Creative abilities and their development. Creative skills

Are there limits to creativity and how healthy can we become? Scientists explore higher states of consciousness - Higher Consciousness.

TM technique

The TM technique: why is it attributed to doctors, practiced in high offices, approved by the clergy of all religions, and why is it enjoyed by millions of people?

What are the limits of human creativity and intelligence, how healthy can we become, and how long can we live?

“Science already has a fairly complete understanding of the pathology of disease, how the mind and body succumb to disease,” says world-renowned physiologist Dr. Robert Keith Wallace. “Now, at last, we have reached a clear scientific understanding the other extreme of the range of human potential, how healthy the body can become and how creative and developed the mind can be.”

Throughout history, there have been geniuses, scientists and artists whose creative and mental abilities far exceeded what was considered ordinary.

“What allows such people to use more of their creative potential compared to other people?” asks Dr. Wallace. “Maybe this is what a person should be born with? Or can everyone develop their full creative potential?”

Dr. Wallace works at the forefront new area consciousness development research in collaboration with leading scientists from universities around the world who are studying the TM technique to better understand the potential of the mind and body. “Such an attempt,” says Wallace, “holds the key to resolving critical social and economic problems, and contributes to prosperity and progress as we approach the 21st century.”

As Dr. Wallace describes, TM is "a simple, natural technique for developing the full potential of the mind and body." It is attributed by doctors, practiced in high offices, approved by the clergy, and millions of people have been trained in it. Scientific research on this technique, carried out for 30 years, gave a new deep understanding of the development human consciousness says Dr. Wallace.

Transcendental Consciousness

Research shows that the TM technique generates a fourth state of consciousness, which has been called "pure consciousness" or "Transcendental Consciousness." Subjectively, this is perceived as a calm state of pure inner wakefulness, a state in which consciousness is alone with itself. Objectively, studies show that the body reaches a deep state of rest and that the brain and nervous system operate in a mode unlike that of waking, dreaming, or deep sleep.”

Dr. Wallace emphasizes that the TM technique does not simply induce a general state of rest, or an altered state, like hypnosis: instead, it results in a unique and completely natural mode of neurophysiology functioning.

Dr. Wallace and fellow researcher Fred Travis, Ph.D., cite excerpts from studies that show dramatic changes in heart rate, brain wave coherence, respiration rate, and skin resistance, indicative of "very specific parameters" of the condition. pure consciousness.

Research by a neurophysiologist from Russia, Professor Nikolai Nikolaevich Lyubimov, director of the Neurocybernetics Laboratory of the Institute of the Brain at the Russian Academy of Sciences in Moscow, shows that the TM technique animates what Lyubimov calls " hidden reserves brain", areas that are not normally used in states of consciousness such as wakefulness, deep sleep, and dreaming.

Wallace says that the development of consciousness does not stop with the experience of pure consciousness. "Hundreds of studies on the effect of the TM technique on activity testify to the significant development of the mental and physical potential of a person."

The results show marked improvements in health, memory, intelligence, creativity, perception, responsiveness, self-actualization, and reversal of the aging process. Wallace says that research into the effects of the TM technique on everyday life provides clear physiological and psychological signs of higher states of consciousness.

“According to the ancient Vedic texts, there are seven states of consciousness, which include the well-known states of wakefulness, deep sleep and dream sleep. The fourth state of consciousness, pure consciousness, can be systematically experienced during TM practice,” says Dr. Wallace.

Further, the Vedic texts describe the fifth state of consciousness - "Cosmic Consciousness" - as it includes wakefulness, deep sleep and dream sleep along with deep rest and calm awakening of pure consciousness. The texts also describe the sixth state of consciousness, the subtle cosmic consciousness, and the seventh state of consciousness, "Unity Consciousness" - the full realization of the limitless potential of each person.

As Dr. Wallace says, each of these higher states of consciousness has its own special state of neurophysiology.

“As researchers, we are working on the greatest frontier of science - exploring the unfolding of the full potential of man, as it manifests itself in the work of his physiology, his brain and in his behavior. We find quantitative indicators of a new way of functioning of the nervous system. And it's so exciting to be able to trace this great leap forward in human development,” says Dr. Wallace.

"Science and Life" 1973, No. 1, pp. 76 - 80; No. 2, S. 79 - 83.

The problem of studying creativity for a long time was of only literary interest. It had neither fundamental postulates, nor a clearly defined subject of research, nor a methodology. Before our eyes, this topic is moving from the category of abstract, almost occult, into the category accessible for natural science analysis, receiving both scientific objectivity and research equipment. Moreover, the study of psychology creative activity takes on practical significance.

As recognized by leading overseas researchers, the launch of the Soviet satellite in October 1957 was the strongest impetus for the study of creativity.

When man found himself physically overburdened, he managed to free himself with the help of domesticated animals and then machines. But there is hardly an animal that will save a person from mental labor. There is, however, hope for "smart" computers. However, these machines are already working successfully, and a vital role talent is preserved.

Creativity research is carried out in three main directions. The first direction is the report of research scientists who have lived a fruitful life in science, enriched it with paramount discoveries and, in their declining years, are striving to tell about the nature of their work. This tradition goes back to Charles Darwin; G. Helmholtz, A. Poincare, V. Steklov continued it. W. Cannon, J. Hadamard, G. Selye. The testimony of the scientists themselves, despite the inevitable subjectivity, is very interesting: after all, this is information from the primary source.

However, analyzing the conditions in which this or that idea was born, analyzing the specific situations in which the problem crystallized in the mind, the authors cannot say about the mechanisms of the creative process, they cannot judge its psychological structure.

The second direction is the method of model experiments. For example, a model of a creative solution can be a task in which, without lifting the pencil from the paper, four segments "pass" through nine points arranged in three rows, three points in a row. Even on such a primitive model, it is possible to obtain valuable information.

But there is an important drawback in model experiments. The subject is offered a formulated problem and warned that it has a solution. This in itself is a hint. Meanwhile, the creative process includes not only the solution of a problem, but also a special vigilance in search of problems, the gift to see the problem where everything is clear to others, the ability to formulate a task. This is a special "sensitivity", or susceptibility, to inconsistencies and gaps in the surrounding world, and above all to discrepancies between accepted theoretical explanations and reality.

The third way to study creativity is to study the features creative personality where psychological testing, questionnaire method, statistics are used. Here, of course, there can be no question of penetrating into the intimate mechanisms of the creative process. Researchers are only trying to find out those features of a person, according to which, even at school, and in any case at university, it would be possible to select future Lobachevskys, Rutherfords, Pavlovs and Einsteins.

