Emphasis on technology for developing creative abilities. You need to know the components of creative abilities

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A theoretical analysis of works devoted to the problem of the structure of creative abilities was carried out. It is noted that many researchers have identified motivational, personal and cognitive components in the structure of creative abilities. The importance of considering the procedural side of creativity, the nature of which affects the effectiveness of creative activity, is emphasized. In this regard, components directly related to this side of creative activity have been identified: the activity-process component, including creative independence and the ability to optimize one’s behavior (choosing a behavior strategy that will lead to a positive result); reflexive component (ability for deep reflection, desire for aesthetic enrichment, self-education and self-development). Thus, the structure of the creative abilities of junior schoolchildren has the following components: cognitive-emotional, personal-creative, motivational-value, activity-process, reflective.

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1. Barysheva T.A. Psychological structure of creativity // News of the Russian State Pedagogical University. A.I. Herzen. – 2012. – No. 145. – P.54-63.

2. Bogoyavlenskaya D.B. Psychology of creative abilities / D.B. Epiphany. – M.: Academy, 2002. – 320 p.

3. Getmanskaya E.V. Personality: creative characteristics // Bulletin of Moscow State University for the Humanities. M.A. Sholokhov. Pedagogy and psychology. – 2010. – No. 1. – From 15-20.

4. Goncharova E.V. Development of creativity of older preschoolers in the process of becoming familiar with nature // Bulletin of Nizhnevartovsk State University. – 2015. – No. 2. – P. 6-12.

5. Druzhinin V.N. Psychology of general abilities / V.N. Druzhinin. – St. Petersburg: Peter, 2008. – 368 p.

6. Ilyin E.P. Psychology of creativity, creativity, giftedness / E.P. Ilyin. – St. Petersburg: Peter, 2009. – 434 p.

7.Karpova L.G. Development of creative abilities of junior schoolchildren in extracurricular activities: dis. ...cand. psychol. Sci. – Omsk, 2002. – 215 p.

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9. Kudryavtsev V.T. Paths. Conceptual foundations of the developmental preschool education project / V.T. Kudryavtsev. – M.: Ventana-Graf, 2007. – 144 p.

10. Luk A.N. Thinking and creativity / A.N. Onion. – M.: Politizdat, 1976. – 144 p.

11. Maksimova S.V. Creativity as a phenomenon of non-adaptive activity // “Development of the creative potential of students in the system of children's additional education.” Series “Ecology of Creativity” / ed. N.V. Markina, O.V. Vereshchinskaya. – Chelyabinsk: Paritet-Profit, 2002. – No. 2. – P. 42-58.

12. Malakhova I.A. Development of personal creativity in the sociocultural sphere: pedagogical aspect: monograph / I.A. Malakhova. – Minsk: BSU of Culture and Arts, 2006. – 327 p.

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16. Shulga E.P. Structure and development of creative abilities of junior schoolchildren: dis. ...cand. psychol. Sci. – M., 2010. – 233 p.

17. Guilford J.P., Demos G.D., Torrance E.P. Factors That Aid and Hinder Creativity // Creativity Its Educational Implications. John Wiley and Sons, Inc. N.Y., 1967. – 336 r.

18. Solso R.L. Cognitive psychology / R.L. Solso /trans. from English – M.: Trivola, 1996. – 600 p.

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The focus of modern pedagogical science and practice is the problem of educating a free, critically thinking, creative personality. That is why the problem of developing creative abilities has remained relevant for quite a long time. The Federal State Educational Standard of the second generation of educational institutions sets before the teacher the task of raising an inquisitive, actively learning and creative student. Understanding the structure of creative abilities is necessary knowledge for a modern teacher seeking to solve the problem of organizing work on the development of creative abilities in modern educational institutions.

By creative abilities we understand the synthesis of individual psychophysiological characteristics of the individual and new qualitative states (changes in thinking, perception, life experience, motivational sphere) that arise in the process of new activities for the individual (in the process of solving new problems, tasks), which leads to successful its implementation or the emergence of a subjectively/objectively new product (idea, object, work of art, etc.). Creative abilities are inherent in everyone, they are formed and developed in activity. The product obtained as a result of creative activity bears the imprint of the individual characteristics of the individual. The quality of the product (its elaboration, completeness, expressiveness, degree of originality) depends on the characteristics of the thinking processes, perception and motivational component (interest in the matter, need for creative self-expression) of the individual. But what is the structure of creative abilities?

