INSTRUCTIONS AND PROPHECIES OF THE Blessed MOTHER ALIPIA GOLOSEEVSKY, Kyiv...
Creation- a condition for the development of the individual, since in the process of creativity the functions of self-realization, self-actualization, self-development are carried out.
Self-actualization- a person's awareness of the importance of his abilities, of what he is endowed with.
· Creativity as a way and condition of personality activity
The problem of personality and creativity has attracted the attention of thinkers since ancient times. In the philosophical teachings of China, Japan, India, the role of the unconscious, the ability to identify with the subject being studied, was noted.
Creativity is an essential characteristic of a person, a condition for the development of personality and culture, the fundamental basis of human life. Creativity is considered as an activity, as a process, as a person's attitude to the world, as a special state of consciousness. L.P. Grimak, A.G. Spirkin, H.E. Trick and define creativity through the result of activity, focusing on the creative product.
· Personality is self-fulfilling only in creativity through the realization of their essential forces, developing, thus transforming themselves, society, which implies the activity of the individual. Creativity is always conscious and purposeful, because its subject - a person - begins as a person with awareness of the surrounding world, its assessment and determination of one's attitude to this world, with an awareness of the need for self-realization and self-development.
· The process of self-realization of personality is carried out, as is known, in the unity of conditions and its internal features, possibilities. Conditions are factors external to a person that do not depend or almost do not depend on him at a certain specific moment, although the person begins to play a certain role in changing real conditions.
Activity- the main form of human existence, but not every activity contributes to the actualization of the essential qualities of the individual. The universal characteristic of life is activity - the active state of living organisms as a condition for their existence in the world, the desire to change it, create the world and thereby express their essence. The more opportunities a person has to change things and tools, thus realizing his essential, that is, creative inclinations, the more he can express himself, learn and improve himself, and creativity in this context is the most adequate way of manifesting activity and self-expression of a person. .
Consequently, only creative activity provides self-realization of the individual, and the degree of realization of its essential properties depends on the level of activity of the individual.
* Creativity has long been understood as the creation of a new product. However, many of his well-known phenomena did not fit into the interpretation of creativity, such as “problematization of one’s own world” (G.S. Batishchev), struggle, flight to infinity” (N.A. Berdyaev), “non-adaptation” (A.G. Asmolov), “going beyond the borders, overcoming” (Abagnalo), “rebellion” (J.P. Sartre).
D.B. Bogoyavlenskaya was the first to propose an understanding of creativity as going beyond the required. However, now the concept of creativity has practically coincided with the concept of "non-adaptive activity" (V.A. Petrovsky). In any independent human act, one can find at least some grains of creativity, and along with them manifestations of non-creativity. Creative moments are original actions that bring something new, productive to reality. Non-creative elements include reproductive - repetitive, sustainable operations aimed at preserving and recreating past experience, and routine - fixing outdated stereotypes, inert repetition of what is associated with pattern thinking, formalism and leads to fakes and imitations.
* Creativity characterizes the personal level of activity, while the environment only mediates it.
L.S. Vygotsky understood creation as a necessary condition for the existence of a person, like everything that goes beyond the routine and what is new.
S. Stepanov believes that creation- the mental process of creating new values, as a continuation and replacement of children's play. Activity is always aimed at a material or spiritual result. Creativity, being, in its essence, a cultural and historical phenomenon, has a psychological aspect - personal and procedural. It assumes that the subject has abilities, motives, knowledge and skills, thanks to which a product is created that is distinguished by novelty, originality, and uniqueness.
* Creativity has an individual character of manifestation of purposeful activity, where the key role is played by the activity of the individual, the so-called "free spirit" by Berdyaev. Activity as a search for the meaning of human existence. Personality creates itself throughout human life. Personal activity is an initiative impact on the environment, on other people and on oneself. The activity of a person depends on the motives of her behavior, worldview, value orientations, character and temperament.
* At the heart of creativity lies, on the one hand, unsuitability from which needs, desires, on the other hand, the desire to change the environment. The presence of needs or aspirations thus sets in motion the process of imagination, the revival of traces of nervous excitations, provides material for its work. A need is a state of a living being, expressing its dependence on specific conditions of existence and acting as a source of its activity.
* Human activity is a unity of internal and external manifestations his activity.
The problems of creativity are closely connected with the problems of the foundations of the psychology of the subject. The outstanding domestic psychologist A.V. Brushlinsky presents an original point of view on a person - as a subject - the creator of his own development. Accordingly, the subject is defined as a person at the highest level of activity, communication, integrity, autonomy for him, as a person who has freedom of choice and makes decisions about actions based on moral consciousness. It is shown that a person is not born a subject, but becomes one in the process of the formation of the psyche.
Personality - first of all, a qualitatively unique spiritual energy and spiritual activity - the center of creative energy. The spirit is a holistic creative act of man. The spirit is creativity, the spirit creates a new being. Creative activity, creative freedom of the subject is primary. Creativity is inseparable from freedom. Only the free one creates.
“A free person is independent and active,” says N. Berdyaev. The freedom of the individual is expressed in the adoption of a certain ideological position and following it. A person who defends the ideology he has adopted and follows it in his behavior is a socially active person.
The fundamental study of creative activity in recent decades has been carried out in line with educational psychology and psychophysiology. In pedagogical psychology, the problem of creative activity was considered in connection with the development of problems of mastering knowledge. Creative activity is identified with the activity itself, its success.
There are two trends in the understanding of creative activity. In one case, intellectual activity is treated as a synonym for any mental activity generally. Another point of view is that activity is "a measure of the interaction of a subject with an object".
· intellectual activity- a purely personal property, the unity of cognitive and motivational factors.
There are two levels of individual action:
1) the actions of the individual at the level social individual when the activity is conditioned by the goal and the desired result;
2) actions creative personality when the result is always wider than the goal.
Some important points for the formation of the creative activity of the individual:
1. the manifestation of creative abilities in a person is personally indirect, i.e. its psychological and pedagogical "history" of development is a kind of key that opens the manifestation of creative activity, covering all aspects of existing knowledge, skills and life experience, i.e. personality manifests itself in creative activity. This determines the relationship and interdependence of personality traits and creative processes;
2. essential component The creative process is the intellectual activity of a person, manifested in a creative initiative. Naturally, the level of creative activity is associated with the personal characteristics of a person, and often the nature of the course of mental processes in a person predetermines the level of manifestation of activity.
The formation of a person's personality is a consistent change and complication of the system of relations to the surrounding world, nature, work, other people and to oneself. It happens throughout his life. Particularly important is the age of childhood and adolescence.
What is a creative person? First of all, this is a person with broad views, encyclopedic knowledge, flexible living mind. Such a person is able to quickly adapt in work to a rapidly changing situation, quickly find non-standard solutions to standard problems. Three factors influence the formation of personality: upbringing, social environment and hereditary inclinations.
Education is considered by pedagogy as a leading factor, since it is a specially organized system of influence on a growing person in order to transfer the accumulated social experience.
The social environment is of paramount importance in the development of the individual: the level of development of production and the nature of social relations determine the nature of the activity and worldview of people.
The inclinations are special anatomical and physiological prerequisites for abilities for various types of activity. But the inclinations by themselves do not yet provide abilities and high performance. Only in the process of upbringing and education, social life and activity, the assimilation of knowledge and skills in a person, abilities are formed on the basis of inclinations. The inclinations can be realized only when the organism interacts with the surrounding social and natural environment.
A creative person can be defined as follows - this is a person who sees tasks around him, sets himself the goal of solving them and is engaged in solving them. It can also be defined through the result obtained as a result of creativity. Then a creative person is a person who finds non-standard solutions to the tasks facing him.
The main requirement for a creative life is the presence of a worthy goal. Achieving this goal is not instantaneous. Preparing for a solution takes years, including numerous milestones, solution attempts, retreats, and periods of searching for new tactics.
A creative personality is an individual who possesses a high level of knowledge, an attraction to the new, the original, who can discard the usual, the stereotyped. The need for creativity is a vital necessity.
Most authors agree with this definition of "creative personality". For a creative person, creative activity is a vital need, and a creative style of behavior is the most characteristic. The main indicator of a creative personality, its most important feature is the presence of creative abilities, which are considered as individual psychological abilities of a person that meet the requirements of creative activity and are a condition for its successful implementation. Creativity is associated with the creation of a new, original product, with the search for new means of activity.
N.V. Kichuk defines a creative personality through its intellectual activity, creative thinking and creative potential. It should be noted that in the psychological and pedagogical literature, next to the term "creative personality" there is the term "creative personality". The most successful approach to this definition was proposed by S.O. Sysoev.
A creative personality is a person who has internal conditions that ensure his creative activity, that is, research activity that is not stimulated externally.
A creative person is a creative person who, as a result of the influence of external factors, has acquired additional motives, personal formations, and abilities necessary for actualizing the creative potential of a person, which contribute to the achievement of creative results in one or more types of creative activity. Each person must develop and manage creative thinking skills in order to fully utilize the possibilities of the creative process.
