking like...

CONVERGENT THINKING- Thinking, which is characterized by bringing together or synthesizing information and knowledge, focusing on solving a problem. This type of thinking is often associated with problem solving, especially problems that have only one correct solution. Wed. With… … Explanatory dictionary of psychology

Convergent thinking- (lat. convergere to approach, converge) is characterized by bringing together all the information regarding the existing problem, that is, the synthesis of information about the problem in search of its solution. This kind of thinking is often associated with solving problems that only have... encyclopedic Dictionary in psychology and pedagogy

divergent thinking- Etymology. Comes from Lat. diverge to disperse. Category. Form of thinking. Specificity. Based on the strategy of generating multiple solutions to a single problem. Psychological Dictionary. THEM. Kondakov. 2000... Great psychological encyclopedia

- (from Latin divergere - to diverge) a method of creative thinking, usually used to solve problems and problems. It involves finding multiple solutions to the same problem. Divergent thinking was studied by E. Torrance, D. Guilford... Wikipedia

Innovation (innovation)- from a socio-psychological perspective, this is the purposeful introduction of qualitative changes to a greater or lesser, but still significantly noticeable degree, transforming the real social practice of actual interaction and... Encyclopedic Dictionary of Psychology and Pedagogy

More recently, the American blockbuster “Divergent” was released, which managed to capture the attention of viewers and made them think. The slogan of the film is “You are dangerous if you are different.” Curious viewers immediately became interested in the phenomenon of ingenuity. Could it be that someone doesn't want people to become smarter?

The multidimensional approach to the study of intelligence is the brainchild of US psychologist Joy Paul Gilford. He published the book “The Nature of Human Intelligence”, where he described the features of convergent and divergent thinking, which can also be call it creativity. And creativity, in turn, needs development and training.

Convergent thinking is linear thinking, which is based on the step-by-step execution of a task, following algorithms. The term itself comes from the Latin word “converge,” which means “to converge.” Convergent thinking is based on the strategy of using instructions to complete tasks, on the use of elementary operations. Most often, this strategy is the main one in IQ tests. It is also used in classical pedagogical methods.

To better understand what convergent thinking is, you need to remember school system education. The tasks that are given to students initially assume that there is a correct answer. The grade is given based on the speed, detail, and accuracy the student demonstrates in finding the solution. If we are talking about written assignments, accuracy and adherence to the answer form are also assessed.

Most pedagogical methods use exactly this scheme. However, for creative people this approach is unacceptable. History knows many examples of outstanding people doing poorly at school. And the reason for this was the teaching methodology, and not the lack of knowledge. Similar examples include Albert Einstein or Winston Churchill. Usually such people do not accept the conditions of the task and begin to ask questions that teachers find inappropriate. “What happens if you use oil instead of water?” “What if we turn the triangle over?” “Maybe we need to look from the other side?”

Although the teaching methodology creates difficulties not only for geniuses, but for people of all ages and degrees of ingenuity. The need to think according to an algorithm drowns out emerging ideas, which leads to internal conflict. Special studies were conducted where people were asked to put dots on paper following a given sequence. The experiment went on for quite a long time, and after some time the subjects showed irritability, they felt tired and dissatisfied. As a result, people moved away from the task, performed it differently, and added variety.

Having encyclopedic knowledge does not always allow you to solve a certain problem. Even if you have an impressive amount of facts and data, you can get confused in a specific situation. Naturally, you need to train convergent thinking, but real life does not follow the rules; there are not always clear answers. Unlike computer tests, where pressing buttons gives a very specific result. To move forward, you need to develop independent thinking.

Divergent thinking is creative thinking. The term comes from the Latin word “divergere,” which means “to diverge.” This method of problem solving can be called “fan-shaped”. When analyzing cause and effect, there is no consistent connection. This leads to the emergence of new combinations, new connections between elements. Consequently, there are more ways to solve the problem.

E. Torrance, K. Taylor, G. Grubber were able to give the most accurate answer to the question of what divergent thinking is. They found that this type of thinking works to search for extraordinary ideas, to use non-standard forms of activity, and to generate research interest. Divergence allows a person to better analyze and compare facts, build hypotheses and make guesses, and classify the information received.