By the structure of creative abilities we will understand the sum of components (a number of private abilities) that make up the unity of psychological and personal elements leading to the successful performance of an activity or the emergence of a subjectively/objectively new one.

To highlight the structural components of creative abilities for our study, we turned to the analysis of scientific literature and the results of research on this topic.

In the works of foreign researchers there is no such thing as “creativity”. There is the concept of “creativity,” which is defined differently, depending on the approach: 1) as a component of general mental talent; 2) as a universal cognitive ability; 3) as a stable personality trait. Representatives of the cognitive approach (F. Galton, G. Eysenck, L. Theremin, R. Sternberg, E. Torrens, L. Cropley, etc.) do not distinguish creativity as an independent specific form of mental activity. From their point of view, creativity is a way of using intelligence, characterized by flexible and versatile processing of information. According to R. Sternberg, the structure of creativity is made up of “three special intellectual abilities: 1) synthetic - seeing problems in a new light and avoiding the usual way of thinking; 2) analytical - assess whether ideas are worth further development; 3) practical-contextual - to convince others of the value of the idea."

Other researchers (L. Thurstone, J. Guilford, etc.) adhere to a different point of view - creativity as an independent process. J. Guilford defined creativity as a “universal cognitive creative ability”, which is based on divergent thinking (focused on finding several options for solving a problem). They identified the following intellectual abilities included in the structure of creativity. Among them: fluency of thought (the ability to generate a large number of ideas); flexibility of thought (the ability to use different solution strategies); originality (the ability to avoid obvious, banal answers); curiosity (sensitivity to problems); elaboration (ability to detail ideas).

Further research in the field of creativity was developed on the basis of a personal approach - creativity began to be understood as a personality trait. Here, researchers assigned a large role to the emotional and motivational spheres. They (S. Springer, G. Deutsch, J. Godefroy, L.S. Cuby, F. Barron) identified the following personal traits inherent in people who are successful in creativity: non-recognition of social restrictions, sensitivity, a pronounced aesthetic principle, duality of nature , arrogance, self-confidence, independence, eccentricity, aggressiveness, complacency, independence of judgment, vulnerability, non-conformity, curiosity, sharp mind, openness to new things, preference for complexity, high passion for the task, great fortitude, resistance to environmental interference, to various kinds conflicts, sense of humor. As for the motivational sphere, there are two points of view. Creative people are characterized by: 1) a tendency to self-expression, to achieve “compliance with their capabilities”; 2) a tendency to take risks, a desire to reach and test one’s limits. Other motives are also distinguished: for example, playful, instrumental, expressive, internal. Researchers (M. Vasadur, P. Hausdorff, etc.) pay great attention to the latter. The result of any activity, and especially creative activity, depends on the internal position of the individual, its orientation, and value guidelines.

The problem of creativity and the structure of creative abilities has received further development in our country. A new direction has emerged - the psychology of creativity. Creativity is understood as a specific ability that cannot be reduced solely to intelligence. However, in many studies, the structure of creative abilities is based on their cognitive side - the so-called creative thinking (thinking aimed at a fundamentally new solution to a problem situation, leading to new ideas and discoveries). Thus, A. N. Luk, based on the research of J. Guilford, expanded the number of indicators of creativity, including, in addition to the cognitive component, features of perception, temperament and motivation.

S. Mednik considers creativity as an associative process. Creative abilities in his understanding are a synthesis of developed convergent and divergent thinking. That is why in the structure of creative abilities the author identifies the following units: the ability to quickly generate hypotheses; associative fluency; finding similarities between individual elements (ideas); mediation of some ideas by others; serendipity. Ya. A. Ponomarev also emphasizes the importance of intuition and notes it as one of the important components of creativity.

Further study of creative abilities led to the reflection and consolidation of personal and behavioral aspects (cognitive-affective component) in the structure of creative abilities.