Creative thinking is the knowledge of something new. It is part of the human intellect.
Creativity is skills, as well as the ability to creatively perform some work, perform some actions aimed at a specific result in order to improve something or someone.
Creativity - the qualities and abilities, skills and characteristics of the motivational sphere of students that develop and lead to the formation of a creative personality, the disclosure of the potential of each child.
Then what is creativity?
Creativity is a type of activity that generates something qualitatively new, which has never existed before.
Creativity - as a creative activity is characterized by uniqueness in the nature of implementation on the one hand and on the result obtained on the other hand. The result of creative activity is always original.
Creativity is a human activity that generates something new, is distinguished by originality, originality and socio-historical uniqueness.
Creative interest is attention caused by something significant, interesting, such that it encourages independent creative activity, the result of which is the discovery of something new, the solution of some problem.
There are three levels of consciousness in human creative activity: subconsciousness, consciousness and superconsciousness.
Consciousness operates with knowledge that can potentially be transferred to another, can become the property of other members of the community. In the sphere of creativity, it is consciousness that formulates the question to be resolved and puts it before the cognizer of reality.
The realm of the subconscious includes everything that was previously conscious. These are well-automated skills, deeply learned social norms and motivational conflicts that are painful for subjects. The subconscious protects the consciousness from excessive work and mental overload.
The activity of superconsciousness (creative intuition) is revealed in the form of the initial stages of creativity, which are not controlled by consciousness and will. The unconsciousness of these stages represents the protection of emerging hypotheses from the conservatism of consciousness, from the excessive pressure of previously accumulated experience. Consciousness is left with the function of selecting these hypotheses through their logical analysis.
The three-level structure of consciousness can be considered as the main parameter of a person's individuality. At different people the activity of these levels is expressed far from equally.
All levels of consciousness are developed, enriched and trained from early childhood. Superconsciousness trains by playing, then by art. It often functions in a zone of conflict between social and ideal needs, between existing norms and the need to change them. Consciousness is enriched in the process of learning, then - education and thinking. The subconscious mind is filled through imitation, and later - practical experience, which is controlled by consciousness. As one grows older, both the consciousness (a fully conscious experience) and the subconscious are enriched, i.e. sets of secondarily unconscious, automated skills and abilities. At a certain stage, the superconsciousness (creative intuition) has the opportunity to directly use the experience stored in the subconscious.
“A creative person,” says the American psychologist L.S. A Kyuubi is one who in some, yet random way, retains the ability to use her subconscious functions more freely than other people who are perhaps potentially equally gifted."
Creativity is the process of creating something new. Creative activity is usually a diverse activity. Each element of the artificial environment surrounding a person is the result of creativity. This is the built environment. The class-forming sign of the creative nature of activity is the creation of something new. The key to human creative activity is the selection of necessary (valuable) information. Moreover, its value is understood as the degree of probability of achieving the goal (satisfaction of the need) on the basis of the message received.
Creativity implies that a person has abilities, motives, knowledge and skills, thanks to which a product is created that is distinguished by novelty, originality, and uniqueness. The study of these personality traits revealed the important role of imagination, intuition, unconscious components of mental activity, as well as the personality's need for self-actualization, for revealing and expanding one's creative abilities. Creativity as a process was considered initially, based on the self-reports of artists and scientists, where a special role was assigned to "insight", inspiration and similar states that replace the preliminary work of thought.
Technical creativity. There are two forms of obtaining a creative result (solution):
Invention;
Rationalization.
The invention is a new technical solution of a problem with significant differences in any field of economic activity, social and cultural construction or national defense. As a rule, the result of the invention should give a positive effect.
Only such activity can be classified as creative, the result of which can be the creation of things of high social significance. The result of creative activity does not always coincide with the result of its practical applicability and significance.
The result of activity can be characterized from different points of view. Distinguish:
Fundamentally new (qualitatively);
New in time.
Fundamentally new is the result of creative activity, which is created or arises for the first time. This new one has no analogues in the previous one.
New in time is the result of creative activity, the creation or emergence of which was preceded by the existence of a similar object. A feature is the presence of such a quality in an object, by virtue of which this object represents another, regular copy of the original one.
Novelty is a concept that connects subjective and objective moments and ultimately expresses the attitude of a person (society) to the result (product of activity).
In relation to the "creator", novelty is classified:
1. Individual novelty. The result of the activity of the "creator" for society is not new. This new is subjective, individual, psychologically new;
2. Locally-new (group) novelty. The result of creative activity is new for a group or team of people;
3. Regional-new. Novelty extends or is limited to a particular country, state or region;
4. Objectively new (worldwide) novelty. Novelty is defined for the whole community, humanity, the whole world.
Creativity as a socially significant quality of a person is one of the most important characteristics of a person's personality as a member of a particular society of people, a creative person.
For the development of such a quality in a person's personality, a flexible methodology of the educational process is needed, based on the laws of the psychology of education and creativity, a historical approach to the development of science, technology and technology. This requires changes and corrections to the concept. higher education, in its content components, the transition to the principles of fundamentalization and humanitarization of education. It follows from the foregoing that teaching creativity as a special discipline should be carried out by highly qualified specialists, creatively active teachers, who are distinguished by the dominant need for creativity in their scientific, educational and educational activities.
Disclosure of the child's personality, his individuality, creativity, free without pressure from an adult, based on the child's self-expression, his self-development, using only humane methods and techniques.
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AT modern world the rapid development of technology and information technologies The most relevant and responsible function of society remains the upbringing of a healthy, comprehensively developed, highly moral person. Socio-economic transformations dictate the need to form a creatively active personality with the ability to effectively and innovatively solve new life problems.
Education of a creative attitude to work (the ability to see beauty in everyday things, to experience a sense of joy from the labor process, the desire to know the secrets and laws of the universe, the ability to find a way out of complex life situations) is one of the most complex and interesting tasks of modern pedagogy. And although people say: “Live and learn,” it is important not to miss the period in a child’s life when the basic skills and abilities are formed, among which the central place is given to imagination, fantasy, and interest in the new. If these qualities are not developed in the preschool period, then in the future there is a rapid decrease in the activity of this function, which means that the personality becomes impoverished, the possibilities of creative thinking decrease, and interest in art and creative activity fades.
Up to 3 years in children, imagination exists inside other mental processes, its foundation is laid in them. At the age of three, the formation of verbal forms of imagination takes place.
At the age of 4-5, the child begins to plan, to draw up a plan of upcoming actions in his mind.
At 6-7 years old, imagination is active.
The recreated images appear in different situations characterized by content and specificity. Elements of creativity appear, for the development of which certain conditions are necessary: emotional communication with adults, subject-manipulative activities, and various types of activities.
Teaching a child should enrich and clarify his perception and understanding of the world around him, and not be reduced to “imposing” ready-made topics on him. It is important to develop cognitive interests in children.
By developing creative potential from early childhood, we not only improve cognitive processes and creativity, but also shape the personality of the child.
Disclosure of the child's personality, his individuality, the development of his creative potential, free without pressure from an adult, based on the child's self-expression, his self-development, cooperation and co-creation, using only humane methods and techniques.
What is the inner world of a person, such are his actions. And the sooner this world is revealed, the sooner the child learns to be surprised and rejoice, to understand the language of the world around him and to convey everything he sees to people, the brighter, richer and cleaner it will be.
Developing curiosity, observation, imagination, fantasy, ingenuity and artistic creativity is another important task.
It is proved that the more developed the sphere of feelings of the child, the more gifted he is. That's why Special attention should be given to the sensory knowledge of the world by a child, and in connection with this, children's experimentation, ingenuity, playing with visual materials, using a system of various entertaining creative games-experiments, which allows you to activate the sensory perception of children.
And, finally, the formation of aesthetic perception and taste - this task plays an important role in the development of the child's personality.
How to ensure that a child, in the language of V.A. Sukhomlinsky, “could not live without beauty, so that the beauty of the world creates beauty in itself”?
The child's soul is equally sensitive to the native word, and to the beauty of nature, and to the musical melody, and to painting, because every child is a born artist, musician, poet. And he is able to create brightly and talentedly, only it is necessary to create a favorable environment for this, based on trust and understanding.
To achieve the goals set, it is necessary to solve the following tasks:
- improve artistically Creative skills children;
- contribute to the knowledge of the properties of the material, the desire to experiment with them;
- develop the ability to create artistic images;
- to develop an eye, dexterity of movements of hands, fingers, the ability to own tools and materials.
It is known that the lack of elementary visual skills makes it difficult to display artistic creativity. Therefore, it is necessary to use a system of creative games, fantasy games that allow you to quickly, easily, without pressure, and most importantly in a form that is fun for children, develop “lightness”, “memory”, “accuracy”, “courage” of the hand, work out fine and constructive skills and at the same time develop children's ingenuity, sociability, speech, feelings, and the ability to think.