Thus, several facets are distinguished in the problem of creativity: the process of creativity, creative personality, creative abilities, creative climate. A few more questions follow from this, for example: what are the conditions for the upbringing and realization of creative abilities? What stages of creativity are associated with a particular feature of a creative personality? What are the features of creativity motivation?

Creative skills

Creativity is inherent in any person, any normal child- you just need to be able to open them and develop them. There is a "continuum of talents", from big and bright to modest and unobtrusive. But the essence of the creative process is the same for everyone. The difference is only in the specific material of creativity, the scale of achievements and their social significance. To study the creative process, it is not necessary to study geniuses. Elements of creativity are manifested in solving everyday life problems, they can be observed in the usual school educational process.

Creativity is divided into three groups. One is related to motivation (interests and inclinations), the other is related to temperament (emotionality), and finally, the third group is mental abilities. Let's take a look at some of these abilities.

Vigilance in search of problems

A person usually perceives in a stream external stimuli only what fits into the "coordinate grid" of already existing knowledge and ideas, and unconsciously discards the rest of the information. Perception is influenced by habitual attitudes, assessments, feelings, as well as attitudes towards public views and opinions. The ability to see something that does not fit into the framework of previously learned is something more than just observation.

English authors designate this vigilance with the word "serendipity", which was coined by the 18th century writer Horace Walpole. He has a story "Three Princes from Serendip" (Serendip is a locality in Ceylon). Princes had the ability to make unexpected discoveries while traveling, not at all striving for it, and to discover things that they did not specifically intend to look for. Walter Cannon used the term "serendipity", denoting by it the property not to pass by random phenomena, not to consider them an annoying hindrance, but to see in them the key to unraveling the mysteries of nature.

This "vigilance" is not associated with visual acuity or the properties of the retina, but with the peculiarities of thinking, because a person sees not only with the help of the eye, but mainly with the help of the brain.

Biographers of A. Einstein tell about one instructive conversation. When the young Wernher von Heisenberg shared with Einstein plans for a physical theory that would be based entirely on observed facts and not contain any conjectures, Einstein shook his head doubtfully:

Whether you can observe this phenomenon depends on which theory you use. The theory determines what exactly can be observed.

The easiest way is to declare Einstein's statement an idealistic mistake. However, it is much more interesting to approach Einstein's remark without an arrogant conviction of one's worldview superiority and to find a grain of truth under a paradoxical form.

April 20, 1590 on the famous leaning tower of pisa a man got up. It carried a heavy cannonball and a lead musket ball. The man dropped his burden from the tower; his disciples, who were standing below, and he himself, looking from above, made sure that the cores and the bullet touched the ground at the same time. The man's name is Galileo Galilei.

For about two thousand years, since the time of Aristotle, it was believed that the speed of falling is proportional to weight. A dry leaf torn off from a branch falls for a long time, and a poured fruit falls like a stone to the ground. Everyone saw it. But after all, more than once I had to see something else: two blocks that fell off a cliff reach the bottom of the gorge at the same time, despite the difference in size. However, no one noticed this, because looking and seeing are, as you know, not the same thing. It turns out that Einstein was right: what people observed was determined by the theory they used. And if Galileo discovered that the speed of falling nuclei does not depend on their weight, it is because he, before others, doubted the correctness of Aristotelian mechanics. Then the idea of experience was born. The results of the experiment were not unexpected for him, but only confirmed the already established hypothesis about the independence of acceleration free fall from the mass of the falling body.

Anyone could climb onto the roof and drop a bullet and a cannonball, but no one thought of it for nineteen centuries. Galileo saw the problem where everything was clear to others, sanctified by the authority of Aristotle and a thousand-year tradition.

Vivid examples of how theory affects the results of observations are given by T. Kuhn, author of the book "Structure scientific revolutions". During the first 50 years after the adoption of the Copernican system, astronomers discovered many celestial bodies, although the methods of observation remained the same. The new theory made it possible to notice what observers were blind to before.

And yet Einstein's judgment should not be absolutized. He noticed one of the features of cognition, which does not exhaust all the laws of the cognitive process. By the way, Heinrich Heine pointed out the same feature long before Einstein: "Every century, acquiring new ideas, acquires new eyes."

The way information is encoded by the nervous system

Brain different people has an unequal ability to master and use various types codes: visual-spatial, verbal, acoustic-figurative, alphabetic, digital, etc. The ability to manipulate this type of symbol can be developed, but not unlimited. The congenital features of the brain and the conditions of development in the first years of life predetermine the predominant inclination to use certain codes of information. The task of developing creative abilities is not to develop the skills of manipulating mathematical symbols in a person prone to visual-spatial thinking. It is necessary to help a person "find himself", that is, to understand what symbols, what code of information is available and acceptable to him. Then his thinking will be as productive as possible and will give him the highest satisfaction.

The method of encoding information should be in harmony with the content and structure of the displayed events. Differential Equations- the most adequate method of describing the motions of the planets. Tensor calculus describes well phenomena in elastic bodies, and electrical circuits it is more convenient to describe using functions of a complex variable. Apparently, in both art and literature, different codes serve to convey different content.

The brain wraps a thought in one or another specific code form. If visual-figurative representations are used, then one speaks of "visual imagination". The dominance of acoustic-figurative representations speaks of "musical fantasy". If a person is inclined to master reality in a verbal-figurative form, they speak of poetic fantasy, etc.

The fundamental laws of information processing are unchanged, but the coding method leaves its mark both on the form of the external expression of the results, and on the choice of the object, and, if you look more broadly, on the choice of the content area of thinking.

A rare and happy coincidence of individual features of thinking with the structure of the problems facing a given science in a given period of time is, apparently, one of the necessary conditions for the manifestation of scientific genius.

Coagulation ability

In the process of thinking, a gradual transition from one link in the chain of reasoning to another is needed. Sometimes this leads to the fact that it is not possible to cover the whole picture with the mind's eye, the whole reasoning from the first to the last step. However, a person has the ability to collapse a long chain of reasoning and replace them with one generalizing operation.

Collapse is a manifestation of the ability to replace several concepts with one more abstract one, to use more and more informationally capacious symbols. This ability allows a person to continuously expand his intellectual range.

It was once feared that the avalanche-like growth of scientific information would eventually lead to a slowdown in the rate of development of science. Before starting to create, a person will have to master the necessary minimum of knowledge for a very long time. However, there is no slowdown - thanks to the ability to collapse, to use more abstract concepts and capacious symbols.

The relationship between current strength, resistance and voltage, which served as the subject of numerous works and reflections, was eventually reduced to the formula V = IR. There are only four characters (including the equal sign), but they contain a huge amount of information.

The same capacious in the informational sense, the concept of "Pavlovsky conditioned reflex", in which many simpler concepts, facts and observations are synthesized.