There are a number of criteria that help determine divergent thinking abilities:

• Fluency refers to the number of ideas generated per unit of time.
• Originality – the ability to think outside the box, to deviate from the given framework, established rules, exclusion of template or stereotyped solutions.
• Sensitivity - the ability to quickly switch from one idea to another, the ability to see the unusual in minor details, and find contradictions.
• Imagery – using associations to express one’s own ideas, working with symbols and images, looking for complexity in simple things and simplicity in complex concepts.

Divergent thinking cannot be measured using classical methods, because the basis of this type of thinking is unorganized or random ideas. This is why people with a genius mindset can respond poorly to IQ tests built according to the classical convergent scheme. And if bad results do not cause any emotions in an adult, schoolchildren may develop complexes and suffer self-esteem.

There are certain ways to assess divergent intelligence. For example, the subject is given a number of objects (pen, bucket, cardboard, box, etc.), and he must determine how they can be used. The more ways to use it, the better the result will be.

The process of cognition includes acquiring new knowledge and storing it in memory. Convergent and divergent thinking generate new information in our minds. If you develop both of these types, if you understand which one needs to be used in a given situation, then you can achieve maximum results.

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Divergent thinking is a method of thinking that involves a creative approach and the search for several solutions to one problem. At the same time, the solutions are equivalent in correctness and compliance with the same object. This type of thinking relies on imagination and creativity, and implies the ability to think broadly and see the various properties of an object.

This type is the opposite of the concept of “Convergent Thinking,” in which the mind concentrates on one solution.

History of the concept

The term “Divergent Thinking” was first coined by Joy Gilford, an American psychologist who researched the human mind and intelligence. Guilford tried to build a model of intelligence that was multidimensional and included 3 dimensions (content, operations, results of thinking), which in turn were divided into variables. Convergent and divergent thinking were, according to his model, variables of operations, that is, one of the dimensions of intelligence.

By proposing two new types of thinking, Guilford moved away from the classical division into inductive (solving problems by deducing general rule based on private observations) and deductive (logical) thinking.

The development of Guilford's theory was continued by other psychologists: Taylor, Torrance, Grubber. They more clearly formed the very concept of divergence, established criteria for its identification, and established that this type of thinking allows a person to create non-standard ideas, hypotheses, classify and group the information received.

Divergence criteria

• Fluency (number of solutions that occur in a certain time).
• Originality (solutions must be non-standard).
• Sensitivity or flexibility (ability to switch from one task to another).
• Imagery (thinking in symbols, images, associations).
• Responsibility or accuracy (consistency thought process and choice as a result of a suitable, adequate solution).

Divergent thinking consists of disorganized thoughts and ideas, so it cannot be measured by standard, generally accepted techniques. This is creative thinking, not related to the level of knowledge and logic. A person can have a poor IQ, but at the same time he will have very highly developed creative thinking. This method of thinking is associated with the activity of cognitive processes.

Ways to assess divergent thinking

To assess the level of development of this type of thinking in a person, creative tasks and tests with unexpected answer options or without them are used. They can be arithmetic, textual, verbal or graphic (for example, it is necessary to complete a drawing, giving its plot the most non-standard direction possible).

Here is a simple creativity test, which was invented by the father of the concept of “Divergent Thinking”, Joy Gilford: In 3 minutes you need to come up with as many options for using paper clips as possible; the ideas you come up with can be briefly written down. Then count how many options you have:

• Less than 10 – the level of creativity is below average;
• 10 – 12 – average level;
• 12-20 – good level;
• More than 20 – high level of creativity.

Divergent thinking methods:

• Brainstorm.

This method appeared in 1953 and is currently widely used to find solutions to creative and other problems in many organizations. Its meaning is that the participants in the assault (optimally from 4 to 10 people) come up with ideas related to solving the problem and then the most suitable ones are selected from them. The main principles of the assault: at the stage of generating ideas, none of the participants evaluate them, a moderator is appointed who writes down absolutely all the ideas, even those that seem the most unrealistic. There should be as many ideas as possible; the main task of the participants is not to be afraid to express their solutions, no matter how absurd they may be. At the end of the assault, based on the authoritative opinion of the invited expert, best ideas, who are already developing individually responsible for the task.

In order for the assault to be as effective as possible, all participants need to prepare in advance - study more deeply information on the topic, think about it and, perhaps, come up with a few ideas in advance.

At the beginning of the assault, it is better for the moderator to briefly state the task again, in bullet points, to avoid misunderstandings among the participants.

