Personal qualities of a creative person. Personal qualities of a creative person, motivation for creativity. Russian scientists psychologists Medvedeva I.Ya. and Shilova T.L. within the framework of the “dramatic psycho-elevation” program, working with “difficult” children, racial

The more you do what you do,
the more you get of what you have.

There is creativity in almost every person. However, in the activities of some people, creativity is manifested to a greater extent, while in others it is less so.

Creative thinking requires you to continually dig deep within yourself and come up with ideas that are bigger, better, newer, faster, cheaper, and that you can use to improve your life. Creative people have at least seven special personality traits. When you practice one or more of these qualities, you become more creative.

The first quality of creative thinkers is their active curiosity. They strive to learn something new and constantly ask questions: “How?”, “Why?” etc. In this they are like children. Then they ask: “Why not?”, “Why can’t I do it?”

2. Thinking from the ground up

The second characteristic of creative people is that they practice “thinking from the ground up.” The philosophy of this approach means asking yourself: “If I weren’t doing what I’m doing now, and knew what I know now, would I start doing this?”

And if the answer is no, they stop what they are doing and start doing something else. It's amazing how many people persist in doing something they have no inclination to do.

3. Ability to change

Creative people have the value of being open to change. They recognize that in our world, unwillingness or inability to change leads to sad results. And if you prefer to be responsible for your life, you need not only to be prepared for inevitable changes, but also to organize them yourself.

According to one study, 70% of the decisions we make turn out to be wrong in the long run. This means you have to be willing to change your mind and try something else most of the time.

4. Admit when you're wrong.

The fourth creative component is the willingness to admit that you are wrong. A huge amount of people's mental and emotional energy is spent defending themselves from admitting that they have made a bad decision. Truly open-minded creative people must always be flexible and willing to change their minds and admit when they are wrong.

5. Continuous learning

Highly creative people have the freedom to admit that they don't know something. No one can know anything about everything, and it is very likely that almost everyone is wrong about some subjects.

Regardless of what problem you are faced with, someone has probably already dealt with it at some point and this solution is in use today. The easiest and most effective way to deal with the problem is to find a ready-made successful solution and copy it. Learning is all about learning from other people's experiences and putting them into practice.

6. Focus

The activities of creative people are focused on their goals, in achieving which they can be realized. They live productively and knowing exactly what they want; have a great idea of what their goal will look like if it were a reality today. And the more they visualize and imagine their goal as a reality, the more creative they become and the faster they move towards achieving it.

7. Control your Ego

And finally, the seventh characteristic of highly creative people is that their ego is less involved in decision making. They are more concerned with what is right than who is right, and are willing to accept ideas from any source to solve their problems.

Creative thinking generates new ideas

The most important part of being a creative individual is. And the more ideas you generate, the better their quality will be. The more ideas you have, the more likely you are to have the right idea at the right time.

But Thomas Edison said: “Genius is one percent inspiration and 99 percent labor.” The true sign of a creative person is the ability to come up with an idea and then put it into practice. Every time you come up with a new idea, make a plan to implement it, and then execute it, you are developing your creativity. And the more you develop them, the more you will achieve in every area of your life.

Creation - this is an activity that results in the creation of new material and spiritual values.

Qualities of a creative personality:

focus on the goal,

planning and implementation of interests

a large stock of impressions,

imagination.

fantasy,

emotionality,

passion,

ability to work for a long time.

strength of will.

your approach to the task,

don't be discouraged when you have bad luck,

mark the intermediate result.

High level of ability

High involvement in the task

determination

According to Maslow, it is the highest human need - self-actualization. In pedagogy priority goal of education becomes the creation of conditions for the development of a creative personality.

In modern educational institutions there are no conditions for creativity, no self-expression, only the transfer of the teacher’s experience.

Creative development of students

The main barrier to creativity is the deformation of the motivational structure of the individual. That is why we should talk about the task of forming a creative personality at school, and not just about the development of creative abilities, but in any case, a creative personality presupposes a high level of intellectual activity. Basic indicators of mental development- this is a rich stock of knowledge, the degree of systematic knowledge, mastery of rational techniques (methods) of mental activity. Understanding learning as the accumulation of knowledge and at the same time mastering ways of operating it removes the contradiction between the processes of learning and creative development.