An economical symbolic designation of concepts and relations between them is the most important factor in productive thinking. The importance of convenient material symbolization can be seen from the following example. In the Middle Ages, in order to learn arithmetic division, it was required to graduate from the university. Moreover, not every university could teach this wisdom. It was imperative to go to Italy: the mathematicians there were especially skillful in division. If we recall that Roman numerals were used in those days, it will become clear why the division of millions of numbers was available only to bearded men who devoted their whole lives to this occupation. With the introduction of Arabic numerals, everything changed. Now ten-year-old schoolchildren, using the simplest set of rules (algorithm), can divide both millions and billions of numbers. The amount of semantic information has remained the same, but the correct organization and convenient symbolic designation allow processing quickly and economically.

It is quite possible that the most complex concepts of modern mathematics, which today are accessible only to a small detachment of specialists, will be included in the curriculum of the secondary school in the 21st century, provided that an adequate form of organization and symbolization of the material is found. Then the most complex concepts and relationships will be written in the form of simple and accessible formulas, just as Maxwell's equations fit in two short lines if they are written in vector form.

A clear and concise symbolic designation not only facilitates the assimilation of the material by students. An economical recording of already known facts, a concise form of presentation of an already developed theory is a necessary prerequisite for further progress, one of the essential stages in the progress of science.

Transfer Ability

It is essential to be able to apply the skill acquired in solving one problem. life task, to the solution of another, that is, the ability to separate the specific aspect of the problem from the non-specific, transferred to other areas. This is essentially the ability to develop general strategies. Here are the words of the Polish mathematician Stefan Banach: “A mathematician is one who knows how to find analogies between statements; a better mathematician is one who establishes analogies of proofs; a stronger mathematician is one who notices analogies of theories; but one can also imagine someone who sees between analogies analogy".

The search for analogies is the transfer of skill and the development of a general strategy.

The ability to grip

This word denotes the ability to combine perceived stimuli, as well as quickly link new information with the person’s previous baggage, without which the perceived information does not turn into knowledge, does not become part of the intellect.

Lateral thinking

Widely distributed attention increases the chances of solving a problem. The French psychologist Surier wrote: "To create, you need to think about." By analogy with lateral vision, the doctor de Bono called lateral thinking this ability to see the path to a solution using "extraneous" information.

Integrity of perception

This term denotes the ability to perceive reality as a whole, without splitting it (as opposed to the perception of information in small, independent portions). This ability was pointed out by I. P. Pavlov, who singled out two main types of higher cortical activity - artistic and mental: “Life clearly indicates two categories of people: artists and thinkers. There is a sharp difference between them. Some are artists in all their kinds: writers, musicians, painters, etc., capture reality as a whole, completely, completely, living reality, without any fragmentation, without separation.Others - thinkers - precisely crush it and thus, as it were, kill it, making it some kind of temporary skeleton, and then only gradually, as it were, reassemble its parts, and try to revive them in such a way, which they still do not completely succeed in.

The "thinker" as a type of higher cortical activity is by no means the ideal of a scientist. Of course, science needs meticulous collectors and registrars of facts, analysts and archivists of knowledge. But in the process creative work what is needed is the ability to break away from the logical consideration of facts in order to try to fit them into wider contexts. Without this, it is impossible to look at the problem with a fresh eye, to see the new in the long-familiar.

Memory readiness

Recently, there has been a tendency to speak disparagingly of memory, opposing it to thinking abilities. At the same time, examples of the creative achievements of people with poor memory are given. But the words "bad memory" are too vague. Memory includes the ability to remember, recognize, reproduce immediately, reproduce with a delay. When a person is looking for a solution to a problem, he can only rely on the information that he currently perceives and on the information that he can retrieve from memory. The advantage in the decision will be received not by the one whose erudition is richer, but by the one who quickly extracts the necessary information from memory. In such cases, one speaks of intelligence, but one of its components is the readiness of the memory to "give out" the necessary information at the right moment. This is one of the conditions for productive thinking.

Convergence of concepts

The next component of mental giftedness is the ease of associating and the remoteness of the associated concepts, the semantic distance between them. This ability is clearly manifested, for example, in the synthesis of witticisms.

Flexibility of thinking

By flexible thinking we mean the ability to abandon a compromised hypothesis in time. The word "on time" must be emphasized here. If you persist too long looking for a solution based on a tempting but false idea, then time will be lost. And too early rejection of the hypothesis can lead to the fact that the opportunity for a solution will be missed.

Spontaneous Flexibility

Spontaneous flexibility is the ability to quickly and easily switch from one class of phenomena to another, far in content. The absence of this ability is called inertia, stagnation or rigidity of thinking.

Ease of generating ideas

Another component of creative giftedness is the ease of generating ideas. Moreover, it is not necessary that every idea be correct: “It can be considered an axiom that the number of ideas turns into quality. Logic and mathematics confirm that the more ideas a person generates, the more likely there will be good ideas among them. best ideas do not come to mind immediately" (A. Osborne).

Ability to evaluate actions

Extremely important is the ability to evaluate, to choose one of the many alternatives before it is tested. Evaluation actions are carried out not only upon completion of the work, but also many times in the course of it and serve as milestones on the path of creativity. That evaluative actions and abilities are to a certain extent independent of other types of abilities seems to have been first noticed by chess masters. Among the evaluation criteria, one should also mention the aesthetic criteria of elegance, grace, and simplicity.

fluency

Ease of formulation is necessary to put a new idea into words. It can also be expressed by another code (formula, graph), but the verbal-speech code is the most universal.

Ability to follow through

Here we have in mind not just composure and a strong-willed attitude to complete what has been started, but precisely the ability to refine the details, to "bring to", to improve the original idea.

The listed types of creative abilities essentially do not differ from ordinary, mental ones. The concepts of "thinking" and "creativity" are often opposed. But such a position leads the experimental psychologist to a gross methodological error, forcing him to admit that for "creative personalities" there must be some separate psychological laws. In fact, the elementary faculties of the human mind are the same for everyone. They are only expressed differently - stronger or weaker, differently combined with each other and with other personality traits, which creates a unique creative style. There are almost no people in whom all the abilities listed above are strongly expressed. But the scientific team can be selected people who complement each other. The ancient Greek poet Archilochus from Paros, who is credited with the invention of the iambic, wrote in a famous fable that "a fox knows many things, and a hedgehog knows one, but a big one." The scientific group, if it is not formed at random, should unite "foxes" and "hedgehogs", that is, people who are widely educated, but in some way not deep enough, and those who have delved into the subtleties of one topic, but are deprived of "panoramic thinking".