If there is a feeling that the assault is going hard and ideas have almost dried up, you can attract people from the outside who may not even be aware of the topic. This will help bring fresh ideas into the discussion.

• Drawing up a memory map.

This method is used for faster understanding and memorization large quantity various information of one direction (for example, history, mathematics, chemistry) and allows you to place all the information about the task on one sheet. Mind mapping helps to capture key points information, it is better to see the relationship between objects, evaluate information from different points of view, restore in memory and reproduce information after a period of time, better understand abstract material.

The map is created from the general to the specific, that is, first, in the center of the sheet, the main subject of the task (the main topic) is depicted, then lines extend from it, which indicate the main features of this subject, lines extend from them, which are the properties of the features, and so on. The image also uses geometric shapes, arrows, and abstract images that are convenient and understandable for the person who will use the map.

Information will be better absorbed if, when creating memory cards, you use pens or markers of different colors.

Memory cards are used in various fields and for solving very diverse tasks: preparing for a lecture, exam, presentation, public speech, and so on.

• Method of focal objects.

This divergent method involves searching for new solutions by combining the main object of the problem with the properties of randomly selected objects.

First, you need to select the main object of the task to which you will come up with additional properties, then select several random objects (the more the better, preferably from 4 to 10). For random objects, characteristic properties are invented and recorded, which are then transferred to the main object. As a result, new interesting and creative combinations the main object and new properties borrowed from other concepts. The most successful of these combinations are thought out and developed.

Example:

Object - Soap.

Random objects:

Grass (fresh, juicy, bright);

Rain (heavy, invigorating, tropical);

Bottom line: The soap is fresh, invigorating, bright, tropical, strong.

The focal object method is often used in advertising, for example, to create a Unique Selling Proposition (USP).

• Bloom's chamomile.

This is a simple method of understanding and assimilating information by creating questions based on it. different levels and answers to them. American psychologist Benjamin Bloom created a convenient and clear classification of questions:

1. Simple questions (test general knowledge of a task or text and require clear, unambiguous answers).
2. Clarifying questions (determine understanding of the task and require “yes” or “no” answers).
3. Explanatory questions (used to analyze information, usually begin with the word “Why” and imply a detailed answer based on a cause-and-effect relationship, new, not containing previously mentioned information).
4. Creative questions (asked in the form of a forecast, fantasy or proposal, contain the particle “would” and imply a generalization of available information).
5. Evaluation questions (help to understand the assessment of facts and phenomena mentioned in the problem).
6. Practical questions (aimed at applying the information received, drawing conclusions and finding the relationship between theory and practice).

Development of divergent thinking

There are many simple exercises aimed at developing creative thinking:

1. Compiling a list of words that meet a given criterion. For example, those that end with "i", begin with "l" or consist of an equal number of letters.
2. Select any word, for example, “Sun” and compose a separate sentence from each letter. It will be even more effective if these sentences are combined in meaning into one common story.
3. Coming up with unusual uses for ordinary objects.
4. Visual exercise: making images from paper geometric shapes, various in size.
5. Finding as many as possible common features for a pair of completely different objects (Cow - skates)
6. Creating instructions for some unusual object or action.
7. Searching for unusual reasons for ordinary situations (The dog ran down the street in one direction, then stopped and turned around sharply)
8. Inventing a story based on one incoherent set of words (Felt boots, Kitchen, Summer, Cat, Construction).
9. Coming up with exotic names. A very simple and fun exercise, the essence of which is to come up with non-existent names, both female and male.
10. Solving riddles puzzles. They can be either text or graphic.

All over the world, graphic riddles are known as Droodle and the author of this trend is the comedy writer Roger Price. Riddles were very popular in the middle of the last century and are now becoming interesting to audiences again. A doodle is a laconic drawing, from which it is impossible to determine exactly what is depicted on it, and the more options you come up with, the better. Use ours to train divergent thinking .

1. 5 days of dreams. A very pleasant exercise for training creative thinking, associated with coming up with your desires related to one or another area of ​​life within 5 days.

• Day 1 – dreams related to personal life;
• Day 2 – with career, work;
• Day 3 – with family;
• Day 4 – dreams associated with new knowledge and skills;
• Day 5 – global dreams concerning your city, country, planet as a whole.