E. Tunik identifies the following structural components of creative abilities: curiosity; imagination; complexity and risk appetite.

A. M. Matyushkin, who studied creative talent, substantiated its following synthetic structure: a high level of cognitive motivation; high level of research creative activity; flexibility of thinking; fluency of thinking; ability to forecast and anticipate; the ability to create ideal standards that provide high aesthetic, moral, and intellectual assessments.

V. A. Molyako identified the components of creative potential, including in them: the inclinations and inclinations of the individual; the power of manifestation of intelligence; characteristics of temperament; character traits; interests and motivation; intuitionism; features of the organization of its activities.

In the studies of D. B. Bogoyavlenskaya, the cognitive and affective subsystems of the personality find their way out in the so-called “intellectual activity” - unstimulated productive activity, cognitive initiative. Intellectual activity is “the ability to develop activities on the initiative of the subject himself.” This activity is the force that drives the creative process. The structure of creative abilities looks “like the relationship between the “whole” (intellectual activity) and the “part” (general mental abilities, motives).” We emphasize the main thing in this approach - creativity is considered as an activity of the individual, which consists in the possibility of going beyond the given limits.

V.N. Druzhinin sees the structure of creative abilities as follows: intelligence; learning ability; creativity (knowledge transformation). He emphasizes the importance of individual personality characteristics, which lead to the dominance of either supra-situational (creative) or adaptive (non-creative) activity, which allows us to divide people into more and less creative.

The very concept of supra-situational activity was introduced by V. A. Petrovsky. This is going beyond the given limits, external conditions and one’s own needs; this is the desire for self-actualization and creation; it is the choice of the unknown; setting goals that are redundant from the point of view of the original task. Creativity is a form of supra-situational activity.

The views of V. A. Petrovsky were developed in the works of S. V. Maksimova, who developed the concept of the duality of non-adaptive and adaptive manifestations in creativity. According to this concept, the creative process consists of non-adaptive activity that generates new ideas, goals, etc. and adaptive activity necessary for their implementation.

Nowadays, the tendency to consider the structure of creative abilities in the unity of cognitive and personal variables remains relevant.

I. A. Malakhova proposes the following structure of creative abilities: thinking (convergent, divergent); qualitative indicators of mental activity (breadth of categorization, fluency, flexibility, originality); imagination; creative well-being; intellectual initiative (creative activity, sensitivity to the problem).

V. T. Kudryavtsev, considering the structure of creative potential, pointed to imagination and initiative.

E. V. Getmanskaya identifies three interrelated structural components: cognitive motivation; creative thinking; creative personality traits.

T. A. Barysheva, along with motivation and divergence, includes an aesthetic component (form-creativity, perfectionism) in the structure of creative abilities.

E. V. Goncharova included imagination and emotional development in the cognitive-creative component, verbal intelligence, creative thinking, cognitive activity in the cognitive-intellectual component, and creative perception and creative product in the creative component.

We consider primary school age to be the most successful period for the development of creative abilities. Because it is at this age, while maintaining childlike spontaneity, curiosity, impressionability and the desire for knowledge, that all cognitive processes, imagination, motivational sphere, and individuality develop. The child looks for himself in educational activities, communication, he is open to new experiences and believes in himself.

There are few works on the problem of the structure of creative abilities of younger schoolchildren.

L.G. Karpova substantiated the existence of cognitive, emotional and motivational components in the structure of creative abilities of younger schoolchildren.

E.P. Shulga has emotional and activity components. Motivation and personal characteristics are combined by the researcher into a motivational-personal component. Creativity, creative thinking and imagination are included in cognitive-creative. Here we observe in the structure all those components that we have already encountered in the works of various researchers presented above.

From the point of view of G.V. Terekhova, the development of creative abilities is the result of teaching creative activities to younger schoolchildren. Therefore, the researcher identifies the following components in the structure of creative abilities: creative thinking, creative imagination, the use of methods for organizing creative activity.

