Creativity is not a rare privilege of extraordinary individuals. Most people create something new in their daily lives. Each person creates his own ideas and puts them into public use. In turn, he draws ideas from his social environment, updates and enriches his views, skills, knowledge and culture with new elements.

Differences between people in this regard are only quantitative; they determine greater or lesser socially significant value what this or that person creates.

Creative ability — This special skill to rearrange elements in the field of consciousness in an original way so that this rearrangement provides the possibility of performing new operations in the field of phenomena. This definition assumes the existence of two "fields" − fields of consciousness, And fields of phenomena, that is, the physical environment from which a person receives information. All people create, at least in childhood. But for many this function atrophies quite quickly; For some, it not only remains, but also develops, and constitutes the goal and meaning of their entire life.

Science is a means of creating new knowledge. Therefore, when solving scientific problems, the realization of human creative potential requires possession of the necessary knowledge. Scientific creativity is available only to professionals, specialists who, with the help of imagination, create images and concepts that have universal value.

All science can be divided into "primary" And "secondary". The first is the sphere of obtaining fundamental knowledge. The second is the sphere of development and practical (applied) use of fundamental knowledge. Both spheres closely interact with each other and cannot exist without each other.

For geophysics, the lack of understanding by academic and ministerial authorities of the fundamental importance of this interaction turned out to be far from harmless. Geophysical science was artificially divided along departmental lines into fundamental (academic research institutes) and applied (industry research institutes of the Ministry of Geosciences and the Ministry of Petroleum Industry). This division has become one of the reasons for the current crisis in domestic geophysics.

When analyzing creative activity, it is important to distinguish between concepts such as "creation" And "productivity". A productive scientist can, without having high creative potential, be an excellent systematizer, formalizing and developing into a specific system ideas and hypotheses proposed by other specialists (this is the sphere of “secondary” science). A scientist with great creative potential may be unproductive in terms of the number of things he creates. scientific works. But we can point out many scientists who simultaneously combined high creative potential with high productivity (Euler, Gauss, Helmholtz, Mendeleev, N.I. Vavilov, L.D. Landau, I.E. Tamm, N.V. Timofeev-Resovsky, V. P. Efroimson, A. A. Lyubishchev).

Last updated: 30/11/2017

In his 1996 book Creativity: Work and Life 91 famous person" psychologist Mihaly Csikszentmihalyi has suggested that "of all human activities, creativity comes closest to providing the wholeness we all hope to have in our lives."

Creativity allows us to expand our worldview, do new and exciting things, and do things that take us one step closer to reaching our full potential.

So what is it that makes a person creative? Are people born this way, or is it something that can be developed just like muscles?
Csikszentmihalyi suggests that some people have what he calls creative traits. Although some people are born with them, incorporating some of the practices into your daily life, can help unlock your creative potential.

1 Creative people are energetic but focused

Creative people have great energy, both physical and mental. They can work for hours on one thing that interests them, but remain enthusiastic the entire time. This does not mean that creative people are hyperactive or manic. They spend a lot of time alone, quietly thinking and considering what interests them.

2 Creative people are smart, but also naive

Creative people are smart, but research has shown that being highly creative is not necessarily correlated with higher levels of creative achievement. In Lewis Terman's famous study of gifted children, it was shown that children with high IQs performed better in life in general, but those with very high IQs were not creative geniuses. Very few of those who participated in the study later demonstrated high levels of artistic achievement in life.

Csikszentmihalyi noted that research has pointed to the current IQ threshold being around 120. A higher-than-average IQ may increase creativity, but an IQ above 120 will not necessarily lead to greater creativity.

Instead, Csikszentmihalyi suggests that creativity involves a certain amount of both wisdom and childishness. Creative people intelligent, but they are able to maintain their sense of curiosity, wonder and ability to see the world with fresh eyes.

3 Creative people are playful but disciplined

Csikszentmihalyi notes that playful behavior is one of distinctive features creativity, but this frivolity and excitement is also reflected in the main paradoxical quality - perseverance.

When working on a project, creative people tend to show determination and perseverance. They will work for hours on something, often staying up late into the night until they are satisfied with their work.

Think about what you think when you meet someone who is an artist. At first glance, it is something exciting, romantic and enchanting. And for many, being an artist means experiencing a sense of excitement. But being a successful artist also requires a lot of work, which many people don't see. However, a creative person understands that real creativity involves a combination of pleasure and hard work.

