British communicative method of teaching English. Communicative method in teaching English

Creativity plays very important role in the life of every person. Imagination and fantasy help people both in relationships and in work, but most importantly, creative people are able to express their individuality, which helps to achieve success in any business.

Creative activity is one of the most productive in childhood. All of us in childhood drew, sculpted, sang, danced. These actions are vital, a person always creates, only with age the need for this in most people fades away. It should be noted that up to a certain age, virtually all the activities of the child can be called creative, constructive.

AT Everyday life main development creativity happens through the game. In the game, children most of all show their inclinations, according to their favorite games, one can judge which area of activity is most interesting to the child. In a sense, the game is the soil, the nutrient solution for the manifestation of children's creativity. In spontaneous children's games, not conditioned by clear rules, children's imagination is most fully manifested. Children's games are essentially the rudiments of the arts and various types of human activity. The beginnings of theatre, competition, army, court - through the game the child learns the world and shows his creative abilities.

Another concept that determines the creativity of children is imagination. This phenomenon was studied in detail in his works by the remarkable Soviet psychologist L.S. Vygotsky. He gave to the child's imagination Special attention drawing a line between the imagination of adults and the imagination of children. Vygotsky argued that this mental feature is most fully manifested in adults, therefore, children need to be provided with all the conditions for the development of imagination - this is the only way a person can develop normally.

In order for the creative activity of the child to develop, he needs to get more experience, impressions of any nature. He needs more "dice", more pieces of reality, so that there are more options for combining them. A child whose experience of impressions is poor will not be able to imagine the picture that the teacher describes to him - whether it is a picture of a battle in a history lesson, the relationship of heroes and their appearance in a literature class or volumetric figure in a geometry lesson. This is where the value of creativity for the overall development is manifested.

Without the development of children's imagination, without filling the child with the experience of living impressions, the most banal difficulties can arise in school, and then in later life, because for most professions, although we rarely think about it, it takes enough developed imagination to work productively.

Almost all surrounding objects and situations can be used as a means of developing creative abilities. Creativity implies the ability to create, to create. Therefore, the main goal of classes with a child is to teach him to create images, and over time, to realize what he has thought up. Sometimes we, without even suspecting, develop the creative abilities of children through games and communication. But for harmonious development, consistency and methodicalness are necessary. For example, when playing educational games, you should not bring the child to satiety. As soon as you feel that interest begins to wane, it is better to postpone the game. But you can't take long breaks either. It is most correct to draw up a program for the development of children's creative abilities. The program should include all development methods - visual, verbal and practical. Visual methods include viewing any pictures, drawn or real. For example, looking at clouds, determine what they look like. Verbal methods include various forms of communication, stories, conversations. For example, the joint writing of fairy tales, when everyone in turn comes up with a proposal for a given plot. To practical methods include games, the creation and use of various models, and the implementation of developmental exercises. Combining all methods, it is possible to achieve the versatile development of the child, which will positively affect his intellectual abilities.

Children's creativity is multifaceted and varied. Artistic creativity includes a wide range of different activities for the child. Any drawings, embroidery, crafts made of paper, clay, plasticine, applications, origami, artistic compositions, literary works are included in this group. Adults participate in the creative process, helping children learn the necessary techniques. As children age, their interests may change, and with them, the types of artistic creativity. Change of interest visual activity, dancing, music, literature, drama is quite normal - the child is looking for himself. The most common type of creativity is pictorial. All children love to draw, by the age of 4-5 he already draws familiar objects, and at 9-10 years old his drawing becomes a meaningful story with a playful plot. Even Aristotle noted that drawing has a positive effect on the development of personality. This is confirmed modern psychologists. The first inclinations of literary creativity can be considered the first attempts of a child at 1-3 years old to manipulate sounds and combine sounds with each other. different words. At this time, it cannot be separated from other activities: the child, drawing on paper, simultaneously composes a whole story and sings a song. Already studying at school, children begin to understand the value of a literary work, learn to write essays, essays and stories. Not everything goes smoothly, sometimes the drawings are incomprehensible, and in the essays we meet phrases that are called children's humor. It does not matter. It is important that the child tries himself in what was previously unknown to him.

Technical creativity helps to decide on a profession, forms an interest in technology and small scientific research, reveals inventive abilities in children. At labor lessons, in circles, centers of children's creativity, children are happy to make devices, mechanisms, models and other technical objects.

Musical creativity adults often do not appreciate it, but for the child himself it is important. Through playing musical instruments, rhythm, singing helps develop visual-spatial coordination, musical ear and motor skills. Elements musical creativity appear, probably, the very first. The child can move to music even before he has started to walk.

Children's creativity helps the development of all aspects of the child's personality. This complex process begins with the child's accumulation of information from the outside world. Then he compares and systematizes the accumulated knowledge. Having processed a lot of material, the child creates his own, hitherto not created by anyone. Of course, creative imagination and the result of creativity itself depend on the experience accumulated by him, on his environment and interests. The age of the child, his personality, his character, upbringing and assessment of his activities by those around him have a great influence on creative processes. The result of children's creativity is often of little value, especially when viewed through the eyes of an adult, intelligent and experienced. The process itself is important for a child, the opportunity to create a new one is important. If adults praise the child and his work, he is uplifted and ready for new creative successes.