As a result, there is a problem psychological compatibility and leadership. Creative impotence or high efficiency of individual groups is often due to an unsuccessful or happy combination of different types of abilities. "Calculating" the contribution of each member of the group is very difficult, and hardly worth doing. In the most disadvantageous position are scientists who are endowed with the ability to evaluate and criticize, but do not give out their own ideas or do not know how to implement them. However, the role of such participants for the group is sometimes irreplaceable, although it is not striking, does not materialize into something tangible. This sometimes causes dramatic clashes.

The division of mental operations into divergent and convergent ones proposed by J. Guilford has become widespread. Convergent thinking is aimed at obtaining results that are uniquely determined by whether the memory will reproduce previously memorized information. Convergent thinking stays within formal logic and does not make those fantastic leaps that are needed to get a new one. In the process of convergent thinking, a person does not realize all his mental capabilities.

Divergent thinking is associated with a departure from the usual, from the expected, it has sudden associative transitions, logical breaks, inexplicable, it would seem, switching thoughts.

Six types of abilities - vigilance in search of problems, fluency of speech, ease of generating ideas, flexibility, remoteness and originality of associations - give a divergent type of thinking that moves away from the known, from the familiar, from the expected. Divergent thinking is associated with generating a large number of unexpected alternatives.

There is a relationship between the level of development of divergent thinking and the characteristics of education. In the old days, creativity was left to chance, believing that everything is "from God" and that "talent will always find its way." The centuries-old experience of mankind does not confirm such views. Undoubtedly, hereditary factors put a limit to creative achievements. this person. But for the realization of innate inclinations, favorable conditions are needed.

creative climate

There was once a fierce debate about the origin of talent - whether it is a gift of nature, genetically determined, or a gift of circumstances. Then they found a compromise formula: both the genotype and the environment play a role. But in such a formulation, the problem is solved only qualitatively. It is necessary to find out what exactly is inherited and what is instilled by upbringing. The work of A. R. Luria, made back in the 1930s, is very interesting here. Studying identical twins, Luria showed that twins in preschool age give very similar results in the study of their memory. In other words, at this stage, memory is due to innate properties.

But a completely different picture is drawn if the same experiments are carried out on schoolchildren who memorize and acquire knowledge with the help of special techniques and means. Therefore, genetic conditioning here is reduced almost to nothing. If in the early years of life the development of higher mental abilities is mainly influenced by the conditions of home education, then subsequently the dominant role passes to the accepted system of education, that is, to the secondary and high school. Finally, creativity is under the undoubted, albeit indirect, influence of the environment in a broader sense: it depends on the inherent public system attitudes towards innovation and tradition, from views on the role of authority and dogma.

The Hardy-Weinberg law on the genetic stability of populations is also applicable to the creative inclinations of people. The number of talents per million inhabitants should be constant. Why did entire constellations of talented musicians create in one era, artists in another, and physicists in a third? Obviously, the social prestige of the profession is of great importance, which, in turn, expresses the needs of society and the role that society attaches to this activity.

Where does confidence in calling come from? There are, of course, people (and there are usually few of them) with a distinct penchant for music, mathematics, and languages. There are much more simply capable people who would be equally successful in biology, medicine, and physics. This is where the social prestige of the profession comes into play, the respect that public opinion, seal. And to a young person - consciously and subconsciously - it begins to seem that semiconductors, lasers or space rockets are what he was born for.

If society valued another profession as highly as the profession of a physicist, then a significant part of those who today are still striving for physics departments would rush to other educational institutions. And I would be sure that there is her calling.

In the last century, when Louis Pasteur and Robert Koch made their famous discoveries, prestige biological sciences was very high. These sciences attracted the most gifted young people. It is possible that today's development of genetics and biochemistry will once again attract many capable people to biology departments, and they will sincerely believe that they were born to study biology.

Apparently, vocation is a concept more social than biological, and it is formed from the innate inclinations of the psyche, the conditions of education and the needs of society.

The influence of the social climate manifests itself in different ways. For a long time great importance was attached to a good scientific school. It is no coincidence that such luminaries as Virchow, Wundt, Helmholtz and Dubois-Reymond began their scientific way under the direction of Johannes Müller. From the laboratory of E. Rutherford came a galaxy of Nobel laureates. Many of the largest Russian physicists are students of Academician A.F. Ioffe. It is unlikely that these patriarchs of science selected the most capable students. Rather, they were able to induce, awaken independence and talent in students. Grateful students are trying to restore the methods by which the awakening of talents was achieved. "Sensitivity to everything new", "genius intuition", "intolerance to epigonism", "encouragement of originality" - the meaning of expressions of this type remains undisclosed. What qualities the founders of brilliant scientific schools possess is not yet clear, and the problem of creating a creative climate remains one of the most urgent.

For example, the style of work in the group of M. Delbrück, who studied the bacteriophage and nucleic acids. Delbrück did not encourage striving for high rigor and accuracy, believing that "moderate negligence" increases the chances of getting interesting results. The motto of the group was: "Publish fewer articles, but every article must be of the highest quality." The leader of the group preferred theoretical thought to experiment and required colleagues to devote one or two days a week to reflections not directly related to experimental work. All employees were required to be uncompromising and ruthless at seminars and in general when evaluating ideas put forward. Frequent trips to the bosom of nature (not only on Sundays, but also on working days) contributed to the discussion of problems in the most relaxed atmosphere. Judging by the results, this style of work proved to be very effective.

Alex Osborne in the late 30s proposed "brainstorming" ( brainstorm) as a group method of problem solving, activating creative thought.

Stimulation creative activity achieved through the observance of four rules.

1. The critic is excluded - you can express any thought without fear that it will be recognized as bad.

2. Free and even unbridled association is encouraged: the wilder the idea, the better.J

3. The number of proposed ideas should be as large as possible.

4. The expressed ideas are allowed to be combined in any way, as well as to propose modifications, that is, to "improve" the ideas put forward by other members of the group.

Initial enthusiasm for "brainstorming" has given way to cooling. Now they are trying to establish which tasks are best solved in this way, from which people to select groups, what are the optimal sizes of groups.

Determining the optimal group sizes is important because quantity does not always translate into quality. Two floor polishers can scrub floors twice as fast as one. But if a poet created his work in some time, this does not mean that two poets would have written it twice as fast. Scientists are more similar in this sense to poets than to polishers.

Brainstorming is more effective when combined with the synectic method of making the unfamiliar familiar and the familiar alien.

To turn the unfamiliar into the familiar is simply to study the problem and get used to it. After that, you need to do the reverse procedure - to make the familiar alien. This is achieved through four types of operations.

1. Personal assimilation - identification of oneself with some element of a problem situation, for example, with a moving part of a mechanism, a machine part.