4 Creative people are realists and dreamers

Creative people love to dream and imagine the possibilities and wonders of the world. They may be lost in dreams and fantasies, but still remain in reality. They are often called dreamers, but this does not mean that they constantly have their head in the clouds. Creative types, from scientists to artists to musicians, can come up with creative solutions to real-world problems.

“Great art and great science involve a leap of imagination into a world that is different from the present,” explains Csikszentmihalyi. “The rest of society often views these new ideas as fantasies, unrelated to current reality. And they are right. But the whole point of art and science is to go beyond what we currently think is real and create a new reality.”

5 Creative people are extroverted and introverted

While we often fall into the trap of categorizing people as exclusively or introverted, Csikszentmihalyi suggests that creativity requires the integration of both of these personality types.

Creative people, in his opinion, are extroverted and introverted. Research has shown that people tend to be either more extroverted or introverted, and these traits are surprisingly stable.

On the other hand, creative people tend to show signs of both types at the same time. They are sociable and at the same time quiet; social and secretive. Interacting with other people can spark ideas and inspiration, and getting away to a quiet place allows creative people to reflect on these sources of inspiration.

6 Creative people are proud but humble

Highly creative people tend to be proud of their achievements and successes, but still do not forget about their place. They have great respect for those working in their field and for the impact that the achievements of predecessors in this work have had. They may see that their work is often different compared to others, but that is not what they are focused on. Csikszentmihalyi notes that they are often so focused on their next idea or project that they don't record their past accomplishments.

7 Creative people are not burdened by rigid gender roles

Csikszentmihalyi believes that creative people resist, at least to some extent, the often overly rigid gender stereotypes and roles that society tries to impose. He says that creative girls and women are more dominant than other women, although creative boys and men are less and more sensitive than other men.

“Psychologically, a bisexual person effectively doubles his repertoire of responses,” he explains. “Creative people are more likely to have not only strengths of one’s own sex, but also traits of the other sex.”

8 Creative People Are Conservative But Rebellious

Creative people are by definition “outside the box” thinkers, and we often think of them as non-conformist and even a little rebellious. But Csikszentmihalyi believes that it is impossible to be truly creative without accepting cultural norms and traditions.

He suggests that creativity requires both a traditional approach and an open-minded view. Being able to appreciate and even accept the ways of the past, but at the same time searching for a new and improved way of doing what is already known. Creative people may be conservative in many ways, but they know that innovation sometimes involves taking risks.

9 Creative People Are Passionate But Driven

Creative people don't just enjoy their work; they have a passion for what they do. But simply being passionate about something does not necessarily lead to a lot of work. Imagine a writer so in love with his work that he doesn't want to edit one sentence. Imagine that a musician does not want to change a place in his work that requires improvement.

Creative people love their work, but they are also objective and willing to criticize it. They can detach themselves from their work and see areas that need work and improvement.

10 Creative People Are Sensitive And Open To New Experiences, But Are Happy And Joyful

Csikszentmihalyi also suggests that creative people tend to be more open and sensitive. These are qualities that can bring both reward and pain. The process of creating something, coming up with new ideas and taking risks often leads to criticism and contempt. It can be painful, even destructive, to devote years to something only to have it rejected, ignored or ridiculed.

But being open to new creative experiences is also a source of great joy. This can bring great happiness, and many creative people believe that such feelings are worth any possible pain.

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A creative personality is understood as a person capable of creative and innovative activities and self-improvement.

The main problem of creative activity is development at school and self-development throughout life creative qualities personality. What qualities characterize a person as creative?

In the early 80s, Soviet researchers G.S. Altshuller and I.M. Vertkin set themselves the problem of what qualities a person should have in order to be a creative person. It can be noted that this problem is not new in the history of science. Many researchers and research teams have obtained various solutions this problem.

The essence of these decisions was that a creative person must have too many qualities, which made it difficult for them to develop purposefully in children and self-development in adults. In addition, some scientists take the position that creative qualities are inherited from parents to children and cannot be formed if they are not genetically determined.

If this is so, then only people chosen by nature can become creators, and the school is doomed only to create conditions for the development of personality, but not to manage the development of creative qualities. It turns out that only gifted children need to be developed; nothing will come of the rest anyway. However, G.S. Altshuller and I.M. Vertkin thought differently.

To solve this problem G.S. Altshuller and I.M. Vertkin analyzed over 1000 biographies of creative personalities of writers, composers, artists, engineers, doctors, and scientists. For the analysis we used biographical literature from the series: “People of Science”, “Life wonderful people", "Creators of Science and Technology" and others. As a result of the study, it was found that, regardless of the type of activity, a creative person has the following basic qualities:

1) the ability to set a creative (worthy) goal and subordinate one’s activities to its achievement;

2) the ability to plan and self-control one’s activities;

3) the ability to formulate and solve problems that form the basis of the goal;

4) high performance;

5) the ability to defend one’s beliefs.