“For me, creativity is not just a creative act, it is a way of life. Creativity requires inner freedom, the desire to take risks and the ability to exist in chaos. Therefore, creativity begins not with practical techniques, but with a worldview. I don’t think this lifestyle is suitable for everyone, but not everyone is capable of becoming a Jedi.”

Divergent thinking is the basis of creativity, so by developing it, you also improve your creative potential and ability to think outside the box.

Formation of divergent thinking of senior schoolchildren in social studies lessons

Volkova T.I. .

history teacher and

social studies

Secondary school No. 24 in Abakan

Significant changes in all spheres of social and spiritual life of society are reflected in the state modern education, content, organization and results of the educational process at school. A personally oriented model of education is firmly established, which fundamentally changes the role of the teacher in the classroom. The emergence of new economic processes for our society associated with the transition to a competitive basis of production requires school graduates to quickly socialize and psychological adaptation. The future generation must be able to “obtain” knowledge and acquire the skills necessary for the development of society. This requires the teacher not to transfer ready-made knowledge to students, but to develop their ability to find this knowledge, which in the future will facilitate their success in making independent decisions in constantly changing social conditions.

But nowadays, a student often cannot implement the correct solution to a particular problem due to a linear (one-dimensional, convergent) style of thinking, which presupposes a strictly defined train of thought and an unambiguous connection between phenomena. A pronounced one-dimensionality of thinking prevents an adequate understanding of the situation, the perception of other people and complicates interpersonal communication. IN high school in most cases, in lessons in middle and high schools, it is precisely convergent thinking that is formed, which, of course, is necessary, but as an initial step in the formation of intellectual processes; There must be a transition from the formation of convergent thinking to the formation of divergent thinking. It is characterized by the absence of a strict connection between phenomena, causes and consequences. Divergent thinking is divergent thinking that involves several or many answers to one question. A person with divergent thinking can not only generate a large number of answers to any question, but also becomes capable of tolerance.

The studies of E. Torrance, D. Guilford, K. Taylor, G. Grubber emphasize that the goal of divergent thinking is the development of research interest and a focus on finding new forms of activity. In addition, divergence activates the ability to evaluate, compare, build hypotheses, analyze and classify the received material.

The formation of this type of thinking can be facilitated by the “Social Studies” course, because the main task of the course is the ability to independently think about the world and about oneself based on an understanding of the multiple meanings of the same concept, position, theory. One of the main advantages of social science is the pluralism of opinions, theories, approaches, etc. It is social science that allows different points of view on the same problem to coexist.

Social studies lessons provide the opportunity to turn the audience into a “community of researchers”, where dialogue can be used as one of the means of developing divergent thinking. During the dialogue, students are given the opportunity to freely interpret educational material and return it to their interlocutors in a refracted, enriched form. It is through interpretation that many points of view on a particular phenomenon are born.

Dialogue presupposes the uniqueness of each partner and their fundamental equality; the difference and originality of their points of view; everyone's focus on understanding and active interpretation of partners' points of view; waiting for an answer and anticipating it in one’s own statement.

What are the requirements for building a dialogue and what should a teacher remember when organizing a dialogue in a social studies lesson?

Regulatory redundancy requirement : the more students come forward with their own judgments, the greater the chances of success.

Regulatory requirement of detachment : the dialogue will be successful only when its participants know how to rise above their own opinions and are able to look at it from the outside.

Regulatory demand for criticism : with the development of educational cognitive dialogue, the need arises for selecting opinions by reducing the number of judgments, grouping them, highlighting promising areas of search and discarding clearly ineffective opinions.

Regulatory demand for cooperation : the development of dialogue proceeds through a competition of ideas. Here the main feature of dialogue is revealed, associated with the commonality of aspirations to achieve truth. The more partners are able to abandon their prejudices and personal inclinations, the more objective they are, the more successful and efficient the dialogue. The teacher's task is to flexibly stimulate those ideas that have the greatest validity.

About divergent thinking

For the first time in science, “divergent thinking” was introduced by J. Guilford (1967). He pointed out the fundamental difference between the two mental operations: convergence and divergence . This thinking allows for varying ways to solve a problem and leads to unexpected conclusions and results. In fact, divergent thinking allows you to generate a wide variety of original ideas in unregulated conditions of reality.

For the study of divergent thinking, the theoretical principles of Academician A.M. are essential. Matyushkin, who believes that the complete structure of a productive mental act includes the generation of a problem and the formulation of a mental task. And also the search for a solution and its justification. Moreover, the link in generating a problem is considered as the most specific characteristic of creative thinking .