2. Direct analogy or search for similar processes in other areas of knowledge. For example, an electrical engineer, solving a technical problem, is looking for analogies in hydraulics, in thermodynamics.

3. Symbolic analogy or use poetic images and metaphors for formulating the problem.

4. A fantastic analogy in which the problem is mentally solved "as in fairy tale", that is, the fundamental laws of nature are ignored: you can arbitrarily turn on and off the earth's gravity, change the speed of light, etc.

"Diagnosis" of creative abilities

Creativity is judged by achievement. But potential is just an opportunity for success. It just needs to be measured.

Abroad, various tests for determining intelligence, creative abilities and the so-called projective tests, which reveal personality tendencies and its orientation, have become widespread.

AT Soviet school these tests do not apply. Giftedness and abilities of people are revealed in labor activity, in the process of accumulation and, most importantly, active application of skills and knowledge. The conclusion about giftedness is not made according to formal tests, but only after a comprehensive study of the personality.

Hasty judgments based on test results led to curious errors.

But it is impossible to unconditionally reject the test methodology. With a reasonable approach to assessing results, tests can serve a person well; in particular, many tests have been adopted by aviation and space medicine.

Application of tests for vocational guidance and selection is nothing new. A kind of psychological test is contained in one of the oldest legends. The commander Gideon, after a grueling march, led his troops to the source of Harod. Before a decisive battle, wanting to select the most persistent fighters, he ordered the weary soldiers to drink from the source. Some of them, getting on all fours and pressing their lips to the water, began to eagerly lap it. Others drank sedately, scooping up handfuls of water. These three hundred warriors were taken by Gideon into battle, making up a select detachment against the Midianites.

Any creative work requires different abilities. This is why no psychological test can in principle have absolute predictive power; tests are needed. In addition, to predict successful activity, it is necessary not only to understand the psychology of talent, but also to take into account the conditions in which the activity will take place. Therefore, when evaluating test results, one must exercise prudence and caution.

Using the concepts of "lightness", "flexibility" and "originality", assessing the degree of creative talent with their help, it is necessary to determine what lightness, flexibility and originality are, as they manifest themselves when performing the tasks listed above. Ease is manifested in the speed of completing the task and is taken into account by counting the number of answers in the allotted time period.

Flexibility - the number of switches from one class of objects to others. To the question "How many uses can you think of for a tin can?" the subject names the pot and the cup. When assessing lightness, these are two different answers. But both the saucepan and the cup are vessels into which liquid is poured. This means that responses are counted as one when evaluating flexibility, since there is no switching from one object class to another.

Originality is assessed by the frequency of this answer in a homogeneous group (students of one institute, students of a given school). If 15% of the subjects give the same answer, then such an answer is scored as zero. If less than 1% of the subjects give this answer, then its originality is estimated at 4 points (the highest score). If from 1 to 2% of the subjects offered the same answer, then its originality is estimated at 3 points, etc.

In general, the assessment of test results is not strict enough - the experimenter's arbitrariness can be allowed here.

In addition, the true predictive value of tests remains unclear. Will those students who receive the highest score actually become creative workers (and if so, how effective)? To answer this question, you need to wait several decades, all the while observing the subjects. Therefore, the use of all these methods is of interest so far mainly for psychologists. But in the process of working and analyzing tests, psychologists gain practice and experience that will help them quickly and correctly evaluate new ideas and proposals related to identifying the creative abilities of an individual.

In the meantime, there is no well-founded selection methodology, you either have to act randomly or use empirical methods, which are forced to resort to team leaders interested in selecting creatively gifted employees.

A prominent engineer who for many years led a large research laboratory in electronics, recommends eight tricks to help select young talent. Here are some of them.

Ask the visitor if he considers himself creatively gifted. People, as a rule, soberly assess themselves in this regard. In addition, they are not interested in deception, realizing how risky it is for a mediocre person to take a position that requires creative thinking (for example, the position of a leading engineer). The disadvantage of this technique is that many people themselves are not aware of their creative possibilities.

Find out the number of patented inventions and original articles of the applicant (review articles and reports on ongoing experiments do not count).

If the new applicant is young and does not yet have his own works, it is necessary to find out to what extent his thinking is unconventional. Let him remember those experiences and laboratory works, which occupied him when he was a student and impressed him with their unusualness and beauty. From his story it will be possible to judge whether he prefers solving problems to simply memorizing facts. At the same time, it must be taken into account that a gifted person is inclined to talk about poorly studied and obscure aspects of the subject, in contrast to an ungifted person, who speaks only about what is firmly known.

It is necessary to check how much a person uses his visual imagination. Gifted people, especially in the field of technology, make extensive use of visual images and representations in the process of thinking.

Touch someone in a conversation professional problem. Another applicant willingly cites the opinions of high-ranking officials, refers to sources, but does not seek to express his own opinion. Such a person may have a high intelligence quotient (IQ), but it is very unlikely that he has developed creative abilities.

Offer the newcomer a specific task. For example, graduates of physics departments received the following task: a bullet flies out of a rifle barrel; measure the speed with which it passes the first 5 m (the accuracy of the solution is 0.1%). Physicists know many phenomena that can be applied in this case but not everyone knows how to apply their knowledge. Some believe that it is necessary to turn to the reference literature and read there how such measurements are carried out. Others try to think for themselves, suggest something like a stopwatch that needs to be stopped at the right moment. Although every physicist is familiar with the "decimal counter".

Creatively gifted people usually come up with a lot of ideas, including funny ones, jokes, funny ones. Gradually, the circle of conjectures narrows and remains a few practical, although not fully developed. It is characteristic that sometimes, at the end of the conversation, the carried away visitors forget about the direct purpose of the visit and promise to come up with something else. Intellectually bold, these people are not afraid to make a suggestion, even if it is not quite suitable for a solution. And the quantity of ideas eventually turns into quality. An uncreative person will only come up with an idea if he is absolutely sure of it.

The listed selection methods justify themselves in practice, but it would be interesting to combine these empirical methods with psychological testing, which includes testing a variety of creative abilities.

In conclusion, Stephen Leacock's opinion on psychological tests, which he expressed in the short story "The Test":

“John Smith had been serving military service for some time, but did not show either quick wits or initiative. At first he was sent to the infantry, but it turned out that he was too stupid for this kind of troops. They tried the cavalry, but there he proved himself even worse. However, since Smith was a strong, healthy guy, they could not dismiss him from the army at all.The only thing left was to transfer him to another unit.

And so John Smith reported his arrival to the new boss.

Well, here's what, John, - said the one is the main in military service, it is always to show ingenuity and enterprise. In other words, intelligence. Understood?

Yes, sir.