As we see, all these qualities are acquired, or rather the result of self-development throughout life and have nothing to do with heredity. At the same time, it cannot be denied that every person receives genetic inclinations for one activity or another. To realize these inclinations, creative qualities are necessary. What is the structure of a person’s creative qualities, what skills are included in each of the qualities?

Creative Focus

Unfortunately, a person lives only once. A very important question arises: how to manage your life so that at the end of it there are no regrets about the years spent aimlessly. Therefore, the choice of a person’s purpose in life becomes very relevant. The goal for which life is worth living must be creative; this does not mean that everyone should become great writers, composers, engineers, artists. But this means that every person during his life must do at least one creative thing that is useful not only for himself, but also for other people. And there are a great many such creative things, seemingly insignificant, but at the same time very interesting and useful: raising your own children, designing furniture, creating new varieties of plants and animal breeds, creating recipes for new dishes, new clothing models and much more. Each person must create in the area of ​​his interests and at the level of his capabilities. Creating a new recipe is no worse than writing a literary novel.

G.S. Altshuller and I.M. Vertkin proposed the following criteria for assessing the worthiness of a creative goal:

1. Novelty The goal must be new, not previously achieved by anyone, or the means of achieving the goal must be new.

2. Social utility The goal must be useful both for the creator himself and for other people and civilization as a whole.

3. Specificity The structure of the goal must be specific and clear, both for the creator himself and for others.

4. Significance: Achieving the goal must bring significant results to society.

5. A heretical goal must contain an element of fantasticality and implausibility.

6. Practicality: Working towards a goal should bring specific practical results.

7. Independence in achieving the goal, at least at the first stage, should not require expensive equipment and the participation of large scientific teams.

What does it mean to form and develop creative purposefulness in a student? First of all, it is necessary to familiarize him in lessons and educational activities with materials that contain information about modern unresolved problems in science, technology and art.

Unfortunately, modern school textbooks and teaching aids do not contain such information. As a result, the younger generation often gets the impression that everything in science, technology, and art has long been discovered and invented. Therefore, the teacher needs to collect a file of examples of such problems and prospects for their solutions.

Secondly, it is necessary to teach students the rules of working with popular science literature and independently formulating unsolved problems. In this regard, it is especially important to teach students the ability to summarize popular scientific literature: write a brief summary of the article, indicate the problems presented in it, analyze the solutions proposed by the author of the article, evaluate their positive and negative sides, offer your solutions in the form of hypotheses.

Planfulness and self-control of activities

Setting a creative goal, although difficult, is still the initial part of the work. Achieving a goal largely depends on the reality of the plan that a person has drawn up. The form of the plan is not of fundamental importance, it is not so much important that it is written on paper, in a computer file or contained in the head, but its content is of fundamental importance. The plan for achieving the goal should include a list of the researcher’s work tasks, the implementation of which is necessary to solve problems. To achieve any creative goal, you need to learn to plan:

1) work on analyzing scientific literature on creative purposes and related areas;

2) work on the development of new scientific technologies for research and problem solving;

3) work on self-analysis and self-control of one’s activities. What study skills are needed to analyze scientific literature? Ability to combine scientific information: highlight the main thing, compare, systematize, change, supplement, classify. These same skills are necessary for successful work on the development of new scientific technologies for research and problem solving. Self-analysis of one’s work presupposes that an individual has the ability to compare the results of one’s work with the activity plan. And now we need to answer the question of how to teach a student self-analysis, if from lesson to lesson at school in many subjects he is not only not taught self-analysis, but even planning his activities? Moreover, teachers often do not introduce students to the lesson plan at all. Thus, learning self-analysis involves learning to plan one’s activities, both in completing individual tasks, and in working in class and studying a topic.

Self-control is an assessment of the results of your work based on scientific theories and patterns. Self-control presupposes that a person has the ability to compare the results of activities with scientific theories and the patterns on the basis of which the research is carried out. This is necessary to search for “blind spots” in theories. If the theory does not explain the research results, then the theory needs to be changed.

After all, any research is always a test, clarification, modification and addition of existing theories. In some cases, when the obtained facts do not correspond to any known theory, it is necessary to create a new theory. Therefore, it is very important in school education to conduct experiments not only confirming known theories, but also contradicting them. Accordingly, students need to be taught techniques for designing and conducting experiments and investigations.