So, in the scientific literature there is no consensus on the structure of creative abilities. However, motivational, personal and cognitive components are reflected in many works on this issue. Many researchers limit themselves to these components. We note the insufficient attention of researchers to the procedural side of creative activity (problem analysis, search for contradictions, development of a solution, justification, etc.), and, as a consequence, the absence in the structure of creative abilities of components responsible for the effectiveness of the creative process. That is why we highlight the activity-process component, which includes creative independence and the ability to optimize one’s behavior (choosing a behavior strategy that will lead to a positive result). The development of creative abilities is impossible without deep reflection, the desire for aesthetic enrichment, self-education and self-development. Therefore, we identified another independent component - reflexive.

The structure of the creative abilities of junior schoolchildren in our understanding is as follows:

1) cognitive-emotional component (divergent thinking, temperamental characteristics, expressiveness, emotional sensitivity);

2) personal-creative component (creativity, imagination, criticality, independence, risk-taking, intellectual activity);

3) motivational-value component (need for creative activity, socially significant motives for activity, recognition of the value of creativity);

4) activity-process component (creative independence, ability to optimize one’s behavior);

5) reflexive component (self-assessment of creative activity, the individual’s desire for self-education, self-development).

The components we have identified indicate the areas of teacher activity in diagnosing and developing students’ creative abilities and can be reflected in methodological developments.

Reviewers:

Kharitonov M.G., Doctor of Pedagogical Sciences, Professor, Dean of the Faculty of Psychology and Pedagogy of the Federal State Budgetary Educational Institution of Higher Professional Education "Chronological State Pedagogical University named after. AND I. Yakovlev", Cheboksary;

Kuznetsova L.V., Doctor of Pedagogical Sciences, Professor, Director of the Research Institute of Ethnopedagogy named after Academician of the Russian Academy of Education G.N. Volkov FSBEI HPE "ChSPU named after. AND I. Yakovlev", Cheboksary.

Bibliographic link

Kondratyeva N.V., Kovalev V.P. STRUCTURE OF CREATIVE ABILITIES OF JUNIOR SCHOOLCHILDREN // Modern problems of science and education. – 2015. – No. 5.;
URL: http://science-education.ru/ru/article/view?id=21736 (access date: 02/01/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

One of the most complex and interesting problems in psychology is the problem of individual differences. The central point in a person’s individual characteristics is his abilities. Abilities are individual psychological characteristics of a person that meet the requirements of a given activity and are a condition for its successful implementation. .

Individual abilities of a person do not guarantee the successful performance of complex activities. To successfully master any activity, a certain combination of individual, particular abilities is necessary, forming a unity, a qualitatively unique whole, a synthesis of abilities. In this synthesis, individual abilities are united around a certain core personal formation, a kind of central ability.

There are abilities of different levels - educational and creative. Learning abilities are associated with the assimilation of already known ways of performing activities, the acquisition of knowledge, skills and abilities. Creative abilities in everyday consciousness are very often identified with abilities for various types of artistic activity, with the ability to draw beautifully, write poetry, write music, etc. It is obvious that the concept under consideration is closely related to the concept of “creativity”, “creative activity”.

Let's consider the concept of creativity as interpreted by various authors.

Druzhinin V.N. defines the act of creativity as a real transformation of objective activity, culture and the myself.

The Soviet neuropathologist, psychiatrist, psychologist, physiologist and morphologist V.I. Bekhterev interprets creativity from a reflexological point of view as “the creation of something new” in a situation where a problem-irritant causes the formation of a dominant, around which the stock of past experience necessary for the solution is concentrated.

In the psychological dictionary, creativity is interpreted as a process of human activity that creates qualitatively new material and spiritual values ​​or the result of the creation of a subjectively new one.

Thus, in general terms, the concept of creativity is as follows. Creativity is any practical or theoretical human activity in which new results arise.

If we carefully consider a person’s behavior and his activities in any field, we can distinguish two main types of actions. Some human actions can be called reproductive or reproductive. This type of activity is closely related to our memory and its essence lies in the fact that a person reproduces or repeats previously created and developed methods of behavior and action.

In addition to reproductive activity, there is creative activity in human behavior, the result of which is not the reproduction of impressions or actions that were in his experience, but the creation of new images or actions. This type of activity is based on creativity.