Thus, the teacher must take care not only about the external control of students’ thought processes, but also about ensuring self-regulation of learning activities, taking into account the student’s already established attitude towards learning. It is important to remember that a high level of intellectual activity, at which creative problem solving is possible, is achieved by schoolchildren with a certain motivation and moral principles. Focus on self-affirmation, competition, and avoidance of failures become a barrier to creativity even with great intellectual potential. Therefore, the teacher is faced with the task of educating a creative personality as a whole, and not just the formation of individual qualities.

A person’s creativity is also revealed in his ability to create something new in all areas of his life, including in the pursuit of art and in sensitivity to it. It manifests itself every day in “the ability to freely and responsibly go beyond the boundaries of the pre-established” (from curiosity to social innovation). It manifests itself in the unpredictability of behavior not only of individual people, but also of social groups and entire nations.

Team - (from Latin collectivus - collective) - is considered as a social community of people united on the basis of socially significant goals, common value orientations, joint activities and communication.

This term can be considered in two senses:

This is a small group with a high level of development, the goals of which are subordinated to the goals of the given society

It is a formally organized group whose purposes serve the public good.

Today the term collective is interpreted as:

A means of suppressing a person, unifying him, educating a “cog man”

As a relic of socialism (the tradition of pioneer-Komsomol education, which was ideological in nature)

Today is the time to work with individuality, the individual, and not with the masses.

The team is an ideal environment for personal development. It is a means of personal development, in which a person develops as a thinker and a responsible person. People do not live in isolation; man is a social being. A person belongs to various social groups (family, class, clubs, friends).

In small groups, according to objective natural laws, generally accepted norms and unity are formed, a leader is identified, a certain microclimate develops, and everyone is adjusted to accepted norms of behavior.

All this is set by genetic programs. If you don’t work with a group, then all these processes will go by themselves - a hierarchy will be built. Without education, a person becomes an animal, and the child’s dominance program is activated. The task of education: to be able to interact so as not to offend each other, people accept the rules.

Team– this is the highest level of development of a small group, which is characterized by:

Having a socially significant goal

High level of cohesion and organization

Relationship of mutual responsibility and mutual care

Nali h ie joint ownership.

Stages of development of group activity as the basis for team unity:

Simultaneous participation in activities

Same interest, but different motives.

The emergence of joint activities

Joint result

General activities

A common goal emerges

Collective activities

Socially significant goal

Relationship:

adults pass on their life experiences, traditions, and values.

humanism, constant readiness to come to the aid of a comrade, to take on a share of his worries

Control:

Self management

Participation of everyone in solving common problems

Equal rights, no privileges

Rotating participation in team management

The community lives according to its own rules, law or charter (a code of honor is created)

Wednesday- the community collective has its own living space and common property

Community team principles:

Humanism

Continuity

Self-development

Support

Personalities

Methods of working with children's groups:

Collective creative work (CTD) - a fundamental element of Makarenkov’s communard methodology, which was adapted to working conditions in regular schools and out-of-school institutions by teacher from St. Petersburg I.P. Ivanov.

It is organized in such a way that the idea proposed by the teacher is perceived by the children's team as their own; so that children’s activities have a practical focus for the benefit of their own or other groups, other people - have a humanistic and altruistic goal; so that all members of the team, on a voluntary basis, are involved in the implementation of the project with interest and desire, and can reveal their creative abilities.

The structure of each CTD is determined by six stages of collective creativity:

First stage - preliminary work of the team. At this stage, the leader and staff of the team determine the specific educational tasks of this CTD, outline their initial guiding actions necessary to complete these tasks and begin such actions, conducting “targeting” educational sessions with students, preparing them for collective planning, telling them what to do can be carried out, for whom, with whom together.

Second stage - collective planning. It begins in micro-collectives, permanent or temporary associations. Here everyone expresses their opinion, it is discussed, and as a result, the opinion of the micro-collective is developed. Representatives of micro-collectives speak at the gathering. The leader of the meeting compares the options put forward by representatives of micro-collectives, asks leading, clarifying questions, offers to justify proposals or their criticism, poses additional “tasks for reflection”, which are solved first in micro-collectives, and then together.