Knowledge of methods for formulating and solving problems

A creative goal is the end result of creative activity. To achieve a creative, worthy goal, it is necessary to formulate the problems that form the structure of the goal and solve them. Therefore, a creative person must master the methods of formulating and solving problems, the materials of which are presented in the second chapter. Here we should focus on one important aspect school education. Creative thinking of students must be developed at two levels: subject and interdisciplinary.

The subject level assumes that in lessons in all subjects, students will master methods and technologies of creative activity using systems of subject-specific creative tasks. The interdisciplinary level involves teaching students methods and technologies of creative activity in the process of solving systems of interdisciplinary creative problems.

Unfortunately, at present this work is not being fully carried out by schools. There are no systems of creative tasks for all topics educational subjects and interdisciplinary, methods and technologies of creative activity are not used, there is not even a basic textbook on the basics of creative activity. It is not surprising that many graduates do not know the methods of creative activity.

To develop this quality, the student should independently solve creative problems using creative activity methods. It must be remembered that intellectual culture is the result of human self-development.

High efficiency

How long during the day can a person work with high productivity? And not just work, but perform creative activities? Each person will have his own norm and unification in this matter is more likely to be stupidity than a scientifically based calculation. However, experience shows that if you engage in creative activity for 3-4 hours every day, you can do quite a lot. Outstanding creators worked eight to twelve hours a day. This is a lot and is only achievable for certain people.

In scientific creativity, as well as in any other type of creative activity, the main thing is not so much the time spent on the work, but rather the methods and techniques with which it is carried out. Application most effective methods and methods of intellectual activity can significantly improve work results.

Main methods cognitive activity are: addition, modification, independent compilation of notes, comparison of information, correction of errors, proof, refutation, derivation of rules from factual information, selection of information according to the rules, compilation of a scientific card index.

Thus, high performance is achieved not so much by the amount of time spent daily on creative activities, but by increasing the speed of work through the use of a variety of methods for converting information, solving creative problems and planning and conducting research operations.

Ability to defend your beliefs

Let's start with beliefs. Beliefs are knowledge tested in the process of diverse creative activity. A researcher who has created new knowledge, expressed in the form of facts, patterns, theories, is obliged to verify their correctness in the process of numerous experiments. After all, the criterion of truth is practice. But this is not enough. The researcher must be able to briefly, clearly and specifically present the results of his work, comparing them with the works of other authors, for changes and additions. After all, new truths are not born out of nothing; in science and art there are processes of gradual development of knowledge, and it is important to see this development and determine the place of your ideas in it. To do this, it is necessary to master the methods of dialectical logic, the basis of any cognitive activity, including creative ones.

The development of an individual’s ability to defend their beliefs is carried out by teaching them the ability to analyze and compare scientific information, conduct dialogue and discussion, create a logically correct system of evidence, find various options for evidence, conduct a comparative analysis of work results, present the results of their research in the form of articles and monographs .

Main components creative personality are:

a) creative orientation (motivational-need orientation towards creative expression, targets for personal and socially significant results);

b) creative potential (a set of intellectual and practical knowledge, skills and abilities, the ability to apply them when posing problems and finding solutions based on intuition and logical thinking, giftedness in a certain area);

c) individual psychological originality (strong-willed character traits, emotional stability when overcoming difficulties, self-organization, critical self-esteem, enthusiastic experience of success, awareness of oneself as a creator of material and spiritual values ​​that meet the needs of other people).

It is necessary to ensure that creativity becomes an integral human need. This problem worries not only teachers, but also parents who see the germs of talent in their children. To develop talent, you need to cultivate a creative personality. And school plays a big role in this. But many teachers see that more and more efforts in the education and training of schoolchildren do not give the desired result. Most students still know little, do not learn and do not want to learn.

The reason for this seems to be that in pedagogical practice it is believed that what more people knows, the smarter he is. The students were given everything more knowledge in specific subjects, formed in them certain skills and abilities in one or another area of ​​human activity. Certain standards were also introduced in subjects in the form of what a student should know and be able to do.

As society developed, more and more knowledge and skills were required. As a result, the curriculum grew in volume to a maximum, beyond which information overload began, which contributed to a negative attitude towards mental work.

The creative potential of any person is characterized by a number of features that are signs of a creative personality. Its significant characteristic is creativity as the ability to transform ongoing activities into a creative process, the ability to notice and formulate alternatives, to question, the ability to delve into a problem and at the same time break away from reality, to see perspective, the ability to see a familiar object from a new perspective, in a new context .