One of the leading needs of a preschooler is the desire to learn. Children, like a sponge, absorb new experiences. Curiosity becomes a personality trait. Therefore, much attention should be paid to cognition in the process of specially organized activity. The content of this activity is the diverse world of people, objects, things, phenomena surrounding the child.
Questions, requests, actions, experiences, experiments, observations often arise in children spontaneously, according to their desire, as if from within. It is important to maintain these manifestations. Knowledge, impressions gained in this way are remembered for a long time, if not for life.
However, the spontaneous way of cognition does not contribute to the formation of a system of knowledge, it is very individual. Relying only on the experience of the child, you can miss those developmental opportunities that cannot be restored in the future.
Due attention is paid to entertaining games and exercises, games of experimentation with materials and tools, and game tasks, which are carried out in all forms of organizing productive activities and, of course, at any free time in different regime moments.
Also, one of the conditions is the organization of a developing environment, i.e. a space open to the action of the individual, in which teachers can respond to the activity of children with their own activity, thus developing the creative personality of a preschooler.
Analysis and study of the experience of preschool educational institutions show that for the effective development of the creative personality of a preschooler, appropriate guidance is needed from a teacher who is ready to purposefully and holistically implement this activity, which is possible only with the implementation of the following pedagogical functions:
Informational, including the ability to use speech expressiveness, accurately and figuratively present the material, use various methods of presentation, activate children in the process of creative activity;
Organizational, which includes the ability to plan a developing educational process, select material, methods, techniques and means for meaningful creative activity of preschoolers;
Diagnostic, which includes the ability to determine the characteristics of the creative abilities of children and take this into account in the organization of creative activity, to take into account and control the effectiveness of developmental work in general, to see the links in the development of the child's creative personality using various methods creative and cognitive activity;
Communicative, which requires the teacher to have the skills of interpersonal interaction with children in the process of their joint creative activity, manifested in the ability to always be friendly, tactful, friendly and polite;
Incentive, aimed at the ability to excite the creative interest and imagination of children, encourage them to be active and transform.
Thus, the development of the creative personality of a preschooler in a preschool educational institution is possible due to the creation of a developing environment that contributes to the transformation of the spontaneous and direct activity of the child into creative activity and the readiness of the teacher, which manifests itself in providing conditions for the development of children's independence, initiative, creativity and the search for new, creative solutions .
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INTRODUCTION
1.2 Fundamentals of the creative process
2.2.1 Thinking
2.2.2 Memory
2.2.3 Imagination, fantasy
2.2.4 Intuition
2.2.5 Insight
2.3 Creativity motivation
CHAPTER 3. ASPECTS OF CREATIVITY
3.1 Physiological aspects of creativity
3.2 The creative process
CONCLUSION
LITERATURE
INTRODUCTION
personality creative emotion thinking
“The mystery of creativity, like the mystery of free will, is a transcendental problem that the psychologist is not able to solve, but can only describe. The creative person is also a puzzle that we can turn in different directions, but each time to no avail. Nevertheless, modern psychologists have not abandoned the study of the problem of the artist and his art...”
Carl Gustav Jung
The psychology of creativity is a branch of psychology that studies the process of scientific discoveries, inventions, and the creation of works of art.
The term "creativity" also points to the activity of the individual on the values created by her, which, from the facts of her personal destiny, become the facts of culture.
The basis in the psychology of creativity is the relationship between the product of creativity and its process. The product belongs to the culture, the process belongs to the individual.
The relevance of the course work lies in the fact that one of the most important tasks facing our society at the present time is its spiritual, moral revival, which cannot be carried out without mastering the cultural and historical experience of the people, created over the centuries, a huge number of generations and enshrined in the works folk art. Even K. Ushinsky, putting forward the principles of nationality, said that "Language is the most living, most abundant and strong bond that connects the obsolete, living and future generations of the people into one great historical living whole." A person who has lost his roots becomes lost to society. And nothing contributes to the formation and development of a personality, its creative activity, as an appeal to folk traditions, rituals, folk art, because, being in a natural speech environment, which is for a child his native language, he easily, without much difficulty, sometimes intuitively masters it. This is confirmed by the words of G. N. Volkov: “The multifaceted development of abilities based on the active development of an integral culture is the only way to creative achievements.”00
Because of this, the main collision of the psychology of creativity arises - artistic, technical, scientific: the ratio of the study of a creative personality, its spiritual potential, inner peace and behavior with the objective existence of culture. The impression of the mental organization of a person in the forms of this being is not uniform. Accordingly, the ability to decipher the originality of this organization from them is assessed differently. It is one thing - the fruits of scientific and technical creativity, another - artistic. When referring to the products of artistic creativity, it is assumed that psychological information can be extracted from their very fabric. The personal beginning shines through here everywhere. The "signs" of art themselves give the message about the movements of the human heart, recreated by the artist, and about his deeply personal attitude towards them.
The methodological basis of the psychology of creativity is the principle of historicism. A special section of the psychology of creativity is the study of the creative activity of children.
The problems of the psychology of creativity include the study of the role of imagination, thinking, intuition, inspiration, individual psychological characteristics that manifest themselves in the process of creativity (abilities, talent, genius, etc.), the influence exerted on a person by her entry into a creative team, factors that can stimulate creative activity (group discussion, brainstorming, some psychopharmacological agents, etc.).
The purpose of this work is to study the problem of the development of a creative personality in the modern education system.
Reveal the definition of creativity;
Creative abilities and creative personalities in psychological, pedagogical and philosophical literature;
To study the process of development of a creative personality in modern society and the education system.
Object of study: the processes of expression and perception of emotions in fine arts.
Subject of study: the relationship between the emotions of the author and the perceiving subject and the means of fine art.
Hypothesis: the emotions caused by works of fine art in perceiving subjects are not always similar to the emotions of the authors.
This course work consists of an introduction, three chapters and a conclusion, the total amount of work is 43 pages.
CHAPTER 1. CREATIVITY AND ITS HISTORY
1.1 General characteristics of creativity
Creativity as an object of research is of interest to such sciences as philosophy, ethics, psychology, sociology, cultural studies, pedagogy and others. In psychology, the term "creativity" has many meanings.
For this work, the following interpretations are most relevant:
“Creativity is an activity, the result of which is the creation of new material and spiritual values ... It assumes that the subject has abilities, motives, knowledge and skills, thanks to which a product is created that is distinguished by novelty, originality, and uniqueness. The study of these personality traits revealed the important role of imagination, intuition, unconscious components of mental activity, as well as the personality's need for self-actualization ... "
“Creativity is a productive form of activity and independence of a person, the result of which are scientific discoveries, inventions, the creation of new musical and artistic works ... Creativity involves the subtlety of observing phenomena, selective memorization of the essential, strong-willed and mental stress, emotional uplift, vivid imagination ... ".
L. Vygotsky considered creativity as the creation of something new. S. L. Rubinshtein defined creativity as an activity that creates something original, which then enters the history of development not only of the creator himself, but of the entire field of activity.
So, creativity in a general sense is the process of creating a subjectively new.
The main criterion that distinguishes creativity from manufacturing (production) is the uniqueness of its result. No one except, perhaps, the author can get exactly the same result if you create an identical initial situation for him. This means that in the process of creativity, the author puts into the material some possibilities that are not reducible to labor operations or a logical conclusion, expresses some aspects of his personality in the end result, “puts his soul into it”. It is this fact that gives the products of creativity additional value.
Creativity as a process of creating something new expresses the creative and transforming work of a person, inextricably linked with his cognitive activity, which is a reflection of the objects of the surrounding world in the mind of the individual. But this reflection is not the result of simple copying, but is an analysis and synthesis of new forms and images in the human brain. In the process of creativity, objects and phenomena of the objective world are not only reflected, but the goals, conditions and causes of the emergence and existence of these objects and phenomena are also known. That is, creativity acts as a process of studying, understanding, awareness and subsequent resolution of personality problems through their expression in the objects of creativity. In this regard, creativity should be considered as a process of complex objective-subjective relations between creators and objects of creativity, as a unity of cognition and transformation. The objective nature of the creative process is manifested in the reflection of real objects, the subjective side is expressed in various motives and results of creativity. Psychology of artistic creativity: Reader / Comp. Selchenok K.V. - Minsk: Harvest, 1999, p.51.
There are different types of creativity: production and technical, inventive, scientific, political, organizational, philosophical, artistic, mythological, religious, everyday, etc. That is, the types of creativity correspond to the types of practical and spiritual activity of a person, but the selection of types of creativity is not limited to this.
"Art - artistic creativity in general - is literature, architecture, sculpture, painting, graphics, fine and decorative arts, music, dance, theater, cinema and other varieties of human activity, combined as artistic and figurative forms of world exploration" Purpose artistic creation - the creation of works of art that evoke new emotions.