Third stage - collective preparation of technical technical documentation. To prepare and conduct the selected CTD, either a free detachment of volunteers or a special body is created - a business council, which includes representatives from each micro-collective. At its meetings, the combined detachment of volunteers elects a commander, and the council of affairs elects a chairman. Both of these associations operate only during the preparation and conduct of this CTD. For the next case, similar bodies will be created with a new composition.

The KTD project is clarified and specified first by the work council, with the participation of the team leader, then in microgroups that plan and begin work to implement the general plan. At the same time, students use not only the experience gained during collective planning, but also the knowledge, abilities, skills that were acquired either in the educational process, or accumulated earlier during extracurricular time.

Fourth stage - carrying out technical testing. At this stage, educators use guiding actions that are no longer of such a long, systematic nature as at the stage of collective preparation, but quite quickly, as unnoticed as possible by the other participants of the CTD. The actions of pupils at this stage are predominantly characteristic, “indicative”, in them both the positive qualities of the pupils and their weaknesses are especially clearly manifested.

Fifth stage - collective summing up of the results of the CTD. Summing up takes place at a general gathering, which may be preceded by a written survey containing primary questions - tasks for reflection: what did we do well and why? What failed to be accomplished and why? What do we envision for the future? Questions in this case act as the initial guiding actions of educators, and the opinions and proposals put forward on these issues are the initial actions of the students themselves.

The derivative guiding actions of the team leader and other educators - comparison of opinions, clarifying questions, development and generalization of assumptions expressed by the pupils - represent a comradely educational concern to ensure that each pupil actually participates in thinking about the experience of his comrades and his own, in his comparative analysis and evaluation, in drawing lessons for the future.

Sixth stage - stage of the immediate aftereffect of CTD. At this stage, the initial guiding actions of educators directly implement the conclusions and proposals put forward when summing up the work done. These are the internal connections of each CTD, which can be called the deployment connections of the CTD - the deployment of the necessary developmental actions.

The successful use of the KTD system, and therefore the implementation of their educational capabilities, is ensured by compliance three main conditions:first condition- comprehensive development of relations between the creative community of educators and students; second condition- comprehensive development of creative community relations between students of older and younger generations; third condition- comprehensive development of creative community relations between the educators themselves.

Typological characteristics of the “Ivanov technique”(“methods of collective creative activity”) as a methodological system, due to its integrity and development, can be expressed quite succinctly and at the same time quite fully in the following formula:

A strategy for overall concern for improving life around us + Tactics of the Commonwealth of seniors and juniors + Technology of collective organizational activity.

The personality quality that helps today's students live in a new, constantly changing world is creativity as a readiness for constant, lifelong personal and professional development. Readiness for further development is understood as a system of properties and qualities of a student, providing him with the need and opportunity to “re-equip himself” (V.I. Slobodchikov) with new knowledge and skills, new strategies and tactics of interaction with others.

For pedagogy, both objective creativity, represented by original, new socially significant products (new theories, scientific discoveries, works of art), and subjective creativity of students, manifested in the mastery of new ways of cognitive activity for a given individual, in the discovery of new meanings in previous activities, are significant.

The dynamics of the development of a student’s creative potential are judged by the development of such personal new formations as:

the ability to discover new knowledge;

the emergence of new motives and goals of educational activities;

possession of new (for the individual) ways of activity;

improvisation as the ability to quickly make decisions;

expansion of the field of intellectual activity;

creativity, i.e. fruitfulness in educational and cognitive activity.

Personal new formations enrich all components of human activity: motivational, intellectual-logical, emotional-volitional, practically effective.

Training, being an integral part of education, is developmental if its content, methods of organization, forms of implementation are focused on more effective holistic development of the individual, the formation of his readiness for further self-improvement throughout his life.

7.3 Technologies for developing the creative potential of the individual

A necessary condition for organizing educational and creative activities aimed at developing the creative abilities and innovative thinking of students is the creation of a developing, cultural and educational environment in an educational institution. In modern theory and practice of education, the term “adaptive school” is increasingly used.