A manifestation of a person’s creative potential is ability, giftedness, talent, genius. In the explanatory dictionary of V.I. Dahl “capable” is defined as “suitable for something or inclined, dexterous, suitable, convenient.” The concept of “capable” is defined through its relationship with success in activity. Sometimes abilities are considered innate, “given by nature.” However scientific analysis shows that only inclinations can be innate, and abilities are the result of their development. Arising on the basis of inclinations, abilities develop in the process and under the influence of activities that require certain abilities from a person. Outside of activity, no abilities can develop. No person, no matter what inclinations he has, can become a talented mathematician, musician or artist without doing a lot and persistently in the corresponding activity. To this we must add that the makings are multi-valued. On the basis of the same inclinations, unequal abilities can develop, depending again on the nature and requirements of the activity in which a person is engaged, as well as on living conditions and characteristics of upbringing.

Psychologist G.A. Rubinstein formulated the basic rule for the development of abilities in a “spiral”: from inclinations to abilities, this is the path of personality development. Creative inclinations are inherent in every person, but only the realization of creative potential makes a person a creative person.

When defining the concept of “talent,” its innate nature is emphasized. Talent is defined as a talent for something, talent as an ability given by God. In other words, talent is an innate ability that ensures high success in activity. Talent is a combination of abilities that makes it possible to independently and originally perform any complex activity.

Giftedness is considered as a state of talent, as the degree of expression of talent. Giftedness is a high level of intellectual development, a qualitatively unique combination of abilities that ensures the successful implementation of activities. From the above we can conclude that abilities, on the one hand, giftedness and talent, on the other, are distinguished as if by for various reasons. Speaking about abilities, a person’s ability to do something is emphasized, and speaking about talent (giftedness), the innate nature of this quality is emphasized. Giftedness should be seen as both achievement and opportunity for achievement. The meaning of the statement is that it is necessary to take into account both those abilities that have already manifested themselves and those that may manifest themselves. In pedagogy, a certain structure for classifying abilities has developed. The following classification is proposed:

By level (degree of perfection) weak, average, high, giftedness, talent, genius;

In the personal sphere: academic (pronounced ability to learn), labor (in the field of practical skills), creative (non-standard thinking and vision of the world), mental (ability to think, analyzing, comparing facts);

By generality of manifestations: general (activity, criticality, speed, attention), special (musical, artistic, mathematical, literary, constructive and technical, etc.).

General abilities required to perform various types activities. For example, such an ability as observation is needed by an artist, a writer, a doctor, and a teacher. Organizational skills, distribution of attention, criticality and depth of mind, good visual memory, creative imagination should be characteristic of people of many professions. The most general and at the same time the most basic human ability is the analytical-synthetic ability. Thanks to it, a person distinguishes individual objects or phenomena in their complex complex, identifies the main, characteristic, typical, captures the very essence of the phenomenon, combines the highlighted moments in a new complex and creates something new. Special abilities are the conditions necessary for the successful performance of any one specific type of activity. These include, for example, an ear for music, musical memory and a sense of rhythm in a musician, “assessment of proportions” in an artist, pedagogical tact in a teacher, etc.

The problem of giftedness is a complex problem, the main of which are the problems of identifying, training and developing gifted students, as well as the problems of professional and personal training of teachers, psychologists and educational managers to work with gifted students. M. S. Abazovik said: “Truly gifted children are often subjected to a kind of discrimination at school due to the lack of differentiated instruction and the orientation of teachers towards the so-called average student...”.

The foundation of the pedagogical process leading to the achievement of the stated goal is the creation of conditions for continued education, personal and professional growth, the formation of the need for self-education by increasing the level of not only educational tasks, but also all types of life activities, through teaching students methods of self-knowledge, self-development, self-improvement. From the teaching staff of the institution vocational education it is required to implement measures to create conditions for study, education and development of students that involve comprehensive development their creative abilities and practical skills.

In the definition of a creative personality, a special place is occupied by choice, which relates to any sphere of human activity: ethical, moral, intellectual, emotional-volitional, social activity and which consists in making choices, making decisions and activities for their implementation.

Rubinshtein S.L. believed that thinking begins where a problematic situation has arisen. But what is a problem situation is, in the simplest case, a situation in which there is a choice between two or more possibilities. Moreover, a person is in a situation of choice almost constantly and regardless of the level of activity.