In our time, the problem of the versatile education of a person is very relevant at the very beginning of his path, in childhood, the education of a Person in which the emotional and rational principles would harmoniously develop. Creativity is the way that can effectively realize this goal.

Elena Lavreshkina, social educator, Klinskiy TsSPSID "Family"

Creativity has long been considered a special gift, and there were only two areas in which this gift could be realized: scientific and technical creativity and artistic. Well, sometimes design activities were added. But now it has been proven that creativity can manifest itself in any area of our life in a special creative activity.

There are many that differ both in character and in their product. But creativity cannot be called one of these types; rather, it can be considered as a level or stage in the development of any sphere of human activity.

Reproductive activity

The first or lowest level is the reproductive or reproduction level. It is associated with the processes of mastering the skills of activity, with learning. But for many people, activities, including professional ones, remain at this level. Not because they study all their lives, but because reproductive activity is easier and does not require much mental effort.

This level involves the repetition of techniques and actions developed by other people, the creation of a product according to a model. Let's say a person who knits a sweater according to a pattern is engaged in reproductive activities, a teacher who uses the teaching aids teaching methods are also at this level, as is the hostess who prepares salads according to recipes found on the Internet.

And this is normal, for this society accumulates and carefully preserves experience so that people can use it. Most people spend most of their time in reproductive activities, mastering social experience and using ready-made knowledge. True, quite pure form reproductive activity occurs mainly in the learning process. People tend to strive for something new, and very often they introduce something of their own, original, into other people's schemes, developments, recipes, that is, they introduce creative elements into reproductive activity, thereby increasing social experience.

Creativity Level

Unlike the reproductive level, the creative level involves the creation of a new product, new knowledge, new ways of working. It is this activity that is the basis for the development of human civilization.

The creative level is theoretically available to every person with normal mental development, since everyone has creative potential. In fact, not everyone develops it, and in creativity, inherent in children, it is also not preserved in all adults. The reasons for this are very different, including the peculiarities of upbringing, and the limitations of a society that does not need too many active creatives.

Creative activity, even in the presence of high potential, is impossible without reproductive activity. Before writing a symphony, a composer must master musical notation and master playing a musical instrument. Before writing a book, a writer must at least learn letters, spelling rules, and style. All this is done on the basis of the assimilation of ready-made experience, the knowledge that has been accumulated by other people.

Product of creative activity

The result, the result of any activity is a product. In this it differs from the simple biological activity of animals. Even if it's about mental activity, then it also creates a product - thoughts, ideas, decisions, etc. True, there is an activity in which the process is more important. This is a game, but the game eventually leads to a certain result.

It is the product that reflects the originality of activity; in creativity, it is characterized by novelty. But the concept of the new is relative, a person is not capable of inventing anything absolutely new, because in his thinking he operates only with the knowledge and images he has.

An illustrative case occurred with Leonardo da Vinci, to whom a familiar innkeeper ordered an image of an unprecedented monster for a sign. The famous artist, realizing that he could not draw anything unprecedented, began to scrupulously sketch individual details of animals and insects: paws, mandibles, antennae, eyes, etc. And then from these details he constructed such a terrible, but realistic creature that when he saw a large drawing on a round shield, the innkeeper fled in horror. Actually, master Leonardo demonstrated the very essence of creative activity - combinatorics.

On the other hand, there is objectively new and subjectively new:

In the first case, in the process of creative activity, a product is created that has never existed before: a new law, a mechanism, a picture, a recipe for a dish, a teaching method, etc.
In the second case, novelty is associated with the individual experience of a person, with his personal discovery of something.

For example, if a three-year-old kid built a high tower for the first time from cubes, then this is also a creative activity, because the child created something new. Although this novelty is subjective, it is also significant and important.

Creativity as a process

Creative activity is sometimes called combinatorial, but the originality of its process is not limited to this.

The study of creativity began long before our era, and many ancient philosophers paid attention to this amazing activity, which reflects the very essence of human existence. But creativity began to be studied most actively from the beginning of the 20th century, and at present there are many theories and scientific directions for studying this subject. They are doing it all over the world famous psychologists, sociologists, experts in the field of cultural studies and even physiologists. Summarizing the results of the research, we can identify several specific features of the creative process.

This is a creative process, that is, its result is always not just a new product, but a product that is significant for society. True, there is also some contradiction here, which is the subject of a dispute among specialists in the field of the psychology of creativity. If a person designed the new kind lethal weapons, then this is also creativity. However, you cannot call it creative in any way.
The basis of the creative process is a special one, which is distinguished by non-standard, spontaneity and originality.
Creative activity is associated with the subconscious, and inspiration plays a big role in it - a special altered state of consciousness, which is characterized by increased mental and physical activity.
Creative activity has a clearly defined subjective side. It brings the creator a sense of satisfaction. Moreover, pleasure is provided not only by the result, but also by the process itself, and experiencing the state of inspiration is sometimes akin to the action of a drug. This perception of creativity, the feeling of euphoria that the creator experiences, is the reason why a person often creates, creates unique things, not because he needs it, but because he likes it. An author can write “on the table” for years, an artist can give away his paintings to friends without thinking about exhibitions, and a talented designer can store his inventions in a barn.