Studies of divergent thinking (I. Hein, A.B. Schneder, D. Rogers) prove that its most important characteristic is the formation of such mental formations that act as research activity . Several important shades characterizing divergence should be highlighted:

Discrepancy as discreteness of signs (properties);

Divergence as a decrease in connectivity and an increase in the differentiation of signs (properties).

Divergence as the existence and functioning of signs (properties) in parallel, alternative and complementary or (mutually exclusive) mode.

Divergence leading to increased uncertainty and diversity.

Characterizing divergent thinking, L.Ya. Dorfman makes the following comparison: “Metaphysically divergent ideas can be likened to an encyclopedia: it has many articles, each separate topic, the articles are not directly related to each other, but together they form a powerful intellectual resource potential" . Collectively, divergent ideas are a cognitive “marketplace” of ideas with inherent variety, variety, and choice.

When starting to work on the formation of divergent thinking in students, the teacher himself must master the techniques of this type of thinking and know its positive impact on professional teaching activities.

Basic

characteristics

divergent

thinking

Creative component

Practice-oriented component

Integrity

consistency

The ability to create a holistic image professional activity in a specific education model

Ability to systematically carry out teaching activities

Reflectivity

Awareness of the level of personal professional

competence based on information about various education models

The ability to adjust one’s teaching activities depending on the emerging situation

Innovation

Possession of information about systemic restructuring of activities educational institutions and teachers focused on innovative processes in education

The need to search for new approaches to education and training

Criticality

Possession of information about various models of education as a condition for an objective analysis of educational phenomena

The ability to use activity samples as guidelines in self-assessment of one’s professional competence and assessment of teachers’ teaching experience. Detection of various types of discrepancies and errors.

The ability to self-determinate in situations of uncertainty

Possession of information that allows you to navigate the flow of new ideas and educational technologies

The ability to quickly navigate an educational situation and adapt to the cultural environment of educational institutions

Flexibility

Knowledge about systemic restructuring of thinking and pedagogical activity in variative education

The ability to systematically restructure thinking and pedagogical actions in a situation of variable education

Productivity

Ability to generate new ideas

Creative activity in research and professional teaching activities

The course "social studies" as a tool for formation

divergent thinking

Social studies lessons should be based on principles of a developing environment. Let's label them.

Personality-oriented principles

The principle of adaptability means the desire for maximum adaptation to change environment and simultaneous adaptation to individual characteristics students. The education system must be extremely flexible.

Development principle involves the holistic development of the individual and the formation of her readiness for further self-development. Developmental education is focused on creating conditions for the student to realize his personality. According to A. Maslow, “education in a democratic society can be nothing more than help to each individual” .

The principle of psychological comfort . This includes, first of all, the removal of all stress-forming factors and the creation of a relaxed atmosphere in the educational process that stimulates creative activity.

The principle of universality starting opportunities and creating didactic and psychological conditions for the successful personal development of students.

The principle of unconditional acceptance of the individual, respectful attitude towards her.

The principle of reflexive management, those. regulation of the activities of students from the point of view of the students themselves, based on displaying the picture inner world everyone, understanding their expectations, attitudes, interests.

Culturally Responsive Principles

The principle of integrity of educational content. The content of education should be uniform in essence. The structure of educational content should be based not on individual disciplines, but on educational areas.

Systematic principle. From the very beginning, education must be unified and systematic, consistent with the laws of personal and intellectual development subject of teaching, enter into common system continuing education. Continuity and systematic learning require different grouping of content, isolating invariant and variable components in it.

The principle of mastering culture. At a very first approximation, culture is a person’s ability to navigate the world and act in accordance with the expectations of other people, social groups, society as a whole.

Activity-oriented principles

The principle of active-activity development of personality. This principle requires a clear orientation of all education towards the development of a divergent style of thinking, broad scientific erudition, and high professional competence of the teacher. Such a goal should be dominant in the development of curricula, programs, and elective courses; during selection educational material, choosing methods and means educational activities.

2. Problem-based - creative principle requires learning in dynamics, at a high level of cognitive activity; development of dialogue forms of classes; using active learning methods; scientific forecasting on the part of teachers and students, searching for new ways to solve traditional and non-traditional problems.