Freedom of the individual the most important condition development of creative potential. The categories of personal freedom and freedom of choice should be considered as a problem of freedom to choose types of activities. What is meant here is precisely creative activities and their place in the series of all activities that are carried out not under the pressure of an “external goal”, but thanks to a deep intrinsic motivation, i.e. types of activities that the student chooses himself with the growth of his creative activity, professional level and competence. A creative personality is a person with a certain set of moral, emotional, moral-volitional qualities. Its activities are based on motives of behavior and activities in which these motives can be realized optimally for both the individual and society.

No single ability can be sufficient for the successful performance of an activity, but only their combination, which is called giftedness. Like individual abilities, giftedness can be special (for a specific activity).

It follows from this that a creative personality is a person who has creative potential in the form of innate inclinations and abilities, individual psychological originality, freedom of choice and creative orientation. A huge role in the education of a creative personality is played by the creative potential of the teacher and the conditions for organizing his work.

All stages of student activity should be considered creative. Stolyarov Yu.S. These stages include:

Setting a feasible task;

Theoretical preparation for completing the task;

Search for a specific solution to a problem;

Material implementation of the theoretical concept.

We believe that to these stages it is necessary to add the stage of assessing the results of solving a technical problem. There is no doubt that the proposed stage is a stage high level creativity. IN modern conditions any activity, including student creativity, activity, must be purposeful, and the degree of completion of tasks to achieve the goal must be assessed according to the appropriate criteria.

This problem is successfully solved by Kutyev V.O. Students’ creativity, in his opinion, can be expressed at three levels:

1) reproductive activity;

2) reproducing activity with elements of a creative approach;

3) creative activity.

To successfully organize the creative process, it is necessary to know the motives that encourage students to actively participate in this complex process:

1) the motive of the future (students try to take their rightful place in the group or team);

2) the motive of prestige (students try to take a worthy place in a group or team);

3) cognitive interest (curiosity);

4) motive of duty (willingness to work in the field of the chosen profession);

5) the motive for the influence of a respected person;

6) coercion motive (they do work to avoid trouble).

Without a doubt, the creative process is one of the components of educational work. Potashnik M.M. defines them as follows:

1) formation, creation of managed and control systems;

2) maintaining all properties of the system, its ordering and stabilization;

3) ensuring optimal functioning of the system;

4) development of the system.

The most important thing is the optimal functioning of the system, which is the key to constant and efficient operation, I consider it necessary to fulfill the following requirements:

1) the management mechanism must correspond to the goals of creativity, the level of knowledge and skills of students, and the qualifications of the teaching staff of the educational institution;

2) to evaluate the results of the creative process, criteria for the quality and effectiveness of this work are necessary.

Like any other component of the educational process, the creative process needs effective control. . Gorskaya G.I., Churakova R.G. believe that the high effectiveness of control depends on the fulfillment of the following conditions:

1) the first condition is the competence of the inspectors;

2) the second condition is timely and accurate information about the progress of cases in the controlled process;

3) the third condition is scientific validity, completeness, objectivity, specificity of conclusions, recommendations, proposals, requirements;

4) the fourth condition is the effectiveness of control, i.e. providing timely assistance.

The success of students in the creative process largely depends on the attitude of their parents. Technology teachers, in conversations with parents, should enlist their support in matters of involving students in the creative process.

Working with parents is a complex and multifaceted process. This is very different people, requiring individual approach in communication.

Portnov M.L. offers the following classification of parents in relation to their children:

When planning work with parents, it is advisable to use the presented classification, while demonstrating a high level of communication, well-reasoned proposals and requests, and in every possible way avoiding reproaches, reprimands, and humiliation of human dignity.

1. A worthy goal - new (not yet achieved), significant, socially useful. Fifteen-year-old schoolboy Nurbey Gulia decided to create a high-capacity battery. He worked in this direction for more than a quarter of a century. I came to the conclusion that the required battery is the flywheel; I started making flywheels – on my own, at home. Year after year he improved the flywheel and solved many inventive problems. He persistently walked towards the goal (one stroke: Gulia received AS 1048196 in 1983 - according to an application made back in 1964; 19 years of struggle for recognition of the invention!). In the end, Gulia created super flywheels that surpass all other types of batteries in terms of specific stored power.

2. A set of real work plans for achieving the goal and regular monitoring of the implementation of these plans. The goal remains a vague dream unless a package of plans is developed - for 10 years, for 5 years, for a year. And if there is no control over the implementation of these plans - every day, every month.

Ideally, you need a system (described by D. Granin in the book “This Strange Life”), which was followed by the biologist A.A. Lyubishchev. This is a regular accounting of hours worked, a systematic fight against time loss.