Doctor of Psychological Sciences, Professor, Academician of the Russian Academy of Education Dubrovina I.V. defines creative abilities as abilities thanks to which a person creates something new and original.

Doctor of Psychological Sciences V. A. Krutetsky connects creative abilities with the creation of new things, with finding new ways of performing activities.

In the psychological dictionary, the concept of creative abilities is interpreted as follows: “creative abilities are the individual characteristics of a person’s qualities that determine the success of his performance of creative activities of various kinds.”

Thus, in the most general form, the definition of creative abilities is as follows: creative abilities are human abilities that generate something qualitatively new, something that has never happened or existed before.

Creativity is a fusion of many qualities. And the question about the components of human creative potential still remains open, although at the moment there are several hypotheses regarding this problem. Many psychologists associate creative abilities, first of all, with the characteristics of thinking. In particular, the famous American psychologist Guilford, who studied the problems of human intelligence, found that creative individuals are characterized by so-called divergent thinking. People with this type of thinking, when solving a problem, do not concentrate all their efforts on finding the only correct solution, but begin to look for solutions in all possible directions in order to consider as many options as possible. Such people tend to form new combinations of elements that most people know and use only in a certain way, or to form connections between two elements that at first glance have nothing in common.

The divergent way of thinking underlies creative thinking, which is characterized by the following main features:

1. Speed ​​- the ability to express the maximum number of ideas (in this case, it is not their quality that is important, but their quantity).

2 . Flexibility - the ability to express a wide variety of ideas.

3. Originality - the ability to generate new non-standard ideas (this can manifest itself in answers, decisions that do not coincide with generally accepted ones). 4. Completeness - the ability to improve your “product” or give it a finished look.

The well-known domestic researcher of the problem of creativity A.N.Luk, based on the biographies of outstanding scientists, inventors, artists and musicians, identifies the following creative abilities:

1. The ability to see a problem where others do not see it.

2. The ability to collapse mental operations, replacing several concepts with one and using increasingly information-capacious symbols.

3. The ability to apply the skills acquired in solving one problem to solving another.

4. The ability to perceive reality as a whole, without splitting it into parts.

5. The ability to easily associate distant concepts.

6. The ability of memory to provide the necessary information at the right moment.

7. Flexibility of thinking.

8. The ability to choose one of the alternatives to solve a problem before testing it.

9. The ability to incorporate newly perceived information into existing knowledge systems.

10. The ability to see things as they are, to isolate what is observed from what is introduced by interpretation.

11. Ease of generating ideas.

12. Creative imagination.

13. The ability to refine details to improve the original plan.

Candidates of psychological sciences V.T. Kudryavtsev and V. Sinelnikov, based on broad historical and cultural material (history of philosophy, social sciences, art, individual areas of practice), identified the following universal creative abilities that have developed in the process of human history:

1. Realism of the imagination is the figurative grasp of some essential, general tendency or pattern of development of an integral object before a person has a clear concept about it and can fit it into a system of strict logical categories.

2. The ability to see the whole before the parts.

3. The supra-situational-transformative nature of creative solutions is the ability, when solving a problem, not just to choose from alternatives imposed from the outside, but to independently create an alternative.

4. Experimentation - the ability to consciously and purposefully create conditions in which objects most clearly reveal their hidden essence in ordinary situations, as well as the ability to trace and analyze the features of the “behavior” of objects in these conditions.

Scientists and teachers involved in the development of programs and methods of creative education based on TRIZ (the theory of solving inventive problems) and ARIZ (algorithm for solving inventive problems) believe that one of the components of a person’s creative potential consists of the following abilities: the ability to take risks, divergent thinking, flexibility in thinking and actions, speed of thinking, the ability to express original ideas and invent new ones, rich imagination, perception of the ambiguity of things and phenomena, high aesthetic values, developed intuition.

Thus, analyzing the points of view presented above on the issue of the components of creative abilities, we can conclude that, despite the difference in approaches to their definition, researchers unanimously identify creative imagination and the qualities of creative thinking as mandatory components of creative abilities. Therefore, the conditions for maximum manifestation of creative abilities presuppose the activation of not only the emotional, volitional and intellectual spheres, but also the spheres of imagination, intuition, and thinking.