Adaptive(from lat. adaptatio - device) a school is one that is able to help each student achieve an optimal level of general and intellectual development for him in accordance with his natural inclinations and inclinations. Such a school is the cultural-forming environment in which the development of each student as a subject of life creativity is ensured. An adaptive school implements the principle: “the school is for the child, not the child for the school,” which is the defining attitude for the education system of the 21st century. Schools that adapt their students to independently solve educational and life problems, to learning as self-change, self-creativity, are created based on the following principles:

principle of adaptability, that is, the creation of a school that, on the one hand, is maximally adapted to students with their individual characteristics, and on the other hand, can flexibly respond to socio-cultural changes in the environment (not a child for a school, but a school for a child!);

development principle involving the creation of conditions for each student to fully realize his abilities;

the principle of psychological comfort, aimed at removing all stress-forming factors of the educational process, creating a relaxed atmosphere that stimulates creative activity;

the principle of a semantic relationship to the world, requiring not abstract knowledge and attitude to the world, but one’s own, conscious knowledge about the world around us;

principle of the orienting function of knowledge, aiming the school “not to impose on the student the world created by adults, but to help him transform the directly obvious sensory world with thought” (P.P. Blonsky). The approximate basis for various types of cognitive, practical and transformative activities for a schoolchild is the knowledge he acquires. A personality is formed not only as a knower, but also as a creator;

principle of learning activities, requiring not only to act, but also to set goals for activities, identify tasks, the solution of which leads to the achievement of intended results, monitor and adjust the progress of activities;

creative principle, aimed at developing the child’s need and ability to independently find solutions to previously unheard-of academic and extracurricular problems.

In the educational practice of adaptive schools, innovative teaching technologies are used. In pedagogy, there are several classifications of technologies; in accordance with one of them, two groups are distinguished: subject-oriented and person-oriented (developmental) technologies.

Subject-oriented technologies include technologies for the complete assimilation of educational material by students, technologies for level differentiation, and technologies for concentrated learning. These technologies implement the traditional approach for education: with proper organization of training, the vast majority of schoolchildren are able to fully master the required educational material.

Personality-oriented technologies are aimed at more effective personal development and self-development of students as subjects of activity, based on their individual characteristics and experience.

The criterion feature of student-oriented learning technologies is not only the level of acquired knowledge, but also the formation of mental qualities and personal formations in students. Therefore, such technologies are also called developmental.

An important role in creating an environment that stimulates the creative development of students is played by the form of organization of their educational and cognitive activities.

In the system of class-lesson organization of the educational process, so-called non-traditional, unusual lessons appeared. These include those in which the student participates in the “production” of his knowledge, skills, and ways of interacting with classmates and teachers. Non-traditional lessons are those built on the original organization of mastering educational material: peer teaching lesson, eureka lesson, reflection lesson, portrait lesson, panorama lesson, game lesson. Lessons similar to organized events activate the creative search of students and teachers: auctions, conferences, a dissertation defense lesson, a dedication lesson. These lessons require joint design of learning activities, when the student interacts with the teacher as a partner, acquiring knowledge together with the teacher. In such lessons, technologies such as “brainstorming” and “brainstorming”, which have already been discussed, work productively.

Thus, to summarize the material presented in this module, we note that:

1 The development of students' creative potential in the educational process can be effectively carried out if educational and cognitive activities are organized as educational and creative activities using personality-oriented, or developmental, teaching technologies. These technologies are implemented based on psychological mechanisms such as associations and axiomatization, as well as on heuristic methods and techniques (heuristics) of training (brainstorming, brainstorming, the method of heuristic questions, the method of analogies, the method of synectics, gaming methods and technologies, etc. ). Named technologies and methods:

a) aimed at more effective personal development and self-development of students as subjects of educational and creative activity, based on their individual characteristics and experience;

b) allow you to increase the degree of motivation and emotionality, cognitive activity and independence of all participants in the educational process. The experience gained in educational and creative activities will help the individual solve non-standard life and professional problems, anticipate and prevent failures and mistakes, thereby ensuring the effectiveness of any type of activity.