However, creativity social activity, it requires an assessment of society and is focused on the usefulness, the need for the product being created. Therefore, social approval is a very important and strong incentive that activates creativity and promotes. Parents must remember this and actively encourage and praise children for any manifestation of creativity.

Types of creative activity

Creativity is not in vain called spiritual and practical activity. It combines two types of activity or two spheres in which the creative process takes place: internal, spiritual, occurring at the level of consciousness, and external practical, associated with the embodiment of ideas and plans. Moreover, the main, leading type of creative activity is precisely the internal one - the birth of a new idea or image. Even if they are never embodied in reality, the act of creativity will still remain.

Spiritual creative activity

This type of activity is both the most important and the most interesting, but it is difficult to study. Not only because it happens at the level of consciousness, but mainly because even the creator himself is poorly aware of how the creative process proceeds in his brain, and often does not control it.

This unconsciousness of creative processes creates a subjective feeling of a message from outside or a plan bestowed from above. There are many statements by creative personalities that confirm this. For example, V. Hugo said: "God dictated, and I wrote." And Michelangelo believed: "If my heavy hammer gives solid rocks one or the other look, then it is not set in motion by the hand: it acts under the pressure of an extraneous force." The 19th-century philosopher W. Schelling wrote that the artist "is influenced by a force that draws a line between him and other people, prompting him to depict and express things that are not completely open to his gaze and have inscrutable depth."

The feeling of otherworldliness of the creative act is largely due to huge role subconsciousness in creative activity. At this level of the psyche is stored and processed great amount figurative information, but this is done without our knowledge and control. Under the influence of increased brain activity in the process of creativity, the subconscious mind often brings ready-made solutions, ideas, plans to the surface of consciousness.

Spiritual creative activity, if considered as a process, has three stages.

Stage of initial accumulation of information

As already mentioned, the basis of creative activity is the transformation of ideas, images, theoretical and practical knowledge. Information is not only a building material for creativity, it is comprehended, analyzed and gives rise to associations with the knowledge that is stored in memory. Without associative thinking, creativity is impossible, since it connects different areas of the brain and blocks of information to the work on the problem.

Already at this level, the ability of a creative person to notice details, to see unusual phenomena, the ability to look at an object from an unexpected angle is manifested. At the stage of the initial accumulation of information, a premonition of an idea is born, a vague expectation of a discovery.

Conception or idea development stage

This stage can take two forms:

in the form of a rigorous analysis of the idea that has arisen, its planning and development different options and solutions;
in heuristic form when the accumulation of information and reflection on its possible use suddenly gives rise to an idea, bright as a firework.

Often the impetus for the birth of an idea can be some insignificant event, chance meeting, a phrase you heard, or an object you saw. As happened, for example, with the artist V. Surikov, who found a color and compositional solution for the painting “Boyar Morozova” when he saw a crow sitting in the snow.

Concept Development

This stage is no longer spontaneous, it is characterized by a high level of awareness. It is where ideas are conceptualized and concretized. scientific theory“overgrown” with strict evidence, schemes and drawings are created to implement the design concept, the artist selects the material and technique of execution, and the writer works out the plan and composition of the novel, creates psychological portraits of the characters and determines the plot twists.

Actually, this is the last stage of creativity, which takes place at the level of consciousness. And the next stage is already practical activity.

Practical creative activity

The division of these two species is conditional, since even on practical stage The main creative work is done by the brain. But still there are some features inherent in practical creative activity.

This type of creativity is associated with special abilities, that is, with the ability to perform specific activities. A person can create a brilliant idea of a picture, but it is possible to translate it into reality, to bring it out of the level of consciousness only by having a visual activity. And not only in the form of potential.

Therefore, it is so important for creative activity to master professional skills, mastery in a particular area. The lack of professionalism is clearly visible in children's creativity. It is, of course, bright, fresh, original, but in order for the child's potential to be revealed, he must be taught how to use a pencil and brush, various techniques and techniques of fine or literary creativity. Without this, the kid will quickly be disappointed in creativity, because he will not be able to achieve the desired result.

On the other hand, practical creative activity is also controlled by consciousness and subconsciousness. And the most culminating period of the creative act is inspiration. This state occurs when both types of creative activity interact.

Inspiration is perhaps the most amazing thing in creative activity. Even the ancient Greek philosopher Plato wrote about a special state of the creator, which he called ex stasis - outside of himself, going beyond the limits of consciousness. But it is no coincidence that the word "ecstasy" - the highest pleasure - comes from the same term. A person in a state of inspiration really feels a surge of mental and physical energy and enjoys the process.

From the point of view of psychology, inspiration is accompanied by an altered state of consciousness, when a person creates without noticing time, hunger, fatigue, sometimes bringing himself to physical exhaustion. Creative individuals tend to treat inspiration with great reverence, which is not surprising. Under its influence, the productivity of activity increases significantly. In addition, the euphoria that often accompanies inspiration causes a desire to experience this state again and again.