“A creatively developed consciousness is capable of creating miracles”
(author of the article)

People tend to be born with certain abilities. They are necessary in a difficult life, so we need help in development. After all, without a creative approach, any business is boring and monotonous. The more abilities open, developed in childhood, the more opportunities for an interesting, rich life. But, for many people, the definition of the concept of creative abilities lies on the surface and is quite vague.
I have tried to define the components of creativity in simple terms. The professional information of psychologists may not be clear to everyone. Any person is mistaken if he thinks that creative abilities are needed in dancing, singing, theater, and other forms of art. Creative development in additional education gives much more than many people think.
The components of creative abilities help to create, invent, invent, and improve.

The main components of creativity

1. Curiosity.
The desire to study the surrounding and internal world, the tendency to search for solutions to emerging and found difficulties.
2. Speed ​​of assimilation of new information, formation of associations with current events.
3. Ability to make comparisons, select acquired knowledge, and set priorities.
4. The ability to quickly assess the situation and find the right solutions.
5. The influence of emotional processes on assessment, choice, making correct, unexpected decisions.
6. Determining your extraordinary strategies, tactics when solving problems, tasks, finding a way out and any unexpected situations.
7. The ability to use the emotional component, sensitivity in choice
preferred solutions.
8. Focus, determination, hard work, perseverance.
9. Ability to set realistic goals and plan, achieve results.
10. Intuition, advanced ability to use the features of the brain.
11. Ability to predict.
12. High speed of mastering techniques and manual labor techniques.
The components of creative abilities can be actively developed at home if parents have time, knowledge, and teaching experience (for example,).

Additionallyto schooling, for developmentabilities of children are sent to classes in various circles, sections, clubs according to the interests and desires of the child. Effective things can only happen with great motivation for the child. This means that you cannot force yourself to study effectively. If the baby is not interestedto study where his parents sent him, then attending classes will be of no use.

For discussion:
Many parents believe that school activities are enough for the overall development of the child. And what do you think?

Creativity is not a new subject of research. The problem of human abilities has aroused great interest among people at all times. The development of creative abilities will largely be determined by the content that we will put into this concept. In the mind, creative abilities are identified with abilities for various types of artistic activity, with the ability to draw beautifully, write poetry, write music, etc.

The Philosophical Encyclopedia defines creativity as an activity that generates “something new, something that has never happened before.” Objective value is recognized for such creative products in which still unknown patterns of the surrounding reality are revealed, connections between phenomena that were considered unrelated are established and explained. The subjective value of creative products occurs when the creative product is not new in itself, objectively, but new for the person who first created it. In modern studies of European scientists, “creativity” is defined descriptively and acts as a combination of intellectual and personal factors.

So, creativity is an activity that results in new material and spiritual values; the highest form of mental activity, independence, the ability to create something new and original. As a result of creative activity, creative abilities and creativity are formed and developed.

P. Torrence understood creativity as the ability for a heightened perception of shortcomings, gaps in knowledge, and disharmony. In the structure of creative activity, he identified:

· Perception of the problem;

· Search for a solution;

· The emergence and formulation of hypotheses;

· Testing hypotheses;

· Their modification;

· Finding results.

It is noted that in creative activity an important role is played by factors such as temperamental characteristics, the ability to quickly assimilate and generate ideas (not to be critical of them); that creative solutions come at a moment of relaxation, dispersion of attention.

The essence of creativity, according to S. Mednik, is the ability to overcome stereotypes at the final stage of mental synthesis and the use of a wide field of associations.

D.B. Bogoyavlenskaya identifies intellectual activity as the main indicator of creative abilities, combining two components: cognitive (general mental abilities) and motivational. The criterion for the manifestation of creativity is the nature of a person’s fulfillment of the mental tasks offered to him.

I.V. Lvov believes that creativity is not a surge of emotions, it is inseparable from knowledge and skills, emotions accompany creativity, spiritualize human activity, increase the tone of its course, the work of a human creator, and give him strength. But only strict, proven knowledge and skills awaken the creative act.