2 A necessary condition for organizing the educational and creative activities of students is the creation of a developmental, or cultural and educational, environment of the school (university). In modern educational practice, there are a number of schools - an adaptive school, a school of self-determination, a school of dialogue of cultures - each of which is a developmental environment that ensures the development of the student “along an individual trajectory” as a subject of educational and creative activity. The principles of creating such an environment are: the principle of adaptability, development, psychological comfort, semantic attitude to the world, the indicative function of knowledge, learning activities, creativity.

3 The most important direction in the development of students’ creative potential is teaching the ability to solve and compose educational problems of a certain degree of complexity. At the same time, a mandatory component of students’ readiness to solve problems is the emotional component, the creation of a positive emotional mood and atmosphere. The emotional development of a person expands her intellectual capabilities and stimulates the formation of creative abilities.

4 Lessons aimed at organizing the educational and creative activities of students and developing their creative potential include the so-called non-traditional educational classes (game lesson, press conference lesson, mutual learning lesson, etc.), in which:

a) students are involved in the “production” of their knowledge, experience and methods of communication;

b) the principle of transformation (translation) of acquired knowledge into the emotional state of the student is implemented.

Psychologists of the humanistic direction (G. Allport and A. Maslow) believed that the initial source of creativity is personal growth; According to Maslow, this is the need for self-actualization, the full and free realization of one’s abilities and life opportunities.

A number of researchers believe that achievement motivation is necessary for creativity, others believe that it blocks the creative process. However, most authors are still convinced that the presence of any motivation and personal passion is the main sign of a creative personality. To this are often added characteristics such as independence and conviction. Independence, focus on personal values, and not on external assessments, can perhaps be considered the main personal quality of a creative person.

Creative people have the following personality traits:

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

2) openness of mind - receptivity to the new and unusual;

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

4) developed aesthetic sense, desire for beauty.

Among the numerous facts that confirm the crucial role of family-parental relationships, there are the following:

As a rule, the eldest or only son in the family has a greater chance of showing creative abilities.

Children who identify themselves with their parents (father) are less likely to show creativity. On the contrary, if a child identifies himself with the “ideal hero,” then he has a greater chance of becoming creative. This fact is explained by the fact that most children have parents who are “average”, uncreative people, and identification with them leads to the formation of uncreative behavior in children.

More often, creative children appear in families where the father is much older than the mother.

The early death of parents results in a lack of pattern of behavior with restricted behavior in childhood. This event is typical for the lives of both major politicians, outstanding scientists, and criminals and mentally ill people.

For the development of creativity, increased attention to the child’s abilities is beneficial, a situation where his talent becomes an organizing principle in the family.

So, a family environment, where, on the one hand, there is attention to the child, and on the other hand, where various, inconsistent demands are placed on him, where there is little external control over behavior, where there are creative family members and non-stereotypical behavior is encouraged, leads to the development child's creativity.

The hypothesis that imitation is the main mechanism for the formation of creativity implies that in order to develop a child’s creative abilities, it is necessary that among the people close to the child there is a creative person with whom the child identifies himself. The identification process depends on relationships in the family: not the parents, but an “ideal hero” who has creative traits to a greater extent than the parents can act as a model for the child.

Inharmonious emotional relationships in the family contribute to the child’s emotional distance from, as a rule, uncreative parents, but in themselves they do not stimulate the development of creativity.

For the development of creativity, an unregulated environment with democratic relations and the child’s imitation of a creative personality are necessary.

The development of creativity may proceed according to the following mechanism: on the basis of general giftedness, under the influence of the microenvironment and imitation, a system of motives and personal properties (nonconformism, independence, self-actualization motivation) is formed, and general giftedness is transformed into actual creativity (synthesis of giftedness and a certain personality structure).

Control questions

Name the signs of a creative personality.

By what principles should school education and upbringing be organized to achieve the greatest development of students’ creative potential?

Name the technologies known to you for developing the creative potential of an individual.

What factors of family education contribute to the development of a creative personality?

Modern man needs a creative approach not only for artistic creation or finding scientific hypotheses and design guidelines, but also for direct survival, self-realization and building his own happy life. Therefore, creativity should become the norm of professional activity!