Nevertheless, there is nothing supernatural, otherworldly and mystical in inspiration. Its physiological basis is a strong focus of excitation in the cerebral cortex, which arises under the influence of active work on an idea, a plan, one might say, an obsession with them. This focus of excitation provides both high performance, and activation of the subconscious level, and partial suppression of rational control. That is, inspiration is the result of hard mental work, so it is useless, lying on the couch, waiting for it to descend in order to start creating.

Creative activity, although it implies the presence of special abilities, is available to everyone, because there are no incapable people. You don't have to be an artist, a poet, or a scientist to be creative. In any area, you can create something new, discover new patterns or methods of activity. Find what you like, what you have an inclination for, and be creative, enjoying both the result and the process itself.

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Introduction

3. Creative personality

Introduction

The word "creative" is often used in scientific language, as well as colloquially. Often we talk not just about initiative, but about creative initiative, not about thinking, but about creative thinking, not about success, but about creative success. But we do not always think about what should be added so that initiative, thinking and success deserve the definition of "creative".

Creative activity is amateur activity, covering the change of reality and self-realization of the individual in the process of creating material and spiritual values, expanding the limits of human capabilities. Creative activity is a special form of sensory-emotional perception of the world. In his mind there is no clear line between the real world and the ideal world. The world for a person as a subject of creativity is the only possible reality in which all sharp corners are smoothed out, where everything is extremely clear. Creative activity for him is a kind of explanation of the world, even if it has no connection with reality.

Creative thinking and creative activity are a feature of man. Without this quality of our behavior, the development of mankind and human society would be unthinkable. Everything that surrounds us in everyday life is related to products. creative thinking and human activities: tools and machines, houses, household items, clothes, shoes, television and radio, clocks and telephones, refrigerators and cars.

But the public and even private life of people is historically based on creative achievements. This is absolutely true both for today's and for the future development of social life. At any stage of the development of society and in any area, people face tasks, the solution of which requires an informal creative approach.

Everyone has the ability to think creatively to some extent. In childhood, when creative thinking, this ability is often manifested in drawings, modeling, constructions from improvised materials, in adolescence many write poetry, and in adulthood, as a rule, it helps to solve applied problems different levels from everyday to scientific and technical. However, not every person we can call a creative person.

What characterizes creativity? At its core, the creative process is the process by which something arises that is not contained in the original conditions. On the most significant manifestations of the development of human intellect, it can be traced that certain patterns lie at the basis of the creative process.

1. Theoretical and methodological approaches of psychologists to the study of the creative abilities of the individual

A creative person is usually called a person who has made a scientific discovery, brilliant invention or who created a work of art, that is, who performed a creative act that was highly appreciated by the majority, as well as an extraordinary person in his perception of reality and reaction to it.

The last wording is rather incorrect, because people with mental disabilities also fall under this definition. However, the presence of mental illness does not exclude the possibility of displaying high creative abilities, which is confirmed by the examples of Napoleon, Gogol and other famous creative personalities. At one time, even a hypothesis was put forward about the presence of a direct relationship between genius and madness by C. Lombroso, D. Carlson, but later studies, for example, by T. Simonton, did not confirm it.

For a long time, the ability to intellectual creativity was studied as suggested by common sense: the higher the level of mental abilities, the greater the creative output of a person.

The founder of the empirical approach to research individual qualities creative personality is F. Galton, who, together with C. Pearson, laid the foundations of psychometrics and psychodiagnostics. And for the first time, the psychometric method was used to study creativity by J. Gilford and E.P. Torrance. They conducted a number of studies of the relationship between intelligence and creativity using tests, where creativity was primarily understood as the ability for divergent thinking. As a result of empirical studies by J. Gilford and E.P. Torrens concluded that there is a positive correlation between IQ levels and creativity. At the same time, they argued that a higher level of intelligence makes it more likely that the subject will have higher scores on tests of creativity, although individuals who have demonstrated highly developed intelligence may also have low creativity scores. At the same time, their research showed that high divergent productivity was never found at low IQs. E.P. Torrance even proposed the theory of the intellectual threshold, which is that at an IQ below 115-120 points, intelligence and creativity are indistinguishable and form a single factor, and at an IQ above 120, creativity and intelligence become independent factors. However, the soon-to-be-published results of Getzels and Jackson's studies provided evidence of a lack of correlation between measures of intelligence and creativity.

Later studies by M. Vollach and N. Kogan, who also used a test method for studying the dependence of creative thinking on the level of intelligence, but at the same time modified it in accordance with their understanding of the conditions favorable for the manifestation of creativity: they removed time restrictions, minimized competition participants during the tests and removed the restriction of the only criterion for the correctness of the answer. As a result of testing, they came to the conclusion that, subject to conditions during the study that are closest to the usual life situations, the correlation between creativity and test intelligence will be close to zero.

2. Creativity and activity, the main qualities of a creative person

Indeed, a person can be an intellectual and not be creative, and vice versa. For example, Levinson-Lessing distinguished between creatively less productive erudite scientists, calling them "walking libraries", and creatively productive scientists who are not burdened by an overabundance of operational knowledge, possessing powerful developed fantasy and brilliantly responsive to all sorts of hints.