3. The principle of “growing” new forms of thinking, communication, and business cooperation during the educational process. In the learning process, such forms of training are used as

lecture - discussion, seminar - discussion, practical lesson, since they are based on dialogue - one of the main methods for developing divergent thinking.

Methods and techniques for developing divergent thinking

The development of divergent thinking is carried out during the implementation of such educational tasks that are associated with the discussion of one’s own options for defining certain social categories. When completing tasks, students are in equal conditions to master new information and new forms of learning activities, which allows them to overcome fear and self-doubt. This is ensured by the simplicity of the tasks, the possibility of successfully completing them, and the clarity of the educational goals. Let's look at some methods and techniques.

Essay writing – a method used to develop, first of all, the systematicity and integrity of divergent thinking, as well as criticality.

Perhaps writing an essay on a free or strictly defined topic:

The problem has been formulated - it is necessary to propose it in different ways

ways;

A statement is given - it is necessary to refute it and support it,

presenting arguments;

The question is posed - it needs to be answered comprehensively;

A text is offered - you need to independently isolate the problem and

propose several solutions.

this work is the stage of preparing students for the Unified State Exam, the last task of which is to write an essay on one of the given topics. The condition clearly states the task - to express your own point of view on the problem and explain it. The essay is characterized by a clearly expressed author's position, sincerity, and emotionality. The genre gives the right to a subjective presentation of the stated problem and free composition. The essay makes it possible to see the personality of the author, the originality of his position, style of thinking, speech, and attitude to the world. The structure of the essay is determined by the requirements placed on it. The essay author’s thoughts on the issue are presented in the form of brief abstracts (T ). The author's idea must be supported by evidence - therefore, the thesis is followed by arguments (A ). Arguments are facts, phenomena of social life, events, life situations and life experience, scientific evidence, links to the opinions of scientists, etc. Thus, the essay acquires a ring structure:introduction - thesis, arguments - thesis, arguments - conclusion. At the same time, the introduction and conclusion focus attention on the problem (in the introduction it is posed, and in the conclusion the author’s opinion is summarized) . Experience shows that when writing an essay and evaluating it, a certain contradiction arises between form and content. Form gives scope for subjectivity, formal uncertainty, paradox, incompleteness, openness, imagery, and artistic ingenuity. The content guides the author towards the demonstration high level mastery of terms, concepts, abilities, skills developed in the process of studying a social science course. How to solve this problem?

When evaluating an essay, you must highlight the following elements:

1. Presenting your own point of view (position, attitude) when disclosing a problem;

   Disclosure of the problem at the theoretical level (in connections and justifications) and at everyday levels, with or without the corrective use of social science concepts in the context of the answer;

   Argumentation of your position based on the facts of public life or your own experience.

M.Yu. Brandt draws attention to the decisive importance of the content side - mastery of social science terminology and the ability to see a problem in the appropriate context . However, emphasis must be placed on presentation and justification. own position student, which is a characteristic of divergent thinking.

Interpretation I – a method for developing reflectivity and flexibility of thinking. Students interpret either texts or oral statements. Among the requirements for the level of training of school graduates are the ability to search for social information presented in various sign systems (text, diagram, table, diagram, audiovisual series), extract from unadapted original texts(philosophical, scientific, popular science, artistic) knowledge on given topics, analyze and summarize disordered social information. The interpretation method contributes to the formation of divergent thinking in schoolchildren, which will allow them in the future to quickly navigate the flow of a large amount of information: newspapers, television, the Internet. In order not to drown in it, not to get confused, not to become a victim of manipulation and misinformation, in order to use information that is practically significant for yourself, you need to confidently navigate it.

Today, this type of task is also included in the Unified State Exam, part “C”. What demands does the interpretation method place on students’ skills?

Possession of vocabulary corresponding to the content line that the task represents.

Interpretation and analysis of information contained in the text.

The use of social science concepts and terms in the analysis and interpretation of text.

Determination of logical connections in the text.

Vision of subtext, the ability to connect the author's ideas with each other and with the content of the text as a whole.

Correlating the content of the document with the realities of our time.

Determining your personal attitude towards the ideas contained in the document.

Working with a document, according to specialists in source studies, includes two aspects - interpretation and analysis.