Now listen to me carefully: I'll give you a test, I'll give you a test. Do you think you have intelligence?

Who knows! - drawled, shifting from foot to foot, John.

Now we'll see. Tell me what it is: it has two soles, two heels and 24 lace holes.

John Smith thought hard for about three minutes. Small drops of cold sweat broke out on his forehead.

I don't know, sir, he finally said.

Here's an eccentric, - the officer grinned. - It's one pair of boots! But let's continue. Tell me what it is: it has four soles, four heels and 48 lace holes.

Five minutes later, sweating from the tension, John repeated:

I don't know sir...

M-mda-ah ... It's two pairs of shoes! Well, let's try the last question. What has six legs, two horns, and flies and buzzes in May? If you don't answer, I don't know what to do with you.

Without hesitation, John Smith blurted out:

So that's three pairs of boots, sir!"

INTRODUCTION 3 1. SPECIFICITY OF CREATIVITY AND CREATIVE ABILITIES 5 2. CONDITIONS FOR THE FORMATION OF CREATIVE PERSONALITY 7 3. LIMITS OF DEVELOPMENT OF CREATIVE PERSONALITY 10 CONCLUSION 14 LIST OF USED LITERATURE 16

Introduction

The relevance of studying the issues of the formation of creative competence in the 21st century is associated with the problems that have arisen in education and in society as a whole: the search for new ways of forming creative competence, determining one's place in society. Creative competence includes a system of knowledge, skills, abilities and personal qualities necessary for creativity. The creative component can be present in any type of activity (communicative, educational, organizational). An essential component of creativity is the knowledge and skills that underlie one's own creative and cognitive activity. The study of psychological and pedagogical literature shows that researchers turned to the issues of creative thinking relatively recently - at the end of the 19th - beginning of the 20th century. At present, several dozens of scientific foreign and domestic concepts creative thinking, created in line with various theoretical and experimental directions. According to most researchers, creativity can be developed. Especially effective is the impact on its formation in sensitive periods. Preschool and primary school age are such (V.N. Druzhinin, E.L. Soldatova, etc.). D.B. Bogoyavlenskaya, on the basis of experimental data, concluded that the formation of creative abilities does not proceed linearly, but has two peaks in its development: the most striking burst of their manifestation is noted by grade 3 (age 10), and the second falls on adolescence. In the studies of I.Ya. Lerner and M.N. Skatkina draws attention to the relationship between the ability given from birth for creativity and the ability to realize it at different levels. The purposefulness of training makes it possible to form a high level of development of existing creative data. The purpose of this work is to study the specifics of human creative abilities. The set goal involves the solution of the following tasks: - to identify the specifics of creativity and creative abilities; - consider the conditions for the formation of a creative personality; - to determine the limits of the development of a creative personality.

Conclusion

All these circumstances are necessary for the transformation of a person as biological being with innate inclinations into a social being, developing human abilities in himself. The surrounding people, having the necessary abilities and means of learning, ensure the continuous development of the necessary abilities in children. An important role here is played by complexity, that is, the simultaneous improvement of several mutually complementary abilities. The versatility and variety of activities and communication, in which a person is simultaneously included, act as one of the conditions for the development of his abilities. In this regard, the following requirements should be imposed on developing activities (communication): creative nature, optimal level difficulties for the performer, proper motivation and ensuring a positive emotional mood during performance. An essential factor determining the development of abilities is the stable special interests of the individual in a certain area of social life, which are transformed into a propensity to professionally engage in the relevant activity. Special abilities are formed in the process of mastering professional activities. Cognitive interest stimulates the mastery of effective techniques and methods for its implementation, and the successes achieved, in turn, further increase motivation. In order to ensure the best fit of a person to a particular type of work activity, it is necessary to assess his professional inclinations, inclinations and abilities of a person. This is carried out in the process of vocational guidance and vocational selection, which makes it possible to identify the qualities necessary for a particular type of labor activity. Based on this assessment, professional suitability is revealed. The fact that a person is suitable for a given profession can only be said when his abilities are fully consistent with the nature of this work. LIST OF USED LITERATURE

Bibliography

Bogoyavlenskaya D.B. Paths to creativity. - M.: Knowledge, 1981.- 80 p. 2. Bodalev A.A., Rudkevich L.A., How do they become great or outstanding?, M., "Publishing house of the Institute of Psychotherapy", 2003 -288 p. 3. Leontiev, A.N. Lectures on General Psychology. - M.: Meaning, 2007. – 340 s. 4. Lerner I.Ya. Didactic foundations of teaching methods. - M.: Pedagogy, 1981. - 78 p. 5. Likhachev B.T. Pedagogy: Course of lectures. - 4th ed., revised. and additional - M.: Yurayt - Publishing House, 2003. - 607 p. 6. Miloradova, N.G. Psychology and pedagogy. M.: Gardariki, 2007. - 335s. 7. Radugin A.A. Psychology and Pedagogy. - M, Center, 2002. M .: Center, 2002. - 256 p. 8. Skatkin M.N. Problems of modern didactics. - M.: Pedagogy, 1984.- 208 p.

Take a look at the modern world around us, take a look at your surroundings. How many people do you see who are passionate about their work, ready to do what they love more than anything in the world for days on end? And you understand that the creative potential of a person is huge and everyone has such a potential, including you, dear reader.

Do you see a lot creative people or, as they say now, creative, who have an extraordinary mind, who can come up with an original, productive and interesting solution in any situation? Creativity allows such people to find a quick and effective way out of difficult situation. They do not get stuck in it, but move on, giving the impression of a cloudless life. Are there many? If you have many such acquaintances - it's just amazing, you have a wonderful circle of friends.

But most often people remain within the gray mass. They work just to work, they don’t even think about any ardent desire to do something. All problem situations are solved in the same standard way, and if something does not work out, they do not try to come up with an original way out, but leave the problem to chance, because they cannot solve it using standard methods. And more often, they don’t even understand that they can do something differently, not according to the accepted pattern.

Human creativity

How many truly creative people do you see? After all, creativity is not only painting, music, architecture, poetry. This is a much bigger concept. Creativity is shown in everything: in mathematics, chemistry, engineering, cooking, cleaning the house, and even in all kinds of relationships. Actually In fact, creativity can manifest itself in everything, in all aspects of life. And everyone can be creative. Creative potential man is unlimited.

Everyone is naturally endowed with creative potential, just a few have revealed it.

The deepest myth of modernity lies in the fact that we consider some creative special people: writers, poets, artists. No, this is a mistake. creative person can be anyone, absolutely anyone. Everyone is naturally endowed with creative potential, just a few have revealed it. And some don't even know it exists.