In most cases, plans include acquiring the knowledge necessary to achieve a goal. Often this knowledge turns out to be beyond the scope of the existing specialty - you have to start from scratch. M.K. Čiurlionis, having conceived a synthesis of music and painting, went to elementary art school (and by this time he was a highly qualified professional musician): together with teenagers he learned the basics of painting.

3. High efficiency in implementing planned plans. There must be a solid daily “output” - in hours or units of production. Only auxiliary work - compiling a personal file - requires about three hours a day. Card index V.A. Obrucheva contained 30 pounds (!) of neatly written sheets of notebook format. After J. Verne, I remind you, there was a card index of 20,000 notebooks left.

4. Good problem solving technique. On the way to a goal, it is usually necessary to solve dozens, sometimes hundreds of inventive problems. You need to be able to solve them. Biographers of Auguste Piccard write: “The invention of the bathyscaphe is fundamentally different from many other inventions, often accidental and, in any case, intuitive. Piccard came to his discovery only thanks to a systematic, thoughtful search for a solution”... Of course, in Piccard’s time there was no TRIZ, but the creator of the stratospheric balloon and bathyscaphe knew how to see technical contradictions and had a good - even by modern standards - set of techniques. It is no coincidence that many of the problems solved at one time by Piccard became firmly established in TRIZ problems - as training exercises.

5. The ability to defend your ideas - “the ability to take a blow.” Forty years passed from the dream of going underwater to the actual launching of the first submersible. Over the years, Auguste Piccard had to experience a lot: lack of funds, mockery of journalists, resistance from specialists. When, finally, it was possible to prepare the bathyscaphe for the “Great Dive” (descent to the maximum depth of the ocean), Piccard was almost 70 years old, he was forced to refuse personal participation in the dive: the bathyscaphe was led by his son Jacques. Piccard, however, did not give up. He began work on a new invention - the mesoscape, an apparatus for exploring medium depths.

6. Effectiveness. If there are the five qualities listed above, there should be partial positive results no longer on the way to the goal. The absence of such results is an alarming symptom. It is necessary to check whether the goal has been chosen correctly and whether there are any serious miscalculations in planning.

The structure of the technology for developing the creative potential of an individual includes the following main components:

1. Preliminary diagnosis of the level of creative development;

2. Motivation (represents one of the leading areas of work);

3. Organization of creative activities. Certain conditions must be created to promote the development of the creative potential of the individual and its realization.

4. Quality control of creative activities. Considerable attention must be paid to the control process. When using the methodology, the main attention should be focused on the process of organizing creative activity and creating certain conditions conducive to its effective implementation.

5. Determining whether the results obtained correspond to those planned. Objective and reflective analyzes of the effectiveness of the work performed. Identification of difficulties and problems in re. The process of development of creative potential and the transition from reproductive to productive activity is clearly visible when considering the three types of creativity identified by G.S. Altshuller and I.M. Vertkin. The authors consider the application of a known solution to a known problem to be creativity of the first type (the simplest). Creativity of the second type is a new application of a known solution or a new solution to an old problem, that is, a solution by means that are not accepted, not familiar in this area. With creativity of the third type, a fundamentally new solution is found for a fundamentally new problem. For the development of society, as the authors note, any type of creativity is important. But its first type directly implements progress, and the second and third types solve the problems of the distant future, making the necessary adjustments.

Based on the above, you can already imagine who a creative person is, what qualities he possesses.

A creative person always strives to create new, unique material or cultural values. Such a person is always talented, and in many areas (for example, Leonardo da Vinci, who succeeded in painting and architecture, mathematics and technology).

Modern psychology divides people with a creative mindset into two types:

• 1. Divergents, that is, people capable of a wide range of creative activities, easily establish distant connections between incompatible and incomparable concepts and phenomena; have a rich imagination; approach the problem in an original way; can speak out against generally accepted judgments that have become a cliché; are distinguished by autonomy, independence from other people’s opinions; boldly and openly meet new ideas and experiments; experience the satisfaction of discovery.
• 2. Convergents, that is, people prone to narrow, focused, deep and specific research; gravitate toward types of intellectual activity where it is necessary to focus on a more in-depth search in one direction; easily adapt their thinking to social stereotypes and operate with generally accepted cliches; for creative activity they need external incentives; slowly and thoroughly step along a pre-selected reliable path; indifferent to cognitive emotions). Each author, based on individual abilities and inclinations, strives to choose the optimal style of working on the material. A creative processes, associated with the preparation of a journalistic work, have natural stages, knowledge of which will allow future journalists, both divergent and convergent, to optimize their activities.