“Fine art is a complex of plastic arts, originally associated with the creation of static images and material forms. Works of fine art arise as a result of the aesthetic development of the visual sphere of perception. The main types of fine arts: sculpture, glyptics, painting, graphics, photography, digital painting, computer graphics, arts and crafts, design. Psychology of artistic creativity: Reader / Comp. Selchenok K.V. - Minsk: Harvest, 1999, p.57
1.2 Fundamentals of the creative process.
An artist, as a person who devotes himself to activities in the field of art, could appear only under certain conditions for the development of society and human culture. It was formed not earlier than there was a clear need of society for a work of art, and consequently for people who could create such works. Rozhdestvenskaya N.V. Psychology of artistic creativity. - Punkt-Peterburg, 1995., .p.18.
In life human society at a certain level of historical development, such specific values as works of art appeared. And this social value had to become sufficiently general and significant to take a certain place in people's minds.
The emergence of professional artists in society is associated with the division of labor, which created certain material and spiritual conditions for this. At a certain, at a fairly early historical stage in the development of mankind, a social need arises - in understanding the surrounding life and the existence of people.
There is also a need for a stable capture of any events, of what is significant for the people of their time, for the era as a whole. And now cultural monuments appear, oral and written works are born.
The emergence of the artist is closely linked with the social development of society. That is why the work of the artist reveals what lives his time, his era. This is reflected both in the selection of subjects by him, and in the nature of the illumination of the phenomena of life shown by him. At the same time, in a society divided into classes, the artist, along with the fact that he embodies in his works that general thing that characterizes the era as a whole. It also expresses in them, in a more or less distinct form, how that class lives, that social group to which it belongs, whose views and attitudes towards life it shares. Meilakh B.S. Psychology of artistic creativity: subject and ways of research. - In the book: Psychology of the processes of artistic creation. L., 1980., p.26.
As an internal group of factors that determine creative activity, there is a person's personal-psychic culture: attitudes, motives, requests, interests, i.e., what plays the role of motivating forces of intellectual activity. They largely influence the attitude of a specialist to the search itself, and the practical understanding of the results of their activities, they encourage the fullest realization of creative potential. In addition, these attitudes, interests, motives cause constant "anxiety" and "dissatisfaction", leaving the specialist in a state of creativity throughout his life. But at the same time, inadequate self-esteem, indecision, suspiciousness, weak will, etc. act as psychological barriers to the realization of creative abilities. And vice versa, psychological readiness and the ability to resist unfavorable organizational, managerial, political and ideological factors encourage personal realization and are indicators of a fairly high level of psychological culture of the individual. Psychology of the processes of artistic creation. - Leningrad, Nauka, 1980, p.48.
CHAPTER 2. NECESSARY COMPONENTS OF CREATIVITY
From various interpretations of the term "creativity", it is possible to identify its necessary components:
1. Ability / giftedness / talent / genius;
2. Thinking, memory, imagination, fantasy, intuition, insight;
3. Motivation;
4. Emotions, emotional states, mood, inspiration.
2.1 Ability, giftedness, talent, genius
There is a hierarchy of degrees of a person's predisposition to creativity: abilities - giftedness - talent - genius.
"Abilities are the individual characteristics of a person, which are subjective conditions for the successful implementation of a certain kind of activity."
B. M. Teplov believed that abilities are not limited to the knowledge, skills and abilities that a person has. That they are found in the speed, depth and strength of mastering the methods and techniques of any activity and are internal mental regulators that determine the possibility of acquiring them. Psychological dictionary-reference book. Mn.: Harvest, M.: AST, 2001. - p. 421. Library of practical psychology., p.28.
In the basis of the development of abilities, in most cases, some innate inclinations lie.
There are seven generalized types of abilities:
1. Educational and creative;
2. Intelligent and special;
3. Mathematical;
4. Structural and technical;
5. Musical;
6. Literary;
7. Artistic and visual.
For fine arts, which will be discussed in this work, the most important, in our opinion, are educational, creative and artistic and visual abilities.
Learning abilities determine the success of training and education, the assimilation of knowledge, skills, skills, the formation of personality traits by a person.
Creativity makes it possible to create objects of material and spiritual culture, new ideas, discoveries and works. They are also called creativity.
“Creativity is the capacity for mental transformation and creativity. Includes past, concomitant and future characteristics of the process by which a person or group of people creates something that did not exist before. The main factors of creativity are recognized: originality, semantic flexibility, imaginative adaptive flexibility, the ability to heighten the perception of shortcomings, disharmony. Creativity is also understood as the ability to generate unusual ideas, deviate from traditional patterns of thinking, and quickly solve problem situations.
As for the artistic and visual abilities, in our opinion, they are the abilities of the artist, identified by the American psychologist D. Gilford: fluency of thinking, the ability to draw analogies and contrasts, expressiveness, the ability to switch from one class of objects to another, adaptive flexibility or originality , the ability to give the art form the necessary outlines.
Giftedness is a combination of certain abilities that contributes to the success of any activity. According to Yu. B. Borev, “artistic talent presupposes keen attention to life, the ability to choose objects of attention, fix these impressions in memory, extract them from memory and include them in the system of associations and connections dictated by creative imagination” - that is, a combination of certain educational, creative and artistic abilities.
Agreeing with B. M. Teplov, we note that success in creativity depends not only on giftedness. For the successful implementation of any activity requires the possession of the necessary knowledge, skills and abilities. That is, no matter how phenomenal artistic talent a person has, if he did not study drawing and did not systematically practice it, he will not be able to create a work commensurate in importance with the created by a professional artist who devoted his life to this work. Simply put, for creativity it is not enough to use what is given to a person, but it is also necessary to constantly work on oneself, learn and develop.
In the definition of the term “composition” (in the descriptive arts) in the Encyclopedic Dictionary of Brockhaus and Efron, the authors write that “the dignity of the composition depends mainly on the degree of the artist’s talent - on the strength of his imagination, his thoughtfulness, a strict attitude towards himself, knowledge of measure, artistic instinct - in a word, from innate abilities that are not acquired by experience, although they are refined thanks to it.
"Genius is the maximum permissible demonstration of the creative potential of the individual."
Genius is associated with the creation of qualitatively new, unique creations, the discovery of previously unknown ways of creativity.
The hierarchy of the above concepts was very clearly described by J. W. Goethe. In his opinion, a person who is artistically gifted creates works that have sustainable significance for a given society for a significant period of its development. Talent generates artistic values that have enduring national and sometimes even universal significance. Genius, on the other hand, creates the highest universal human values that are significant for all time.
2.2 Thinking, memory, imagination, fantasy, intuition, insight
2.2.1 Thinking
It is absolutely clear that for creativity, as well as for any conscious activity of a person, thinking and a special development of its individual types are necessary.
“Thinking is a set of mental processes that underlie cognition; thinking includes the active side of cognition: attention, perception, the process of associations, the formation of concepts and judgments. In psychology, thinking is the highest stage of information processing by a person or animal, the process of establishing links between objects or phenomena of the surrounding world.
Figure 1. Thinking and its types
There are the following types of thinking: logical, panoramic, combinatorial, non-standard, lateral, conceptual.
In addition to dividing into types, thinking is also classified by types: visual-effective, visual-figurative, conceptual, intuitive, theoretical, group, visual, quantitative, abstract, concrete, verbal, emotional, algorithmic, alternative.
In addition to the types and types of thinking, there is a certain direction or way of thinking. This is a kind of “imprisonment” of a person to comprehend everything in a certain way, depending on the person’s belonging to a certain group of people, characterized by some criteria: age, gender, nationality, profession, etc. For example, an economic way of thinking, artistic, Soviet, female , humane, etc. .
Modern psychologists argue that the constant operation of certain material develops a direction of thinking, which in turn causes the predominant development of its certain types and types. In my opinion, the direction of thinking and its individual types and types have a mutual influence, that is, not only the direction of thinking causes the development of its individual varieties, but also the initial development of individual varieties of thinking contributes to the development of a certain direction. So for the development of artistic thinking the most important are:
Panoramic thinking - combines several types, such as systemic, lateral, non-standard, creative, volumetric, inventive, breakthrough, large-scale, full spectrum, parallel.
Combinatorial thinking is the ability to think in aggregates of images subject to certain conditions that can be made up of a given finite set of objects.
Thinking outside the box - the ability to find new approaches and unusual solutions in any situation.
Lateral thinking - according to the author of the concept, Edward de Bono, a method of non-standard approach to solving problems. A counterweight logical thinking does not imply a mandatory step-by-step movement of thought, in which an error inevitably leads to an incorrect conclusion. Allows for "leaps" in any direction and makes a mistake as an intermediate step. Eliminates stereotypes and creates new models - original, creative, because it attracts intuition. Groysman. AL Fundamentals of the psychology of artistic creativity: Kogito-Center; Moscow; 2003., p.45.
Visual-figurative thinking is a set of methods and a process of figurative problem solving that involves a visual representation of a situation and operating with images of its constituent objects without performing real practical actions with them. Allows you to most fully recreate the whole variety of various actual characteristics of the subject. An important feature of this type of thinking is the establishment of unusual combinations of objects and their properties. In this quality, visual-figurative thinking is practically indistinguishable from imagination.