Thus, in the most general form, the definition of creative abilities is as follows:

Creative abilities are the individual psychological characteristics of an individual that are related to the success of performing any activity, but are not limited to the knowledge, abilities, and skills that have already been developed by the student.

An element of creativity can be present in any type of human activity, so it is fair to talk not only about artistic creativity, but also about technical creativity, about mathematical creativity, etc. Creativity is a fusion of many qualities. And the question about the components of human creative potential remains open, although at the moment there are several hypotheses regarding this problem.

J. Guilford associates the ability for creative activity, first of all, with the characteristics of thinking. Guilford studied the problems of human intelligence and found that creative individuals are characterized by so-called divergent thinking. People with this type of thinking, when solving a problem, do not concentrate all their efforts on finding the only correct solution, but begin to look for solutions in all possible directions in order to consider as many options as possible. Such people tend to form new combinations of elements that most people know and use only in a certain way, or to form connections between two elements that at first glance have nothing in common. The divergent way of thinking underlies creative thinking, which is characterized by the following main features:

Rapidity- the ability to express the maximum number of ideas (in this case, it is not their quality that is important, but their quantity).

Flexibility - ability to express a wide variety of ideas.

Originality- the ability to generate new non-standard ideas (this can manifest itself in answers and decisions that do not coincide with generally accepted ones).

Completeness- the ability to improve your “product” or give it a finished look.

Well-known domestic researcher of the problem of creativity A.N. Onion, based on the biographies of outstanding scientists, inventors, artists and musicians, identifies the following creative abilities:

· The ability to see a problem where others do not see it.

· The ability to collapse mental operations, replacing several concepts with one and using increasingly information-capacious symbols.

· The ability to apply skills acquired in solving one problem to solving another.

· The ability to perceive reality as a whole, without splitting it into parts.

· Ability to easily associate distant concepts.

· The ability of memory to produce the right information at the right moment.

· Flexibility of thinking.

· The ability to choose one of the alternatives to solve a problem before testing it.

· The ability to incorporate newly perceived information into existing knowledge systems.

· The ability to see things as they are, to isolate what is observed from what is introduced by interpretation. Ease of generating ideas.

· Ability to refine details to improve the original concept.

Candidates of psychological sciences V.T. Kudryavtsev and V. Sinelnikov, based on a wide historical and cultural material (history of philosophy, social sciences, art, individual areas of practice), identified the following universal creative abilities that have developed in the process of human history:

1. Realism of the imagination - figurative grasp of some essential, general tendency or pattern of development of an integral object, before a person has a clear concept about it and can fit it into a system of strict logical categories. The ability to see the whole before the parts.

2. The supra-situational-transformative nature of creative solutions, the ability, when solving a problem, not just to choose from alternatives imposed from the outside, but to independently create an alternative.

3. Experimentation - the ability to consciously and purposefully create conditions in which objects most clearly reveal their hidden essence in ordinary situations, as well as the ability to trace and analyze the features of the “behavior” of objects in these conditions.

Scientists and teachers involved in the development of programs and methods of creative education based on TRIZ (theory of solving inventive problems) and ARIZ (algorithm for solving inventive problems) believe that one of the components of human creative potential is the following abilities:

1. Ability to take risks.

2. Divergent thinking.

3. Flexibility in thinking and action.

Speed ​​of thinking.

The ability to express original ideas and invent new ones.

Rich imagination.

Perception of the ambiguity of things and phenomena.

High aesthetic values.

Developed intuition.

Analyzing the points of view presented above on the issue of the components of creative abilities, we can conclude that, despite the difference in approaches to their definition, researchers unanimously identify creative imagination and the quality of creative thinking as mandatory components of creative abilities.

Activation of creative activity is achieved, according to A. Osborne, by observing four principles:

· The principle of excluding criticism (you can express any thought without fear that it will be recognized as bad);

· The principle of encouraging the most unbridled association (the wilder the idea seems, the better);

· The principle of requiring that the number of proposed ideas be as large as possible;

· The principle of recognition that the ideas expressed are not anyone’s property, no one has the right to monopolize them; Each participant has the right to combine ideas expressed by others, modify them, “improve” and improve them.