Not to be limited, blinded by habits;

Do not simply and subserviently repeat what you have been taught;

Do not act mechanically;

Do not take a partial position;

Do not act with attention focused on a limited part of the problem structure;

Do not act with partial operations, but freely, with a mind open to new ideas, operate with the situation, trying to find its internal relationships.

Guilford identified four main qualities inherent in a creative person:

* Originality, non-triviality, unusual ideas expressed, a pronounced desire for intellectual novelty. A creative person almost always and everywhere seeks to find his own solution, different from others.

* Semantic flexibility, that is, the ability to see an object from a new angle, discover its new use, expand the functional application in practice.

* Figurative adaptive flexibility, that is, the ability to change the perception of an object in such a way as to see its new sides hidden from observation.

* Semantic spontaneous flexibility, that is, the ability to produce a variety of ideas in an uncertain situation, in particular one that does not contain guidelines for these ideas.

Guilford later identified six dimensions of creativity:

Ability to detect and formulate problems;

Ability to generate a large number ideas;

Flexibility - the ability to produce a variety of ideas;

Originality - the ability to respond to stimuli in a non-standard way;

The ability to improve an object by adding details;

The ability to solve problems, that is, the ability to synthesize and analyze.

According to Sternberg, a creative person must have the following individual traits:

Ability to take reasonable risks;

Willingness to overcome obstacles;

Tolerance for uncertainty;

Willingness to resist the opinions of others.

A. Olah points to the following personality traits inherent in creative people:

Independence - personal standards are more important than group standards, non-conformity of assessments and judgments;

Openness of mind - readiness to believe one's own and other people's fantasies, receptivity to the new and unusual;

High tolerance for uncertain and insoluble situations, constructive activity in these situations;

Developed aesthetic sense, the desire for beauty.

You can't ignore this special form human psyche as imagination.

The imagination is especially evident in the games of children. They build a car, an airplane or something else out of chairs and scrap materials and go on a journey. In a dark room, in the pantry, they have unprecedented animals with whom they are friends or, on the contrary, are afraid of them. In adulthood, thanks to the imagination, a person creates, creates something new. Almost all human material and spiritual culture is the result of the imagination and creativity of people.

Imagination can be of four main types: active, passive, productive and reproductive. Active imagination is characterized by the fact that, using it, a person voluntarily, by an effort of will, causes appropriate images in himself. With passive imagination, images arise against the will of a person, that is, spontaneously. Productive imagination consciously constructs reality, and not just copies it, but at the same time it is creatively transformed into an image. In the reproductive imagination, reality is reproduced as it is. Such imagination is more like perception or memory, although it also has an element of fantasy.

With imagination in practical life people are primarily associated with the process of artistic creation. So naturalism, realism in the art of artists can be attributed to the reproductive imagination, and abstraction, modernism, impressionism to the productive imagination.

Most often, the creative process in art is associated with active imagination. By making volitional efforts the master creates an image of his creation, first mentally in his imagination, then to bring it to life. Less often, passive imagination becomes the impulse of the creative process. Spontaneous images appear to the creator regardless of his will and are rather a product of the subconscious. So many creative people clearly see in a dream the final result of their work or an image of the plot of a picture, or make scientific discoveries in a dream. So Mendeleev saw in a dream his table of chemical elements.

According to Ya.A. Ponomarev, two personal qualities are associated with creativity, namely: the intensity of search motivation and sensitivity to side formations that arise during thought process(since Ponomarev believes that thinking is initially logical, he considers the creative product of thinking as a by-product). In particular, Ya.A. Ponamarev considers the main feature of activity as a form of activity to be the potential correspondence between the purpose of the activity and its result. Whereas the creative act is characterized by the opposite: a mismatch between the goal (concept, program, and so on) and the result. Creative activity, unlike activity, can arise in the process of carrying out the latter and is associated with the generation of a "by-product", which is ultimately the creative result. The essence of creativity psychological property reduced, according to Ya.A. Ponamarev, to intellectual activity and sensitivity (sensitivity) to the by-products of one's activity. For a creative person, the greatest value is the by-products of activity, something new and extraordinary, for an uncreative person, the results of achieving the goal (expedient results), and not novelty, are important.

Many philosophers and psychologists drew attention to the fundamental difference between creativity and objective activity. Creativity, unlike various forms adaptive behavior occurs not according to the principles "because" or "in order to", but "despite everything", that is, the creative process is a reality that spontaneously arises and also ends.

Attitude towards creativity various eras changed radically. AT Ancient Rome in the book, only the material and the work of the binder were valued, and the author had no rights. Copyrights were not protected, neither plagiarism nor forgery were prosecuted. AT Ancient Greece those people were considered outstanding whose activities immediately covered many areas of application of the mind. The versatility of a genius personality in early period history was due to the fact that the science of antiquity was developed mainly by brilliant singles, who were equally strong "specialists" in various sciences. The sages, famous in antiquity, left not only a trace of their discoveries and prophecies for centuries, but also gave the world an example of versatile talent. The universal ideas of the Greek thinkers gave rise to an integrated approach, which in the modern era is experiencing a rebirth. The desire of the early Greek thinkers to understand the essence of nature, the cosmos and the world as a whole led the development of various sciences in parallel to each other, and the discoveries of antiquity were intuitive insights of approximately the same time. In Greece there was not a single major philosopher who would not manifest himself, apart from philosophy, also in ethics, in education, in oratory, in mathematics. The universality of the thinking of Plato and his brilliant student Aristotle still staggers the imagination. But, apparently, the most unique case in world history is the incomprehensible universality of Leonardo da Vinci's talents, whose genius left creations for mankind in art, science, architecture, medicine, and even in the invention of military equipment. .