Intuitive thinking - characterized by the absence of well-defined stages. It is based on the perception of the whole problem at once, on the basic knowledge in this area, which makes it possible to think in the form of jumps, quick transitions, with the omission of individual links. The solution of the problem is achieved in little or no conscious ways.
Visual thinking - creative problem solving with the help of figurative modeling. The basis of visual thinking is visual-effective and visual-figurative thinking, where, when object-practical and sensual-practical actions are likened to the properties of objects, external perceptual actions are formed. In the future, there is a reduction and internalization of these actions.
Abstract thinking is a fundamental type of thinking that allows you to build "ideal" concepts based on generalization and analysis of the properties of specific objects or phenomena. A theoretical generalization is made, which makes it possible to reflect the main patterns of the objects or phenomena under study, to study and predict new, unknown patterns.
Emotional thinking - according to Peter Salovey and John Mayer, who created the concept of emotional thinking, is determined by the integration of four abilities:
1. Perception of emotions in oneself and others;
2. Using emotions to guide thinking and problem solving;
3. Understanding how emotions combine and change over time;
4. Managing emotions to achieve short and long term goals.
Alternative thinking - the ability to choose the most correct in this case solution of all possible.
Consequently, in psychology, thinking is understood as a mental intellectual process with the participation of both logical and emotional components at the same time, that is, as a living human activity that is unthinkable without emotions. According to L. S. Vygotsky, people's emotions are isolated from instincts and transferred to a completely new sphere of the psychological, so the conclusions of scientists that the vast majority of human emotions are intellectually mediated are natural; that there is a natural connection between the emotional and intellectual processes of thought; that the development of emotions goes in unity with the development of thinking; that emotions are involved in the regulation of thinking and its motivation (motivational and emotional regulation of thinking); and that, therefore, emotion is one of the constituents of thought. A separate section of this work will be devoted to the role of motivation and emotions in the creative process.
2.2.2 Memory
Memory is the process of remembering, organizing, preserving, restoring and forgetting information and acquired experience, allowing them to be reused in activities or returned to the sphere of consciousness. Memory connects the subject's past with his present and future and underlies any mental phenomenon, including activity and, accordingly, creativity. The personality, its attitudes, skills, habits, hopes, desires and claims exist thanks to memory. There are three interrelated processes in memory: memorization, preservation and reproduction.
For creativity, it is important to divide memory according to the stored material into cognitive, emotional and personal, according to the modality of stored images - into verbal-logical and figurative.
Figure 2. Types of memory
It just so happens that men and women are different in nature. In psychological terms, the differences between a man and a woman are due to different worldviews, differences in hormonal levels, and brain activity. The psychological perception of the world is influenced by a woman's ability to bear children. These differences are due to genetic characteristics. Man is a biosocial being. As we know, from school course according to social science, this means that none of the people can exist without a society for normal self-realization and development of their abilities, as well as the development of different social statuses by a person. During life, a person cannot remain indifferent or indifferent to other people or events, therefore, he uses different emotions to express his feelings. Psychotherapists, psychologists, and other connoisseurs of human souls who advocate for their well-being are people of the heart, many-sided and very sociable. In addition, they are endowed with amazing telepathic abilities, which is why they know about the complexities of their wards even before they arrive. Unfortunately, life now almost does not allow such a whim. And the results show themselves closer to old age, when the body slowly but steadily loses strength and life. Therefore, it is so important now to start listening to your body, take care of it, give it what it needs. The more we give it now, the more it will give us in difficult moments of life. Today, every third person we know demonstrates primitive superficial thinking. Despite the availability of information, there are many pseudo-philosophers, and logicians have completely disappeared. These are people of one attempt, people of predictable simple emotions and reactions. Resentment and aggression explode like a volcano from the inside at the slightest pretext: on the road in car accidents, in public transport, on sports fields. Today, every third person we know demonstrates primitive superficial thinking.
Memory also differs in many ways: speed, strength, duration, accuracy, and storage capacity. All these are quantitative characteristics of memory. But there are also qualitative differences. They concern both the dominance of certain types of memory - visual, auditory, emotional, motor, etc., and their functioning. In accordance with which sensory areas dominate, the following individual types of memory are distinguished: visual, auditory, motor, emotional, and various combinations of them.
Especially necessary for creative activity:
Visual memory is associated with the preservation and reproduction of visual images. It is extremely important for people of all professions, but especially for engineers and artists. A good visual memory is often possessed by people with eidetic perception, who are able to “see” the perceived picture in their imagination for a sufficiently long time after it has ceased to affect the senses. In this regard, this type of memory implies a developed human ability to imagine. It is based, in particular, on the process of memorizing and reproducing material: what a person can visually imagine, he, as a rule, remembers and reproduces more easily.
Motor memory is the memorization and preservation, and, if necessary, reproduction with sufficient accuracy of diverse complex movements. The improvement of manual movements (drawing in the context of this work) of a person is directly related to this type of memory.
Emotional memory is the memory of experiences. It is involved in the work of all types of memory, but is especially manifested in human relations. The strength of material memorization is directly based on emotional memory: what causes emotional experiences in a person is remembered by him without much difficulty and for a longer period.
"Pure" types of memory in the sense of unconditional dominance of one of the listed ones are extremely rare. Most often there are various combinations of visual, auditory and motor memory. Their typical mixtures are visual-motor, visual-auditory and motor-auditory memory. However, for most people, visual memory is still dominant. Bakhtin M.M. Aesthetics of verbal creativity. M., 1979., p.47.
2.2.3 Imagination, fantasy
Imagination is the ability of a person to create images, representations in the mind and manipulate them, to reproduce a chain of representations and impressions stored in memory. Plays a key role in the following mental processes: modeling, planning, creativity, play, memory.
Types of imagination:
Active (a person of his own free will, by an effort of will, causes in himself the corresponding images);
Passive (images arise spontaneously, in addition to the will and desire of a person);
Productive (reality is consciously constructed by a person, and not just mechanically copied or recreated);
Reproductive (reality is reproduced as it is, and although there is also an element of fantasy, such imagination is more like perception or memory). Bratus B.S. General psychological theory of activity and the problem of personality analysis units // A.N. Leontiev and modern psychology. - M.: Publishing House of Moscow. un-ta, 1983. - S. 212-220.
Figure 3. Imagination and its types
It just so happens that men and women are different in nature. In psychological terms, the differences between a man and a woman are due to different worldviews, differences in hormonal levels, and brain activity. The psychological perception of the world is influenced by a woman's ability to bear children. These differences are due to genetic characteristics. Man is a biosocial being. As we know, from a school course in social science, this means that none of the people can exist without society for normal self-realization and development of their abilities, as well as the development of different social statuses by a person. During life, a person cannot remain indifferent or indifferent to other people or events, therefore, he uses different emotions to express his feelings. Psychotherapists, psychologists, and other connoisseurs of human souls who advocate for their well-being are people of the heart, many-sided and very sociable. In addition, they are endowed with amazing telepathic abilities, which is why they know about the complexities of their wards even before they arrive. Unfortunately, life now almost does not allow such a whim. And the results show themselves closer to old age, when the body slowly but steadily loses strength and life. Therefore, it is so important now to start listening to your body, take care of it, give it what it needs. The more we give it now, the more it will give us in difficult moments of life. Today, every third person we know demonstrates primitive superficial thinking. Despite the availability of information, there are many pseudo-philosophers, and logicians have completely disappeared. These are people of one attempt, people of predictable simple emotions and reactions. Resentment and aggression explode like a volcano from the inside at the slightest pretext: on the road in car accidents, in public transport, on sports fields. Today, every third person we know demonstrates primitive superficial thinking.
In the literature, the term "imagination" is often replaced by the term "fantasy", since their meanings are almost synonymous.
Fantasy (from the Greek "phantasia" - imagination) - a situation represented by an individual or a group that does not correspond to reality, but expresses their desires, as well as a person's ability to fantasize.
We believe that for creativity, all kinds of imagination and fantasy are equally important.
2.2.4 Intuition
“Intuition (from the Latin “intuitio” - contemplation, from the Latin “intueor” - I look closely) is the ability to make the right decisions, bypassing intermediate results. An intuitive solution can arise both as a result of intense reflection on the solution of the problem, and without it.
An interesting approach to intuition is offered in the psychological concept of C. Jung. He considers intuition as one of the leading functions of the personality, which determines a person's attitude to himself and the world around him, as a way of making vital decisions. The connection between intuition and creativity is carried out precisely through this attitude towards oneself and the environment, as it affects the display of objects by means of fine art. Vasadze A. G. Problems of artistic feeling. (Issues of the psychology of artistic creativity). Tbilisi, 1976.p.48.
Figure 4. Types of intuition
According to the presented typology of Jung, the following follows: the functions above the horizontal line are better developed, those below the line are more conscious, and they are less developed and conscious.