Creation- this is mental and practical activity, the result of which is the creation of original, unique values, the identification of new facts, properties, patterns, as well as methods of research and transformation of the material world or spiritual culture; if it is new only for its author, then the novelty is subjective and has no social significance (for A.N. Luk).

Explaining his position on creativity, the famous psychologist L. Vygotsky noted that “we call creative activity that creates something new, the same whether it is created by creative activity by any thing in the external world or by the construction of the mind or feeling, which lives and appears only in the person himself. Arguing that creativity is a necessary condition for existence and everything that goes beyond routine and contains even an iota of newness owes its origin to the creative process of man.".

Psychologist Ya. Ponomarev, who interprets the concept of “creativity” very broadly, defined this concept as a “mechanism of productive development” and did not consider “novelty” to be the decisive criterion for creativity.

Ukrainian psychologist V. Molyako, revealing the essence of creativity from the perspective of psychology, notes that “Creativity is understood as the process of creating something new for a given subject. Therefore, it is clear that creativity in one form or another is not a talent of the “chosen few,” it is accessible to everyone. And a schoolchild who acquires new knowledge solves a new, unfamiliar problem, and a worker who carries out a new technical task, and a combine operator who needs to take into account the moisture content of the ears of corn and the direction of the wind during the harvesting process - they are all engaged in creativity, solving creative problems.".

V. Romenets, states "... on the basis of what a person makes of himself, his status in the world, his character, his personality are determined". Creative personis a person who is able to penetrate into the essence of ideas and implement them despite all obstacles, right up to obtaining a practical result. This is exactly what T. Edison meant when he said that “invention is 10 percent inspiration and 90 percent perspiration.”

As V. Molyako notes, the main methods for studying creativity are observation, introspection, the biographical method (studying the biographies of outstanding people, creators in certain branches of science, culture, technology, etc.), the method of studying the products of activity (students in particular), testing, questionnaires, experimental methods, although the use of the latter is associated with significant difficulties, since any creative process is original, one of a kind, such that it is not reproduced exactly in the same form upon repeated observation.

The creative process has its own complex structure: an idea, work aimed at its implementation, the search for optimal methods for implementing the idea, the publication of the results of creation, a realistic attitude towards their public assessments, improvement of the work based on critical comments, revision, reworking of the work, and the like.

In order to diagnose and systematically form a creative personality in the process of study, you need to know its properties, the creative traits of its character. Researchers identify the following basic properties of a creative personality: courage of thought, propensity to take risks, fantasy, representation and imagination, problematic vision, the ability to overcome the inertia of thinking, the ability to detect contradictions, the ability to transfer knowledge and experience to new situations, independence, alternativeness, flexibility of thinking, ability to self-government.

O. Kulchitskaya also identifies the following properties of a creative personality:

the emergence of a directed interest in a certain branch of knowledge even in childhood;
concentration on creative work, focus on the chosen direction of activity;
greater efficiency;
subordination of creativity to spiritual motivation;
perseverance, intransigence in creativity, even stubbornness;
passion for work.

V. Molyako considers one of the main qualities of a creative personality to be the desire for originality, for the new, the objection to the familiar, as well as a high level of knowledge, the ability to analyze phenomena, compare them, a persistent interest in a certain work, a relatively quick and easy assimilation of theoretical and practical knowledge in this industry, systematicity and independence in work.

Some experts also highlight such traits of a creative personality as integrity of perception, convergence of concepts, the ability to foresight (logicality, creativity, criticality of imagination), fluidity of language, willingness to take risks, a penchant for play, intuition and subconscious processing of information, wit and etc.

It is a completely reliable assumption that the techniques of wit partially coincide with those methods of searching for solutions to scientific, technical and even life problems, which are called heuristic techniques. They cannot be reduced to logic, just like the entire psychology of thinking. The search for solutions does not take place based on logical laws - with the help of logic they only check the guesses made. These guesses themselves are put forward with the help of other thinking operations.

Creative abilities of the individual- this is a synthesis of its properties and character traits, which characterize the degree of their compliance with the requirements of a certain type of educational and creative activity and which determine the level of effectiveness of this activity.