Interpretation is aimed at establishing the meaning that the author intended in the work. Considering that the social studies course uses texts whose authors belong to different cultures(for example, pre-revolutionary Russian or Soviet, Western or Eastern, etc.), it is necessary to correlate the source with the corresponding type of culture. It is important to understand and psychological aspects author's position (for example, the position of philosophers expelled from Soviet Russia). Finally, turning, in particular, to the works of writers, one must take into account the features artistic creativity specific author.

Scientists - researchers at the stage of interpretation are, as it were, in the stream of consciousness of the author of the work, they strive to understand the situation in which he was, the author's intention, and, based on this understanding, to understand the meaning of the text. Without this, it is difficult to answer the questions: what did the author of this text want to say? What meaning did he put into what he said?

Analysis The content of the document allows us to look at the source from the perspective of our time, in the context of the problems facing our society. Logical judgments and evidence, comparison of various data, analysis of their consistency with each other prevail here. On this path, the full extent of the source’s social information is revealed.

Study of structure and content source allows you to synthesize conclusions obtained in the process of interpretation and analysis of its individual aspects, individual components of structure and content.

Interpretation and analysis of a document is creative process, which presupposes independence and multivariate thinking, which is the main sign of divergent thinking.

1. Before answering questions and completing tasks, read the text carefully. Remember: direct answers to many questions or hints for formulating answers are contained in the texts.

2. Correlate the proposed text with the course studied and determine which content line this text is connected with (“Society”, “Man”, “Cognition”, “Spiritual life of society”, “ Social relations", "Politics", "Law"). This will help you rely on the material you have studied when completing assignments for the text.

3. Give an answer to the question: What is this text about? – and identify the main idea.

4. Try to answer the proposed questions in order, since they are most often presented according to the principle “from simple to complex.” The answer to the first question can serve as the basis for the next task.

5. Read questions about documents carefully, trying to understand the task completely.

6. Answer the question exactly.

7. Don’t lose sight of what you need to rely on when answering: text,

personal experience, material studied in the course.

8. Try to give a logically coherent answer containing

clear and precise wording.

9. Do not stop at any part of the task, avoid

incomplete answers.

10. Do not resort to excessive generalizations and interpretation of the author’s text where the task requires it.

11. Having formulated the answer. Check it is correct. To do this, return to the text and find in it keywords and phrases that support your conclusions.

Discussion. Among modern searches for the formation of divergent thinking, discussion has one of the important places. It is dialogical in its essence - both as a form of organizing training and as a way of working with the content of educational material. Its use helps develop critical thinking and introduce young citizens to the culture of a democratic society. The “collateral result” of educational discussion is extremely significant – the formation of a communicative and discussion culture.

The discussion should not be turned into a pseudo-search for solutions that are known in advance to the teacher and could be presented in the usual way. In a number of cases, however, discussion serves as a way to formulate those ideas that are obviously familiar to the teacher and were envisaged by him - at least as possible results of the discussion. And yet, the problematic nature of the discussion is the constant didactic guideline for all methodological developments.

The discussion is focused on the development of creative thinking and involves giving students the opportunity to make their own decisions, analyze their own ideas and approaches, and build actions in accordance with their decisions. However, the traditional lesson is built in a different spirit. How to make the transition from a regular lesson to a lively creative discussion of the topic, a vision of the problems inherent in it?

One of the options for such a transition is a type of discussion common in practice, which in some didactic developments is calledevolving, that is, growing out of more traditional types of educational work. Such a discussion arises as if by itself, naturally. However, in order for it to arise, appropriate conditions are necessary. This means that the teacher himself must be attuned to the possibility of such a discussion and be interested in the children’s statements.

Summarizing the materials characterizing the experience of educational discussions allows us to build the following sequence of development, increasing the degree of initiative of the participants:

Discussion with the teacher as the leader (“evolving”);

Discussion with the student as the leader;

Discussion without a leader (self-organizing).

Forms of discussion. In the world pedagogical experience, a number of methods for organizing the exchange of opinions, which are compressed forms of discussions, have become widespread. These include:

“round table” - a conversation in which a small group of students (usually about five people) participates as equals, during which opinions are exchanged both between them and with the “audience” (the rest of the class);

“panel discussion” (usually four to six students, with a pre-appointed chairperson), in which the intended problem is first discussed by all group members, and then their positions are presented to the whole class. In this case, each participant delivers a message, which, however, should not develop into a long speech;

"forum" - a discussion similar to a "panel meeting", during which the group engages in an exchange of views with the class;

the most formalized discussions are “debates”, “symposium”, since they are built on the basis of pre-fixed speeches of participants representing opposing points of view.