The modern world is developing at a rapid pace. We see how quickly they are improving digital technologies how fast the industry is changing. Think about it, can you match this world in your development? Can you constantly improve in your profession, constantly learn, look for new solutions, generate ideas?

Agree, at first glance it seems impossible. What about our children? They will live in an even more dynamic world, even more complex than it is now. At the same time, the education system today is not strongly tuned to the process of finding solutions and a creative approach.

The good news is that we have more creativity than we think. We need to radically change our views on our creative possibilities on how irrationally we use them. We need a completely different basis for our daily activities, we need a different system for solving problems and problems. Namely, on the basis of a creative approach.

The ability to generate new and valuable ideas easily and naturally should be normal for everyone. This is how you can achieve heights in any area of \u200b\u200blife individual person or states. You can find solutions in any difficult situations.

It is possible to develop and improve everything at an incredible speed, from politics to relationships with own child. Remember and think about it: all brilliant people, physicists and mathematicians, chemists and writers, artists and engineers, were truly creative people, they knew how to see the new in the old, they were not stopped by what everyone considered axioms.

If each of us has at least a part of such opportunities, we will reach a completely new level of development, a new level of life and thinking. What can you do to at least partially reveal your creative potential?

Disclosure of creative potential. 6 first steps.

Engage in any kind of handicraft whichever you like: embroidery, modeling, wood carving, drawing, playing a musical instrument, design and construction, metal forging.
In your favorite handmade art, try not only to repeat the lessons and patterns, but to create something new and your own: compose music, draw pictures from your head, sew new outfits that no one else has.
Every 3-6 months start to comprehend the basics of any occupation which you have never done before, learn something new. If you have never ridden a bike - try it if you have not made figures from plastic bottles- get busy. Never played a musical instrument - it's time to learn, at least on spoons. New activities give us a new perspective on the world and additionally involve new parts of the brain, which undoubtedly only benefits us.
Imagine yourself as other people, try at your leisure to play an actor, enter into someone else's role, do your usual routine things as a brainy scientist, a blonde, a hero, a lazy person. Sometimes this game gives amazing results, new ideas and solutions start to come.
Try also to imagine yourself as animals and objects. And cook dinner like a cat or dine like a kettle. Imagine how it could be.
If you solve work problems, and you lack creativity, take a break from concentrated thinking and offer the most ridiculous and ridiculous options. Let's say you decide where and how to attract customers. For 10-15 minutes, just write down the most ridiculous proposals: stop the city bus and ask the driver to bring everyone to you, go to Africa and bring a whole tribe from there, order the most gigantic pie from the chefs and distribute it, inviting you to yourself, hire a hypnotist and hypnotize passersby. After such an exercise, your brain will rest a little, relax, turn on an absent-minded mode of thinking, and some of the ridiculous options will come up, which will turn out to be very suitable.

Develop your creativity!

Lecture 3. 4. Human creativity
Questions:

We can agree with the idea of V. Hirsch that the assessment of a genius and his originality depends on external environment surrounding the genius, from the perception of his society. Indeed, when evaluating genius (as well as talent), external criteria are taken into account - the significance of a creative product for society, its novelty, but not the potential of the creative mind. Numerous examples of the history of science can be cited.

This raises the question: how to measure genius?

Genius activity in general is never different in nature from the activity of an ordinary person, and the matter is always only about various degrees the intensity of general psychological processes, according to modern scientists. Consequently, the differences between the ordinary and the ingenious are not qualitative, but only quantitative. An interesting fact noticed by researchers is that there are much more gifted people born than those who were able to develop their abilities. So society should be interested in studying the conditions for the formation of a genius. Was created Psychobiography ( Greek psychê - soul and Greek. biographia - biography, life story; life) - a method of psychological analysis of biographies and personalities of specific historical figures and the corresponding genre of biographies, which pays special attention to the mental factors of people's life and work.

AT psychologist V. N. Druzhinin gives the following "genius formula":

Genius \u003d (high intelligence + even higher creativity) x activity of the psyche.

Since creativity, he writes, prevails over intellect, the activity of the unconscious also prevails over consciousness. It is possible that the action of different factors can lead to the same effect - hyperactivity of the brain, which, combined with creativity and intelligence, gives the phenomenon of genius, which is expressed in a product that has historical meaning for the life of society, science, culture. Genius, breaking outdated norms and traditions, opens new era in their field of activity.

The effect of genius seems to many researchers of creativity not amenable to any schemes and measurements.
2. Creativity and types of giftedness
As for creative (creative) abilities, they are divided into general and special.

"Special" abilities are associated with certain activities (musical, visual, literary, managerial, pedagogical, etc.). High in special abilities specific gravity innate inclinations. The second, which is logical, correlates with more general conditions leading forms of human activity, general creative abilities testify to the readiness of the individual for the success of the activity, regardless of its content. Common creative skills include ability for variability, hypotheticality in the process of solving problems, the ability to improvise in various situations and the ability to transfer as an opportunity to act in new non-standard conditions. However, they consider modern researchers, Availability general abilities more declared than proven.

Any activity implies the need to think, but this does not mean that different intellectual ability each person develops and applies in different ways in the same way intellectual activity. Researchers distinguish between a practical and theoretical mind, since one is “strong” in everyday affairs, but cannot boast of success in mental work at work; the other, on the contrary, is successful as a scientist, but "stupid" in everyday life.

Famous scientist H. Gardner is an ardent opponent of IQ and general abilities. He put forward the theory of multi-intelligence, according to which there are nine types of intelligence:

logico-mathematical,

verbal,

spatial,

musical,

bodily-kinesthetic,

intra-personal and inter-personal,

natural and spiritual.

Each individual, to one degree or another, is endowed with all types of intelligence, and the question of the presence or absence of abilities as such should not be raised ( Pass iq test http://www.iqtestmen.ru/sem.htm )

The speech must go about the qualitative characteristics of intelligence: what exactly is the giftedness of a person and only then - how large is the scale of this giftedness. The mental abilities of a person are called general (as opposed to special abilities, for example, music, drawing, sports). In fact, the properties of the mind manifest themselves very widely, in various types of activity (everywhere, for example, attention is required, as well as comparison, analysis, planning, etc.), in this sense they are common, i.e. common to a wide variety of activities. But is the mind something unified: a smart person is equally smart in everything, or can smart in one be stupid in another?

Recognition of the presence of both general and specific components of each ability and giftedness cannot serve as a basis for the observed tendency to designate abilities by the type of activity they "serve". We can agree with the researchers B. M. Teplov and V. D. Shadrikov that emphasize polyfunctionality of abilities, i.e. their inclusion in different kinds activities. At the same time, one can talk about the musical, literary, artistic (drawing) giftedness of a person, correlate it with the types of activity.