Intuition usually refers to:
1. Immediate and instantaneous assessments and definitions of perceived objects (sense of style, typicality, etc.);
2. Direct solution of creative problems (creation of artistic images, etc.);
3. Special cases when a writer or artist wants to create a certain image, but he, as if against his will, turns out to be different. Berkhin N. B. Specificity of art (Psychological aspect), M., 1984., p.48.
All scientists and creative workers unanimously note the following features of intuitive processes:
1. Immediacy;
2. Lack of reasoning;
3. The absence of any efforts and difficulties, the process proceeds as if by itself;
4. The process is accompanied by a sense of confidence in the correctness of its results;
5. Intelligence;
6. Connection of intuitive processes with the solution of new problems;
7. The speed of the process.
2.2.5 Insight
In order to move from the "theoretical" part of creativity to the "practical" one needs a "breakthrough", a solution, insight or insight.
Illumination is an internal personal experience of comprehending the solution of a certain problem.
“Insight (from the English “insight” - understanding, insight, sudden guess) is an intellectual phenomenon, the essence of which is an unexpected understanding of a problem and finding its solution. The concept was applied in 1925 by W. Köhler.” "Eureka (from the Greek literally "found!") - the exclamation of Archimedes on the occasion of his discovery of the hydrostatic law, which has become commonly used to express joy in the event of solving a difficult problem."
All three terms are synonymous and mean the boundary between awareness and reflection on a certain problem, between the search and the beginning of reproducing its solution, between the practical part of creativity. Naturally, creativity is impossible without insight, otherwise it will remain at the level of ideas and solutions.
2.3 Creativity motivation
Motivation (from the French "motif" - motivation, from the Latin "moveo" - I move) is a system of conscious or unconscious mental factors, prompting the individual to perform any actions and determining their direction and goals.
Motivation is expressed as a dynamic process of a physiological and psychological plan that controls human behavior, determines its direction, organization, activity and stability.
Motivations are inextricably linked with needs, because needs are a source of motivation, which is reflected in the standard structure of human activity-behavior:
Need motive, stimulus goal action means object result
“Need is an internal state of a functional or psychological need or lack of something to maintain the life and development of an object, subject, individual, social group, society. Being internal sources of activity, needs manifest themselves differently depending on the situation in motives, inclinations, desires and interests.
The need is reflected in the human psyche through tension, dissatisfaction and discomfort of a discrepancy between the internal and external state. Pushing the individual to eliminate this discrepancy, the need is a stimulus to activity, a source of motivation. If the individual does not have real opportunities to saturate the need, it may be replaced or suppressed.
The question of the motivation of creativity can be classified as a controversial one. We would like to highlight three main concepts:
1. The concept of sublimation;
2. The concept of internal content;
3. The concept of a mystical beginning.
According to the first concept, creativity is based on the mechanism of sublimation.
Sublimation - according to Z. Freud, one of the psychological defense mechanisms that relieves conflict tension by transforming instinctive (often sexual nature) forms of energy into more acceptable ones for the individual and society. A special case of sublimation, according to psychoanalysis, is the switching of libido to the creative process.
The source of the content of creativity is a complex of impressions (for example, painful childhood experiences), forced into the subconscious. The design of such content provides the complex with the possibility of discharge. In this case, such a work turns out to be psychotherapeutic both for the author and for the viewer (reader, listener), who has a similar complex.
Supporters of this concept consider unsatisfied needs (primarily libido) as the main driving force of creativity, which cannot be realized due to moral prohibitions, and find a socially acceptable way out in creativity. A logical conclusion could follow from here - the more severe the internal conflict of the personality, the more the needs are infringed, especially the need for love, the more productive the creative activity of the personality. In favor of this point of view, there are usually many examples of the flowering of creative forces in people in the most difficult periods of their life, after serious mental trauma and irreversible losses. Creativity, as the only way to overcome the tragedies of unrequited love, is one of the strongest arguments of this theory, and the best examples of world art could serve as an example here. But supporters of this concept ignore a large number of examples of the opposite, when long-term frustrations and difficult experiences kill creative activity. In addition, many great works of art were created by perfectly happy people.
The third concept states that creativity is a mystical process that is not controlled by the author. It is not the author who creates, but something is happening to him, as a result of which a work is obtained. Both the internal content and the design processes are not realized. Analytical psychology: past and present / Comp. V. Zelensky, A. Rutkevich. - M. : Martis, 1995. p. 98. Such an opinion is not unfounded, but the involuntary and/or unconsciousness of creativity cannot be so absolutized. Sometimes the whole work is realized instantly, for example, in a dream, and it remains only to realize it. But more often, one fragment of the future work is realized (a musical phrase, a poetic line, a detail of a picture, a work plan, part of a logical conclusion, a piece of thought, etc.), and then, as a result of painstaking work, it is completed full content works.
We believe that the artist finds the motives and reasons for his creativity in the first two concepts, and, in addition, the individual's need for self-expression plays an important role in motivating creativity.
According to the concept of A. Maslow's hierarchy of needs, the needs of self-expression (self-actualization) occupy the top position in the "pyramid". This means that when meeting these needs, a person demonstrates the greatest individuality, human qualities and mental health, since for this it is necessary to first satisfy the lower needs to a certain extent: physiological, the needs of security and confidence in the future, the needs of love and belonging to something. or, the need for recognition and self-affirmation. It should be noted that the needs partially coincide, and a person can be motivated at two or more levels at the same time.
The need for self-expression (self-actualization) is the desire of a person to become what he can be. A person who has reached the highest level of self-actualization achieves the full use of his talents, abilities and potential of the individual. But, according to A. Maslow, the maximum self-actualization is very rare, because. many people simply do not see their potential, or do not know about its existence, or do not understand the benefits of self-improvement. They tend to doubt and even fear their abilities. Arnaudov M. Psychology of literary creativity. M., 1970, p.65. Socialization also has an inhibitory effect. In other words, people need an "enabling" society in which they can develop their potential to the fullest, in which certain activities will be meaningful and recognized. Moreover, it is important that the implementation of this activity is determined not only from the outside (by society), but also by the internal need of the individual himself. In this case, the activity of the individual becomes self-activity, and the realization of his abilities in this activity acquires the character of self-realization.
Z. Freud was one of the first who tried to see the need for self-realization in the dominant instincts of a person. Self-realization, according to Z. Freud, is localized in the unconscious layer of the human psyche and manifests itself in the "striving for pleasure" inherent in man from birth, that is, it is innate and instinctive.
The peculiarity of the need for self-realization is that, satisfying it in single acts of activity (for example, writing a novel, creating a work of art), a person can never fully satisfy it. A creative person needs development and improvement. Psychology of the processes of artistic creation. - Leningrad, Nauka, 1980., p.69.
2.4 Emotions, emotional states, feelings, mood
Human emotions are closely related to needs.
“Emotions (from the Latin “emovere” - to excite, excite) are states associated with the assessment of the significance for the individual of the factors acting on him, and are expressed, first of all, in the form of direct experiences of satisfaction or dissatisfaction of his actual needs. Emotion is understood as either an inner feeling of a person, or a manifestation of this feeling.
AT modern psychology the concept was established according to which the infinite variety of a person's emotional life is due to the interaction of only four pairs of basic emotions that are opposite to each other: pleasure - disgust, joy - grief, triumph - anger, confidence and fear. However, there is a more detailed gradation: hope, interest, surprise, satisfaction, joy, neglect, contempt, disgust, shame, fear, anger, sadness, grief.
With any classification, all emotions are divided into positive (sthenic) and negative (asthenic). The former include those that contribute to spiritual uplift, give a person energy, and increase volitional activity. The latter weaken the will, reduce activity, predispose to passive-defensive actions, worsen the organization of behavior.
The main emotional states are divided into emotions proper, feelings and moods, affects, and differ depending on the quality (positive and negative), depth, intensity and duration of influence on activity.
Feelings are a special form of reflection of a person's attitude to the objective world, as well as people to each other. As signals of the success or failure of the performance of an activity, the conformity or inconsistency of objects and phenomena with the needs and interests of a person, feelings occupy an important place in the regulation of activity.
The difference between feelings and emotions is that if emotions are actualized when there is a need and end after it is satisfied, then feelings are more substantive and lasting. For example, the emotion of joy is associated with the general satisfaction of a need (quenching thirst), and the feeling of joy is associated with a certain, irreplaceable object (for example, not just thirsty, but orange juice). Thus, feelings are associated with the idea of a particular object. Psychology of the processes of artistic creation. - Leningrad, Nauka, 1980., p.33.
Feelings, unlike emotions, develop, educate, improve. They form a series of levels, from the immediate practical up to the highest, related to spiritual values and ideals.
To understand the prerequisites and motivation for creativity, it is important to note the properties of emotions and feelings:
1. Transferability, generalization. Feelings developed for one object are transferred to a certain extent to the entire class of similar objects.