In the Middle Ages, as well as much later, the creator was equated with a craftsman, and if he dared to show creative independence, then it was not encouraged in any way. The Creator had to make a living in a different way:

Spinoza polished lenses, and the great Lomonosov was valued for utilitarian products - court odes and the creation of festive fireworks.

There are different approaches to determining the origins of creativity. Let's name three of them:

1. Most often, creativity is identified with intellectual achievement. Creativity is considered by many authors (F. Barron, E.P. Torrens, D. Gilford, S. Mednik, etc.) as one of the components of intellectual giftedness, but as a spectrum of intelligence.

2. As a separate area of creativity research, a personality-oriented approach is singled out, within the framework of which the characterological, emotional, motivational, and communicative qualities of a person are studied. creative people. The works of K. Taylor, K. Koss, E. Rowe and others can be attributed to this direction.

3. In modern conditions an attempt is made to overcome the limitations of these approaches and recognize creativity as a "multifaceted" phenomenon, including both intellectual and non-intellectual (personal, social) factors.

Such an approach to creativity as an integral phenomenon was carried out by A.M. Matyushkin, L.V. Finkevich, O.S. Tikhonovich, who put forward the concept of creativity as a general psychological and pedagogical prerequisite creative development. According to this concept, the following structural components creativity: the dominant role of intrinsic motivation; opportunity to achieve original solutions and actions; the ability to create standards that provide high aesthetic, moral, intellectual assessments; research creative activity expressed in the formulation and solution of problems.

This concept most fully represents all important aspects contained in the structure of creativity. With all the existing variety of approaches to the study, its total characteristic lies in the following provisions:

1. “Creativity is the ability of a person to create something new, opposite to the stereotyped, frozen, stereotyped. At the same time, a person seizes and processes already existing information, experience only in his own way, creating himself as a person ”(Kirnos D. Individuality and creative thinking. - M., 1992.).

2. "The starting point of creativity is activity and independence, originality and flexibility, the inclination and ability to fantasize, the ability of a person to direct his internal energy to solve any problematic tasks, the ability to independently set new tasks." (Ershov A. A psychologist's view of human activity. - M., 1991.).

3. Creativity is manifested in any activity. There can be no creativity outside activity. S. Rubinshtein notes: “The subject in his deeds, in the acts of his creative amateur activity, is not only revealed and manifested, he is created and determined in them. Therefore, by what he does, you can determine what he is, by the direction of his activity, you can determine and shape him. In creativity, the creator himself is also created ”(Rubinshtein S. Principles of creative amateur activity // Questions of Psychology. - 1997. - No. 4).

3. Creative personality

Many of the researchers reduce the problem of human abilities to the problem of a creative personality. They believe that there are no special creative abilities, but there is a person with a certain motivation and traits. However, considering any historical period, a scientist, no matter from what angle he studies a particular era, first of all, analyzes the activities of specific individuals, individuals who were the creators of this era. On the results of this analysis, an idea of the era is built, both at the scientific and at the ordinary level. Thus, antiquity is strongly associated with Plato and Aristotle, Homer and Sophocles, Socrates and Pythagoras. The Middle Ages are the brilliant Omar Khayyam, Dante Alighieri, Francesco Petrarch. The Renaissance, as a period of creative universalism, is the brightest time period when a special type of personality "Renaissance man" is formed. The era when Leonardo da Vinci, Michelangelo, Shakespeare, Erasmus of Rotterdam, Nicolaus Copernicus and Giordano Bruno worked. Thus, it is possible to "illustrate" any era, the whole world history is created by such brilliant personalities, whose presence of multifunctional talents ensures the development of human society. A talented person is a vector directed to the future, therefore, of particular interest is the consideration of the phenomenon of a talented person as a multifunctional manifestation of talents in the historical, cultural and psychological and social perspectives.

In the psychology of creativity, it is conditionally considered that various degrees development of abilities can be arranged in the form of a hierarchy: genius (the highest degree); talent; giftedness; capabilities; natural gifts.

General abilities that provide relative ease and productivity in mastering knowledge in various activities are often called giftedness. One of the dominant points of view, leading its history back to Plato, claims that abilities are biologically determined and their manifestation depends entirely on the inherited gene pool. Training and education can only change the speed of their appearance, but they will always manifest themselves in one way or another. As evidence of innate abilities, they usually point to the facts individual differences manifested in childhood, when the impact of education and upbringing, it would seem, could not yet be decisive. So, for example, Mozart's musical talent was revealed at the age of three, Haydn - at four. Talent in painting and sculpture manifests itself somewhat later: Raphael - at eight years old, Van Dyck - at ten, Dürer - at fifteen.