Types of giftedness

German psychologist and philosopher, one of the pioneers of differential psychology and personality psychology W. Stern distinguished between two types of giftedness - reactive and spontaneous. Children who have the first need stimulation from the outside every time, and they are more inherent in Practical activities, while those with spontaneous giftedness are more prone to intellectual, theoretical activity. Reactive giftedness, according to Stern, is lower than spontaneous, theoretical, since it exists in animals, savages and small children; spontaneous giftedness is inherent only in man and, moreover, at the highest stages of development.

What do we mean when we call a child or teenager gifted? The term was once used only to refer to children in the Terman Longitudinal Study with an IQ of 140 or higher.

O however modern definitions talents are wider, and now not only people with a high IQ are considered gifted, but also those with exceptional talent in certain areas, such as music, art, literature or science.

Creator of the materialistic doctrine of higher nervous activity I. P. Pavlov distinguished two types of people - "artists" and "thinkers". The former are predominant visual-figurative thinking over verbal-logical (the predominance of the first signal system). The latter, on the contrary, have a predominance of verbal-logical thinking over figurative (the predominance of the second signal system); generalizations and concepts play a leading role in their thinking. It has now been proven that these types of giftedness are associated with the functional asymmetry of the cerebral hemispheres: among "artists" right hemisphere, and the "thinkers" - left hemisphere. From this it can be concluded : some people are more gifted in artistic creativity and others in science and invention.

Currently, Western psychologists distinguish several types of giftedness:

general intellectual;
specific academic;
creative: artistic and performing arts;
psychomotor;
leadership;
social.

They also single out "practical" giftedness, contrasting it with "artistic" giftedness.
3. The problem of correlation between intelligence and creativity

Critical remarks are increasingly being heard against researchers of creative thinking and intelligence. Without denying the importance of experimental psychological studies of creativity, some researchers believe that their results are of little use for understanding the real creative process, because, firstly, they deal with artificially created situations and, secondly, do not take into account the peculiarities of the task being solved by a person, of the subject field in which the search for the desired solution is carried out.

Indeed, experimental problem situations and research activities that a scientist is engaged in in his daily work have completely different motivational potential, i.e., an incentive to act. Consent to participate in the experiment and decision process experimental task motivated by motives of a very different kind than professional scientific activity and the development of a serious scientific problem. Under these conditions, some subjects quickly lose their incentive to work: as soon as their curiosity is satisfied or there is a feeling that they have already done enough for the experimenter.

Another thing scientific problem. It is, as a rule, formulated by the scientist himself, who proceeds from the results of previous studies, his own scientific interests, assessing the prospects for the development of this problem, including for his career. But even if it arises under the influence of social order or other external factors, in any case, the researcher bears it, adapts it to his interests and perceives it as his own brainchild. The solution to the problem is included in common system the motivation of scientific activity that exists in a given person, and the career, prestige, and future of a scientist sometimes depend on success in solving it.

Scientific activity is also guided by such powerful stimuli as interest in the problem, enthusiasm for the very process of cognition and research. In addition, a scientist not only solves this or that problem, but each time proves to himself and others what he is worth as a professional, and therefore the assessment by other scientists of the result of his activity directly affects an important component of the personality - its self-esteem. The motive for maintaining self-esteem is an important additional factor that stimulates any professional activity.

This motivational component of scientific creativity cannot be modeled in an experiment. It only appears in the present research activities, and therefore any experiment on the study of creative thinking is always immeasurably poorer than the real process of creativity. But this is only one side of the problem. The other is that thinking process to a large extent directed and regulated by the content of the problem situation. It's one thing - a problem with six matches, and quite another - a problem from the field of quantum mechanics. They differ not only in the level of difficulty and the number of variables that must be taken into account, but also in the degree of uncertainty in which the researcher works.

As a rule, real research problem situations imply the possibility of not one, but several solutions, and the “correct” solution - if it exists at all - is not known in advance to anyone. You do not need to have special knowledge to understand that the strategy and tactics of action in both cases will be fundamentally different.

The researchers emphasize that if psychology wants to get a really real, three-dimensional picture of creativity, it must necessarily include in the scope of its analysis the study of how different types of tasks, features of the object or phenomenon being studied affect the process of creative thinking.

Author of TRIZ-TRTS (theory of inventive problem solving - the theory of development technical systems), author of TRTL (theory of creative personality development), inventor and writer. G. S. Altshuller rightly notes that questions like “how should I hunt?” or “how to play musical instruments?” will immediately raise counter questions: who to hunt? what instrument to play? Why is it possible to study creativity - a much more complex process - regardless of the nature of the problem being solved and extend the conclusions obtained in particular situations to the entire area of \u200b\u200bsolution creative tasks? This can lead to profound misunderstandings in understanding the mechanisms of the creative process.

A person creates and thinks, unique in his own way, possessing only her inherent features of intelligence, thinking style, personal history and experience. But she always thinks about a well-defined task, which modifies and, as it were, adapts the existing strategies and tactics of solving, provokes the development of new heuristics, directs the process of searching for new information.

Despite the fact that the studies of thinking and intelligence by scientists, philosophers and psychologists did not lead to the solution of the tasks set in understanding the nature of scientific creativity, it became clear that creativity is not reduced to creative thinking, just as creativity is not reducible only to the characteristics of the intellect, because it is not inherent in the intellect as such, but in the personality as a whole.

So the search specific features man of science was carried out in parallel in three areas, although at different periods of time the emphasis shifted from one to the other: 1) the process of thinking; 2) the structure of intelligence and the level of its development; 3) actually personality traits.

Additional literature for the lecture

Altshuller G.S. invention algorithm. -
Altshuller G.S. Find an idea. Introduction to TRIZ. - http://www.koob.ru/altshuller/
Hirsch V. Genius and degeneration.- http://www.koob.ru/girsh_v/
Gordeeva T.O. Motivational prerequisites for giftedness: from the model of J. Renzulli to the integrative model of motivation// Psychological research. - 2011 - N 1(15). - http://www.psystudy.ru/index.php/num/2011n1-15/435-gordeeva15.html

Druzhinin V.N. Psychology and psychodiagnostics of general abilities. - http://www.bronnikov.kiev.ua/book_1_109.php
Stern W. Mental endowment: Psychological methods for testing mental endowment as applied to children school age. - 1997. - 128 p.

Appendix

find out Interesting Facts from the life and work of great scientists!

http://rutracker.org/forum/viewtopic.php?t=2201499

Project Encyclopedia / Encyclopedia channel

Year of release: 2006-2008. Country: Ukraine
Genre: Non-fiction, biographical, Duration: 367 episodes of ~ 7 minutes