2. Dullness. Under the influence of long-acting stimuli, feelings cease to be vivid. Blunting affects both positive and negative feelings.
3. Interaction. Different feelings that arise when exposed to various stimuli affect each other. For example, the feeling of annoyance about the unethical act of one person is enhanced if it is opposed to the noble act of another person in the same situation. There is a contrast of feelings.
4. Summation. Feelings systematically evoked by this or that object are accumulated and summed up. So, as a result of summation, love, respect for a person or, conversely, hatred can be strengthened, which can lead to affect.
5. Substitution. Failure in one area can be offset by success in another.
6. Switchability. Emotions that are not satisfied in relation to one object can be transferred to other objects.
“Mood (subjective expression of affect) is the internal state of the soul, feelings of a person or something spiritualized (for example, painting, music, theater, cinema).”
This is the longest emotional state that gives a certain emotional tone, coloring to all experiences, as well as thoughts and actions of a person. The mood determines the general tone of a person's life and depends on those influences that affect the personal aspects of the subject, his basic values. The reason for this or that mood is not always realized, but it is always there. Mood, like all other emotional states, can be positive and negative, have a certain intensity, severity, tension, stability. The sphere of mood is heterogeneous: from the general vital "tone" of a person ("high" or "depressed" mood) to such clearly expressed forms as boredom, sadness, fear, despair, joy, hope, enthusiasm. Mood affects the evaluation of people and events, as well as the assumption and evaluation of possible results of activities, that is, the activity itself.
So, emotional states affect the course of activity as a background against which both mental and practical activity of a person develops. But there is also a feedback: in many cases, it is through activity (mental, sensory, physical) that one or another state develops. In addition, in a number of cases, emotional states are the result of a person's inactivity, therefore, when speaking about them, one should always consider the specific situations in which they arise.
All living organisms initially strive for that which corresponds to their needs and for that through which these needs can be satisfied. A person acts only when his actions make sense. Emotions are innate, spontaneous signalers of these meanings. Cognitive processes form a mental image, representations, and emotional processes provide selectivity of behavior. A person strives to do what causes positive emotions, or what will save him from negative ones.
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Psychological, pedagogical and methodological aspects of the formation of the creative personality of a younger student. Methodology for the formation of the creative personality of a junior schoolchild by means of mathematics. The conceptual apparatus of the problem of creativity. Conceptual provisions.
term paper, added 11/23/2008
The main theories of the study of cognitive processes: memory, thinking, sensation, perception, imagination, attention, speech. Experimental study of memory and thinking: goals, hypotheses, research objectives, methodology, results. Connection of actions and operations.
term paper, added 07/07/2008
The history of the development of psychology. Personality, its structure. Psychology of sensations, perceptions, taking into account their patterns in the activities of a police officer. Psychological characteristics of memory, attention, thinking, intuition, imagination. Psychology of conflict communication.
DEVELOPMENT OF THE CREATIVE PERSONALITY OF THE CHILD
Dokhaeva N.B.
This article is devoted to the process of development of a child's personality in creative activity. The following tasks are considered in the work: 1. Analysis of psychological and pedagogical literature on the issue of personality development. 2. Study of the conditions of formation creative possibilities children. 3. Identification of the characteristics of creative activity as a means of developing the child's personality.
To solve the tasks set, methods of analytical research of psychological and pedagogical literature were used, as well as empirical methods: observation, conversation, analysis of the products of children's activities.
Among the problems of psychology, pedagogy, the practice of education and upbringing, one of the leading and intensively studied is the problem of the formation and development of the child's personality. This problem is not new. However, the reorientation of education and upbringing from an authoritarian-dogmatic to a personality-oriented model leads to the need to create educational and upbringing technologies that ensure the realization of the child's personal potentials.
The personality of the child is constantly formed under the influence of all the circumstances of life. However, there is a special area of a child's life that provides specific opportunities for personal development is a creative activity. It is creative activity that is a unique means of developing a child's personality.
The priority task of education and upbringing is the formation of a creative personality and the creation of conditions for its development, namely the formation of the child's creative abilities.
Consider the concept of "personality". Psychologists answer this question in different ways, and in the variety of their answers, and partly in the divergence of opinions on this matter, the versatility and complexity of the very phenomenon of personality is manifested. The presence and coexistence of many different definitions of personality available in the literature deserves to be taken into account in the search for a global definition of personality.
According to Nemov R.S. personality is a person taken in the system of such psychological characteristics that are socially conditioned, manifested in social connections and relations by nature, are stable, determine the moral actions of a person that are of significant importance.
Myasishchev's approach V.V. The core of the personality, as a system of its relations to the outside world and to itself, which is formed under the influence of the reflection of the surrounding reality by the consciousness of a person, being one of the forms of this reflection.
The approach of Ananiev B.G. considers the personality in the unity of four sides:
First: man as a biological species;
Second: ontogenesis and the life path of a person and an individual;
Third: a person as a person;
Fourth: man as part of humanity. V.S. Mukhina believes that personality, in its phenomenology, involves the development of a person as a social unit and how a unique personality is formed through its relationships with other people. He cognizes himself as an individual through another, similar to himself, since the other, like him, is the bearer of social relations. Personal development goes through the appropriation of the material and spiritual culture of mankind. In order to define the concept of "personality", we will distinguish between the concepts of "person", "individual", "personality".
The concept of "man" is used to characterize the universal qualities and abilities inherent in all people. This concept emphasizes the presence in the world of such a special historically developing community as the human race, humanity, which is different from all others. material systems only in his own way of life. Thanks to this way of life, a person at all stages of historical development, in all parts of the globe, remains identical to himself, maintaining a certain ontological status.
But humanity as such does not exist on its own. Individuals live and act. The existence of individual representatives of humanity is expressed by the concept of "individual".An individual is a single representative of the human race, a specific bearer of all social and psychological traits of humanity: mind, will, needs, interests, etc. The concept of "individual" in this case is used in the meaning of "concrete person". With such a formulation of the question, it is not fixed as the features of the action of various biological factors(age characteristics, gender, temperament), and differences in the social conditions of human life. However, it is impossible to completely ignore the effect of these factors. It is obvious that there are great differences between the vital activity of a child and an adult; man of primitive society and more developed historical epochs. In order to reflect the specific historical features of human development at various levels of his individual and historical development, along with the concept of "individual" they also use the concept"personality". The individual in this case is considered as the starting point for the formation of personality from the initial state for the onto- and phylogeny of a person.
Personality is the result of the development of the individual, the most complete embodiment of all human qualities.
Personality is one of those phenomena that are rarely interpreted in the same way by two different authors. All definitions of personality, one way or another, are determined by two opposing views on its development. From the point of view of some, each personality is formed and develops in accordance with its innate qualities and abilities, while the social environment plays a very insignificant role. Representatives of another point of view completely reject the innate internal traits and abilities of the individual, believing that the individual is a product that is completely formed in the course of social experience. Obviously, these are extreme points of view on the process of personality formation.
The main factors influencing the formation of personality are divided into the following types: 1) biological heredity; 2) physical environment; 3) culture; 4) group experience; 5) unique individual experience.
A person has an inherent need to be a person, i.e. to be represented to the maximum extent in the life of other people, and the ability to be a person is the presence of individual abilities to satisfy this need. Satisfaction of this need in the presence of appropriate abilities acts as the personalization of the individual. The source of development and assertion of personality is the contradiction between a person's need for personalization and the interest of his environment to accept only those manifestations of his individuality that correspond to his interests.
In psychology, there are many theories of the development of a child's personality. Let's consider some of them:
psychoanalytic theory.This theory was put forward by such prominent psychologists as Z. Freud and E. Erickson.
Z. Freud explained the development of a child's personality by the action of biological factors and the experience of early family communication, and E. Erickson, in his views on personality development, adhered to the so-called epigenetic principle: the genetic predetermination of the stages that a person necessarily goes through in his personal development from birth to the end of his days .
cognitive theory.The founder of this approach is the American psychologist D. Kelly. According to this theory, the main source of development of the child's personality is the environment, the social environment. This theory of personality emphasizes the influence of intellectual processes on human behavior.
Behavioristic or behavioral theory. Theory represented by the works of American behaviorists D. Watson and B. Skinner. These psychologists in their theory emphasize the influence of the environment on the behavior and development of children, they try to explain when and how children and adults learn to behave one way and not another.
humanist theory.The founders of this theory are the American psychologists K. Rogers and A. Maslow, who considered the main factor in the development of a person to be striving for the future, for maximum self-realization. Feature This theory is the consideration of a person as a unique integrity, open to the world and capable of improvement.
And so: all the considered theories are complementary, since their authors use various "tools" in the study of human mental development and focus on different levels and aspects of children's development.
Preschool childhood is of decisive importance in the formation and development of personality. There is a formation of all components of the personality, and especially self-esteem. It is at this age that a child's self-image is formed, which includes emotional, cognitive, volitional components.