Numerous dynasties of artists, artists, sailors, and doctors also testify in favor of the heredity of abilities. Giftedness can manifest itself in various fields activities: intellectual, academic (educational), artistic, in the field of communication (leadership) and psychomotor. Gifted people are distinguished, first of all, by attentiveness, composure, constant readiness for activity; they are characterized by perseverance in achieving the goal, an irrepressible need to work, as well as an intelligence that exceeds the average level. Gifted people show great perseverance in their area of interest. Therefore, one of the earliest indicators of giftedness is the time during which a two to three year old child can concentrate on one lesson. Gifted children are absorbed in their work for several hours in a row and return to it within a few days, unlike a normal child of the same age. Giftedness is not the only factor determining the choice of activity, just as it is not the only factor determining the success of the activity. In addition to giftedness, a person, at a minimum, must have the appropriate knowledge and skills.

Talent is a high level of a person's abilities for a certain activity. This is a combination of abilities that enable a person to successfully, independently and in an original way perform a certain complex labor activity. The very word "talent" comes from the measure of weight "talent". There is a parable in the New Testament about three slaves who were given a coin called "talent" by their master. One slave buried his talent in the ground, the second slave exchanged it, and the third slave multiplied the talent. Hence the three expressions: buried, exchanged and multiplied (developed) his talent. From the Bible, the word "talent" spread in figuratively: as a gift of God, that is, the ability to create, and create something new, without neglecting it.

The combination of abilities, which are the basis of talent, in each case is special, peculiar only to a certain personality. The presence of talent should be concluded from the results of human activity, which should be distinguished by a fundamental novelty, originality of the approach. Human talent is directed by the need for creativity. thinking creative talent

The highest level of individual talent, embodied in creativity, which has historical significance for the life of society, is called genius. Genius, figuratively speaking, creates new era in your area of expertise. A genius is characterized by creative productivity, mastery of the cultural heritage of the past and, at the same time, a decisive overcoming of old norms and traditions. The etymology of the word "genius" goes back to the ancient cultural tradition. Each Roman had his own genius - a deity who accompanied him throughout his life - from the cradle to the grave, prompting a person to those actions that he performed on the path of life. Hence the modern interpretation of genius - as the maximum permissible demonstration creativity personality. Traditionally expressed in new and unique creations, belatedly recognized as "masterpieces". Sometimes genius is explained by the new and unexpected methodological approach to the creative process. But, one thing, undoubtedly, a brilliant personality with his creative activity contributes to the progressive development of society.

Indeed, if intellectual giftedness does not directly affect the creative success of a person, if in the course of the development of creativity the formation of a certain motivation and personality traits precedes creative manifestations, then we can conclude about a special type of personality - "A person is creative."

Psychologists owe their knowledge of the features of a creative personality not so much to their own efforts as to the work of writers, historians of science and culture, art critics, who in one way or another touched on the problem of a creative personality, for there is no creation without a creator.

A creative person has the following traits:

1) independence - personal standards are more important than group standards, non-conformity of assessments and judgments;

2) openness of mind - readiness to believe one's own and other people's fantasies, receptivity to the new and unusual;

3) high tolerance for uncertain and insoluble situations, constructive activity in these situations;

4) a highly developed aesthetic sense, the desire for beauty.

Creativity is going beyond the generally accepted. This is only a negative definition of creativity, but the first thing that catches your eye when you get to know a gifted person is an analogy between the behavior of a creative person and a person with mental disorders.

There are two points of view: talent is a disease and talent is maximum health.

Caesar Lombroso characterizes geniuses as lonely, cold people, indifferent to family and social responsibilities.

A man of genius is always painfully sensitive, in particular he does not tolerate fluctuations in the weather. They experience sharp declines and rises in activity, sharp mood swings from indefatigable cheerfulness to gloomy depressive states. They commit only to them understandable actions and actions, strange and unacceptable to others. In everything they find reasons for reflection, they are hypersensitive to social rewards and punishments, and so on. The list of mentally ill geniuses, psychopaths and neurotics is endless.

If we proceed from the above interpretation of creativity as a process, then a genius is a person who creates on the basis of unconscious activity, who can experience the widest range of states due to the fact that the unconscious creative subject is out of control of the rational principle and self-regulation.

Surprisingly, it is precisely this, consistent with modern ideas about the nature of creativity, the definition of genius was given by Ts. Lombroso: "Features of genius in comparison with talent in the sense that it is something unconscious and manifests itself unexpectedly." Consequently, the genius mostly creates unconsciously, more precisely, through the activity of the unconscious creative subject. Talent creates rationally, on the basis of an invented plan. Genius is predominantly creative, talent is intellectual, although both have this and that general ability. There are other signs of genius that distinguish it from talent: originality, versatility, longevity.

Research has shown that gifted children whose actual accomplishments are below their capabilities experience serious problems in the personal and emotional sphere, as well as in the sphere of interpersonal relationships.

Similar conclusions about high anxiety and low adaptation of creative people are given in a number of other studies. Such a specialist as F. Barron argues that in order to be creative, one must be a little neurotic. The consequence of this is emotional disturbances, distorting the "normal" vision of the world, creating prerequisites for a new approach to reality.