As the discussion progresses, the teacher is required to ensure that his participation is not limited to directive remarks or expressing his own judgments. In terms of content, the main tool in the hands of the teacher is questions. Let us pay attention to the nature of the questions. Long-term practice shows the high effectiveness of open-ended questions that stimulate thinking - “divergent” or “evaluative” in their content."Open" questions, unlike “closed” ones, do not require a short unambiguous answer (usually these are questions like “how?”, “why?”, “under what conditions?”, “what could happen if ...?”, etc. ) “Divergent” questions (unlike “convergent”) do not require a single correct answer; they encourage search and creative thinking. These questions, according to M.I. Makhmutov “cause intellectual difficulties among students, since the answer to them is contained not in the subject’s previous knowledge, but in the information presented by the teacher” .

“Evaluative” questions are related to the student’s development of his own assessment of a particular phenomenon, his own judgment.

Idea generation productivity increases when the teacher allows time for students to think about answers; avoid vague, ambiguous questions; pays attention to every answer;

changes the student’s course of reasoning - expands the thought or changes its direction (for example, asks a question like: “What other information can be used?”, “What other factors can influence?”, “What alternatives are possible here?”);

clarifies, clarifies the children’s statements by asking clarifying questions (“You said that there are similarities here; what are the similarities?”, “What do you mean when you say..?”, etc.); warns against overgeneralization (for example: “On the basis of what data can it be proven that this is true under any conditions?”, “When, under what conditions will this statement be true?”);

encourages students to think deeper (“So, you have the answer; how did you arrive at it? How can you show that it’s true?”)

The teacher should be professionally prepared to conduct discussions, both for social reasons and for pedagogical reasons. The modern social environment provides many controversial issues that can be brought up for discussion. However, every teacher must remember thatsolution controversial issue as such is not a didactic goal, it is associated with the development of divergent thinking and communication skills students.

Modeling – another necessary method for developing systematicity and integrity of thinking, as well as the ability to self-determinate in situations of uncertainty. The result of modeling can be projects, scenarios that describe options for future states of social processes.

Reflection in teaching divergent thinking. Traditional pedagogy does not require comprehension of what is happening either from the teacher or from the students. The teacher is offered a set of ready-made tools for organizing the process of acquiring knowledge at each stage. When teaching students the techniques of divergent thinking, reflection is given an important place.

Reflection helps students formulate the results obtained, determine the goals of further work, and adjust their educational path. Reflection implies the study of already carried out activities in order to record its results and increase its effectiveness in the future. Based on the results of reflection, one can not only think about future activities, but build its realistic structural basis, which directly follows from the characteristics of the previous activity.

The problem that one has to face when introducing elements of reflection into the traditional educational process is that students often do not feel the need to understand their development or growth, do not discover the causes of their problems, and find it difficult to say what exactly is happening in the course of their activities. Having become accustomed to teacher explanations and the need to subsequently reproduce what they heard, many children consider their studies to be inseparable from teaching: “If the material is not explained by the teacher, then there is no study.” Therefore, teaching reflection must be carried out in every lesson. Various methods are used for this: oral discussion, written, questioning, graphic representation of changes occurring with the student during the lesson, day, week.

As a result of the application of the above methods of developing divergent thinking, the roles of the teacher change. He plays the role of an assistant, builds meaningful counterbalances to radical points of view, organizes situations for students to pose questions to the case and the problem as a whole, and maintains the logical line of the lesson.

Expected results. As a result of mastering a divergent style of thinking, students will develop a certain system of skills aimed at carrying out effective independent activities. These include the following skills:

1. select the necessary information, analyze and structure it;

   motivate your own activities and determine the final results;

   plan activities and anticipate work results;

   organize activities in accordance with goals;

   carry out self-monitoring and self-diagnosis;

   regulate and adjust activities.

Literature

Bogolyubov L.N. Assignments for documents for the social studies exam // History and social studies at school, 2003. No. 10

Kipriyanova E.V. How to learn to write an excellent essay? // History and social studies at school 2003, No. 9, p. 45

Bogolyubov L.N. Assignments for documents for the social studies exam // history and social studies at school, 2003, No. 10, p. 40