The basis for personal development should be the freedom of self-realization of the child, which is associated with the needs and capabilities of preschoolers. The need for freedom of self-realization of one's essential forces is understood as the freedom to choose the form of life activity, goals and methods of achieving it, directions and spheres of existence. Much more opportunities for self-realization are creative activities.
Very often, in everyday consciousness, creative abilities are identified with abilities for various types of artistic activity, with the ability to draw beautifully, compose poetry, write music, etc. It is obvious that the concept under consideration is closely connected with the concept of "creativity", "creative activity". Creative activity should be understood as such human activity, as a result of which something new is created - be it an object outside world or the construction of thinking, leading to new knowledge about the world, or a feeling that reflects a new attitude to reality.
If we carefully consider the behavior of a person, his activity in any area, then we can distinguish two main types of actions. Some human actions can be called reproducing or reproductive. This type of activity is closely connected with our memory and its essence lies in the fact that a person reproduces or repeats previously created and developed methods of behavior and actions.
In addition to reproductive activity, there is creative activity in human behavior, the result of which is not the reproduction of impressions or actions that were in his experience, but the creation of new images or actions. Creativity is at the core of this activity. Thus, in the very general view The definition of creativity is as follows. Creative possibilities are the individual characteristics of a person's quality, which determine the success of his performance of various creative activities.
Since the element of creativity can be present in any kind of human activity, it is fair to speak not only about artistic creative possibilities, but also about technical creative possibilities, about mathematical creative possibilities, etc.
All creative activity is based on active imagination, creative thinking.
Imagination is inherent only to man, the ability to create new images, ideas by processing previous experience.
creative imagination- this is an independent formation of new images that are embodied in the original products of activity. In the course of creative imagination, a unique image is created without relying on a ready-made description or conventional image. This type of imagination plays an important role in all kinds of creative activities of people.
Imagination is often called fantasy. Imagination is the highest mental function and reflects reality. However, with the help of the imagination, a mental departure is carried out beyond the limits of the immediately perceived. Its main task is to present the expected result before its implementation. With the help of imagination, we form an image of something that never existed or does not exist in this moment object, situation, conditions.
Imagination, like other mental functions, undergoes changes with the age of the child. The younger preschooler, whose imagination is just beginning to develop, is distinguished by a passive form. He listens with great interest to fairy tales and then presents their images as real-life phenomena. Imagination uncritically compensates for the lack of life experience and practical thinking by transferring the described fairy-tale images into the real life of the child.
Senior preschool and junior school age are characterized by the activation of the imagination function. First recreative, and then creative.
Adolescence is characterized by the transition from a child's perception of the surrounding reality to an adult. At this age stage, the imagination takes on more critical forms, embodied in the form of a dream as a positive life perspective. Creative imagination during this period often acts in adult form inspiration .
Thus, the importance of the function of imagination in the development of creative activity is great and it is necessary to help the child use the possibilities of imagination in the development of his creative potential.
It must be said that the creative potential of an adult will depend on how fully his possibilities of creative development were used in childhood.
Psychological and pedagogical research, as well as the practice of our kindergartens, prove that the beginning of the development of children's creative abilities falls on the preschool age, when the nature of their activity changes compared to early childhood. AT preschool age the foundations of the child's creative activity are laid, which are manifested in the development of the ability to plan and implement it, in the ability to combine their knowledge and ideas, in the sincere transmission of their feelings.
One of the most important factors in the creative development of children is the creation of conditions conducive to the formation of their creative abilities.
Creativity requires a comfortable psychological environment and the availability of free time, so the condition for the successful development of creative opportunities is a warm, friendly atmosphere in the family and the children's team. Adults must create a safe psychological base for the child to return from creative search and his own discoveries. It is important to constantly stimulate the child to be creative, to show sympathy for his failures, to be patient even with strange ideas that are not characteristic of real life. It is necessary to exclude comments and condemnations from everyday life.
But the creation of favorable conditions is not enough to raise a child with a high creative potential, although some Western psychologists still believe that creativity is inherent in the child and that it is only necessary not to prevent him from expressing himself freely. But practice shows that such non-intervention is not enough: not all children can open the way to creation and maintain creative activity for a long time. It turns out (and pedagogical practice proves this), if you choose the appropriate teaching methods, then even preschoolers, without losing the originality of creativity, create works of a higher level than their untrained self-expressing peers. Education plays a huge role in the "reasonable creative activity" of the child.
As mentioned earlier, the basis of creative activity is imagination and fantasy. These processes are the highest and most necessary human ability. However, it is this ability that needs special care in terms of development. And it develops especially intensively between the ages of five and fifteen. And if during this period the imagination is not specifically developed, subsequently a rapid decrease in the activity of this function occurs. Along with a decrease in the ability to fantasize, a person's personality is depleted, the possibilities of creative thinking are reduced, and interest in art and science is extinguished.
Thus, creativity can be considered not only as a process of creating something new, but also as a process that occurs during the interaction of personality and reality. At the same time, changes occur not only in reality, but also in personality.
Creativity is something in which a person can exercise his freedom, connection with the world, connection with his deepest essence.
Scientists associate the development of creativity in preschool childhood with the development of the personality as a whole, emphasizing its subjective nature (L.A. Venger, V.V. Davydov, V.A. Petrovsky, etc.). It is known that the personality of a child is formed at preschool age, when he becomes the subject of creative activity. This factor is associated, first of all, with the intensive development during this period of imagination, as the basis of creativity, the desire to create something new.
Imagination is closely connected with personality and its development. It enriches interests and personal experience the child, through the stimulation of emotions, forms an awareness of moral norms. These are all components of personality.
The imagination of older preschoolers is becoming more active, they develop the ability for creative activity, which contributes to the development of abstract-logical memory and thinking, enriches their individual life experience. These features provide the child with a new, unusual view of the world.
deep and difficult process transformation and assimilation of life impressions occurs in games, visual, musical and theatrical activities. Creativity is also manifested in the idea - choosing the theme of the game, drawing, in finding ways to implement the plan, and in the fact that children do not copy, but with great sincerity and spontaneity, not caring about the audience and listeners, convey their attitude to the depicted object or phenomenon , your thoughts and feelings.
The personality of the child is constantly formed under the influence of all the circumstances of life. However, there is a special area of a child's life that provides specific opportunities for personal development - this is a game. The basis of the mental function that provides the game is precisely imagination, fantasy.
As L.Yu. Subbotina notes, imagining game situations and embodying them, the child forms a number of personal properties, such as justice, honesty, sense of humor, courage. Through the work of the imagination, there is a compensation for the still insufficient real possibilities of the child to overcome life's difficulties, conflicts, and solve problems. social interaction.
Unlike adults, children are not able to think about the upcoming work or play in all details, they outline only a general plan that is implemented in the process of activity. The task of an adult is to develop the child's creative abilities, purposeful imagination, to encourage him in any business to go from thought to action.
Children's creativity is based on imitation, which serves as an important factor in the development of the child, in particular his artistic abilities. The tendency of children to imitate, helps them to master the skills and abilities, without which creative activity is impossible, educates them in independence, activity in the application of this knowledge and skills, forms critical thinking, purposefulness.
In children's creativity, not objective, but subjective novelty of the final result is manifested. In the process of children's creativity, there is not so much the creation of a new object as a change in the child himself, the emergence of new ways of activity, knowledge and skills.
Creative activity develops children's senses. Carrying out the process of creativity, the child experiences a whole range of positive emotions, both from the process of activity and from the result obtained.
As noted by V.A. Petrovsky, in the process of creativity, the fear of children to make a mistake, to do the wrong thing is overcome, which significantly contributes to the development of courage and freedom of children's perception and thinking. All this develops the fundamental need to be an active subject of life, to learn and transform the world. .
Thus, creative activity contributes to the optimal and intensive development of higher mental functions, such as memory, thinking, perception, attention. The latter, in turn, determine the success of the child's studies.
Undoubtedly, creative activity develops the child's personality, helps him to assimilate moral and moral norms - to distinguish between good and evil, compassion and hatred, courage and cowardice, etc. Creating works of art, the child reflects in them his understanding of life values, his personal characteristics, rethinks them, imbued with their significance and depth. Creative activity develops the aesthetic sense of the child. Through this activity, the aesthetic susceptibility of the child to the world, the appreciation of the beautiful, is formed.
Focusing on the foregoing, one can note the high degree of importance of creative activity for the development of the child's personality and assert the necessity and expediency of forming creative opportunities in preschoolers.
Creative activity runs like a bright thread through all preschool childhood and makes the child's life richer, fuller, more joyful. The role of creativity in the comprehensive development of the personality is so great that it gives reason to consider it as a universal ability that ensures the successful implementation of a wide variety of activities. To what extent it will be formed in our children, largely depends on our attention to the development of creative abilities, the ability to stimulate them.
At the same time, it is important to arouse children's interest in the world around them, the desire to understand it, to captivate the child with the very process of creativity.
Note that this topic is always relevant, since there are always children, and the problems of their development are of concern to parents and teachers.
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