A creative person is in constant struggle with the outside world and with himself. Perhaps this struggle predetermines the peculiarities of the creative path: the victory of the unconscious principle means the triumph of creativity and - death.

Features of the interaction of consciousness and the unconscious determine the typology of creative personalities and the features of their life path.

Conclusion

Personality is the final and, therefore, the most complex object of psychology. AT in a certain sense it unites the whole of psychology into one whole, and there is no such research in this science that would not contribute to the knowledge of personality. Anyone who studies personality cannot ignore other areas of psychology. There are many approaches to the study of personality. It is possible to consider a personality through a structure, it is possible from the point of view of physiological reactions, it is possible through the connection of the physical and mental aspects of a personality. In my work, I tried not to rely on any particular approach to the consideration of personality, but I tried to generalize all the thoughts that arose in me while studying a variety of methods. It is likely that my approach was initially wrong, it is possible that I misunderstood the problem, but nevertheless, for myself, I came to certain conclusions and they look something like this: an initially born individual, having only natural mental functions, gradually, through entering society, starting with relatives and friends, it is socialized and becomes a person. At the same time, the sociocultural environment influences the development of the individual, instills in him social norms, values, moral, spiritual accepted in this society. That is why often in the families of doctors, children become doctors when they grow up, in the families of artists and artists, respectively, they become artists and artists, etc. And, finally, a person who herself begins to influence society is an individual. The entry of an individual into society and his formation there as a person can be called "survival" or adaptation. Depending on how easily the individual manages to overcome the difficulties of the adaptation period, we get a self-confident or conforming personality. At this stage, the personality chooses motivation and responsibility, its locus of control becomes either external or internal. If during this period an individual, presenting personal properties characterizing his personality to the reference group for him, does not find mutual understanding, this can contribute to the formation of aggressiveness, suspicion, otherwise - trust and justice. A person either becomes an internal “smith of his own happiness”, or an external one who believes that nothing depends on him.

Quite interesting are the age-specific stages of personality development. The body has an amazing memory and, problems that arose in infancy and early childhood remain in the subconscious all their lives, that is, everything that was “not given” to the child after birth will definitely manifest itself later.

A particularly significant period in age development personality is adolescence and early youth, when a person begins to distinguish himself as an object of self-knowledge and self-education. At this age, the judgments of other people play a significant role, and above all, the assessment of parents, teachers and peers. A young person determines his capabilities and needs, and in the event of a large discrepancy between them, acute experiences arise. The next and, in my opinion, the last stage in the formation of a personality is the age of generativity, when a person learns to deny himself something in favor of children. It seems to me that throughout his life, a person, remaining practically unchanged, acquires more and more individual features.

In my opinion, the practical goal of psychology as a science is the education of a highly moral and highly moral whole person, an "ideal" person. The task of psychology is to nurture individuality in a person and develop the abilities acquired at birth. Talent, inspiration, skill are the most important factors of creative activity.

The general abilities of a person as intelligence, creativity, determine the productivity of the corresponding types of activity that creative person. However, life observations and special studies show that the natural prerequisites for abilities cannot be denied. Without recognizing the innate abilities, psychology does not deny the innate structural features of the human body, which may be the conditions for the successful implementation of a certain activity. These innate anatomical and physiological features of the structure of the brain, sensory organs and movement, which form the natural basis for the development of abilities, are called inclinations. As a matter of fact, the natural differences between people are differences not in ready-made abilities, but precisely in inclinations. Since inclinations are only a prerequisite for the development of abilities that affect the process of educating a person.

The development of inclinations is a socially conditioned process, and if there is a need in society for such professions where a keen ear for music is needed, and if this special person has the appropriate innate inclinations, then it is easier for him than anyone else to develop the appropriate abilities.

Creative achievements in modern world are possible only when mastering knowledge and skills in the area where the individual is active. The success of mastering this knowledge determines general intelligence. The further humanity develops, the greater will be the role of intellectual mediation in creativity.

List of used literature

1. V.M. Bekhterev "Objective psychology" Moscow "Nauka", 1.

2. L.S. Vygotsky, Collected works vol. 6 Moscow "Pedagogy", 1982.

3. J. Godefroy "What is psychology" Moscow "Mir", 1992.

4. B.F. Lomov "Methodological and theoretical problems psychology". Moscow "Nauka", 1984.

5. Karl Leonhard "Accentuated Personalities" Kyiv " graduate School", 1989.

6. R.S. Nemov, "Psychology", volume 1, Moscow, 1995.

7. Orlov Yu.M. "Ascent to individuality", Moscow, 1991.

8. Psychological Dictionary. Moscow "Pedagogy-press", 1996.

9. V.I. Slobodchikov, G.A. Zuckerman, Periodization of the General mental development».

10. E.T. Sokolov "Self-awareness and self-esteem in personality anomalies". Moscow, Moscow State University, 1989.

11. Paul Fress, Jean Piaget "Experimental Psychology" Moscow "Progress" 1975.

12. G.V. Shchekin "Fundamentals psychological knowledge» Kyiv, MAUP, 1996.

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