A creative person is distinguished from others by originality of thinking and the ability to create, passion, as well as a number of other qualities, such as:

• 1. Perseverance (persistence), confirming the presence of motivation. The ability to concentrate on one activity, perseverance in spite of failures is one of the qualities of a creative person, helping to free oneself from lethargy and indecision. Enables you to bring started projects to completion. The following will help to develop perseverance: choosing a life guide, regular exercise or some kind of creative activity.
• 2. Openness to new experience, emotional openness, flexibility of thought, eccentric views and beliefs - largely thanks to them, people develop original ideas and solutions. All creative people have this openness.
• 3. Curiosity - the desire to improve your knowledge, interest in various areas human life and just environment. This quality gives a person the ability to be active in life, and also stimulates activity for new discoveries and knowledge. It brings joy from learning about the world around us and allows us to expand the boundaries of our capabilities. The development of this quality is facilitated by observation, as well as the desire for knowledge. Without curiosity, a creative person is simply impossible.
• 4. Imagination - the ability of thinking to create new images based on real objects. Thanks to him, the boundaries between the impossible and the possible are erased. This quality gives freedom of imagination in any field: art, cinema, literature, etc. Imagination can be developed. To do this, you need to read books deeply, immersing yourself in the world of characters, take an interest in art, visiting exhibitions, art galleries, performing psychological exercises aimed at developing fantasy. Creative people are often dreamy.
• 5. Self-confidence, independence. Thanks to these qualities, a person is completely free from the opinions of others, in other words, emotionally stable. He is able to accept own solutions and bring them to life. Due to these qualities, a person can find real application for any ideas, even the most reckless ones at first glance. The acquisition of these qualities is facilitated by: the development of critical thinking, self-esteem, and the fight against fear of people. Independence promotes innovative ideas and progress.
• 6. Inventiveness is a person’s ability to solve life’s problems in an unconventional way, to create unusual things. Thanks to this quality, masterpieces are created. Advantages: the opportunity to perform extraordinary actions, unlimited imagination, joy from the creation process, freedom from laziness of soul and body. This quality of a creative personality is not innate. It can be acquired through: increasing your own erudition, self-improvement (eradicating any signs of laziness), setting and achieving a specific goal. An inventive person is not afraid to try something new in life.
• 7. Speed ​​of information processing: resourcefulness in answers, quickness of thought, love of complexity - a creative person juggles ideas without any self-censorship. A sudden insight when a solution seems to appear out of nowhere.
• 8. Thinking by analogy and the ability to access the preconscious and unconscious. Analogical thinking operates on the principle of free association of thoughts and images. Pre- and unconscious phenomena include night dreams, day dreams and powerful emotions.

Analyzing the listed qualities, it becomes obvious that every person has creative potential that he can develop. Currently, there are many different exercises for developing creativity.

For example, the “Free Monologue” exercise.

Task: stop controlling your thoughts, learn to think more freely.

In a quiet and peaceful place, you should close your eyes and allow your body to relax. Focus for a minute on the thoughts and images that arise spontaneously. Then ask yourself six questions:

• 1. What did I see, feel, hear?
• 2. What was my inner monologue about (what were the quiet voices whispering inside me)?
• 3. What were my thoughts?
• 4. My feelings?
• 5. My emotions?
• 6. What does this all mean for me? (A long-standing problem, an unfulfilled desire, an inability to loosen control and “let go” of what is happening...).

Exercises that develop creativity:

• 1. “Two accidents.” Take Dictionary and choose two random concepts at random. Just point your finger at any page. Compare them, try to find something in common between them. Come up with a crazy story in which you place the relationship. This exercise is great for training your brain.
• 2. "10+10". Choose any word, it must be a noun. Now write 5 adjectives that you think suit him best. For example, “socks” - black, warm, woolen, winter, clean. Done? Now try writing 5 more adjectives that don't fit at all. This is where everything stalled. It turns out that this is very difficult to do. Delve into various spheres of perception and find the right words.
• 3. "Title". Try to come up with a name for it every time a subject interests you. It can be short and biting, or long and unfolded. The purpose of the exercise is that you will definitely like the name.

Examples of exercises to develop writing skills:

• 1. Think about one of the objects in the room. Without opening your eyes, list as many as possible more features of this item. Write down everything you remember, still without looking at the object.
• 2. Choose a poem that you like. Take its last line - let it be the first line of your new poem.
• 3. What would you say to an uninvited guest who stopped by at three in the morning?
• 4. Write a story that begins with the words: “I once had an opportunity, but I missed it...”.
• 5. Write a letter to your ten-year-old self. A letter to the past.