Abilities are necessarily based on the natural qualities of a person (skills); they are in a constant process of personal improvement. Creativity in itself does not guarantee creative achievement. To achieve them, there is a necessary “engine” that would launch the thinking mechanism, that is, the necessary desires and will, the necessary “motivational basis.”

The following components of a person’s creative abilities are identified::

Motivational and creative activity and personality orientation.
Intellectual and logical abilities.
Intellectual-heuristic, intuitive abilities.
Worldview properties of personality.
Moral qualities that contribute to successful educational and creative activities.
Aesthetic qualities.
Communicative and creative abilities.
The ability of an individual to self-manage his educational and creative activities.

Intellectual and logical abilities are manifested:

The ability to analyze. The criteria for evaluating the analysis are correctness, completeness, and depth.
The ability to highlight essential generalities and be distracted from the unimportant (abstraction). The evaluation criterion is logic, correctness, depth of judgments and conclusions, the ability to describe phenomena, processes, logically connected, fully and correctly express thoughts. The criterion for assessing this skill is completeness, depth, and consistency.
The ability to formulate the correct definition of an object, establish a generic characteristic and a specific distinction. The criterion for assessing this ability is the conciseness and correctness of the formulated definition.
The ability to explain, which indicates an intellectual and logical ability to logically lay out and reveal the essence of the issue, the problem, and ways to solve it. The evaluation criterion is the completeness and reasoning of the judgments.
The ability to prove and explain. The criterion is argumentation and mastery of the evidentiary procedure.

Intellectual and heuristic abilities of a person include:

The ability to generate ideas, put forward hypotheses that characterize the intellectual and heuristic properties of a person in conditions of limited information, predict the solution of creative problems, intellectually see and put forward original approaches, strategies, methods for solving them. The evaluation criterion is the number of ideas, hypotheses put forward by a person per unit of time, their originality, novelty, and effectiveness for solving a creative problem.
The ability to imagine. This is the most vivid manifestation of creative imagination, the creation of sometimes implausible, paradoxical images and concepts. The evaluation criterion is the brightness and originality of the images, novelty, and the significance of imagination, which turns out to be the case when solving creative problems.
Associative memory, the ability to display and establish new connections in the mind between the components of a task, especially known and unknown ones due to similarity, contiguity, and contrast. The evaluation criterion is the number of associations per unit of time, their originality, novelty, and effectiveness in solving the problem.
The ability to see contradictions and problems. The evaluation criterion is the number of revealed contradictions, formulated problems per unit of time, their novelty and originality.
The ability to transfer knowledge and skills to new situations characterizes thinking productivity. The evaluation criterion is the breadth of transfer (intra-subject - close, inter-subject - distant), the degree of effectiveness of transfer of knowledge and skills for solving creative problems.
The ability to abandon an obsession, to overcome the inertia of thinking. The evaluation criterion is the degree of speed in which thinking switches to a new way of solving a creative problem, the flexibility of thinking in the search for new approaches to the analysis of contradictions that arise.
Independence of thinking characterizes the ability not to mindlessly follow the generally accepted point of view, to be free from the opinions of authorities, and to have one’s own point of view. The assessment criterion is flexibility and inversion of thinking, the degree of independence of one’s own opinion from the opinions of others.
Critical thinking is the ability to make value judgments, the ability to correctly evaluate the process and result of one’s own creative activity and the activities of others, the ability to find one’s own mistakes, their causes and the causes of failures. The evaluation criterion is the objectivity of the criteria for value judgments, as well as the effectiveness of identifying the causes of one’s mistakes and failures.

Why do some people create masterpieces: paintings, music, clothes, technical innovations, while others can only use them? Where does inspiration come from and is it initially clear that a person is creative or can this quality be gradually developed? Let's try to find answers to these questions and understand the secrets of those who know how to create.

When we come to an art exhibition or visit a theater or opera, we can answer with accuracy - this is an example of creativity. The same examples can be found in a library or cinema. Novels, films, poetry - all these are also examples of what a person with a non-standard approach can create. However, work for creative people, whatever it may be, always has one result - the birth of something new. Such a result is the simple things that surround us in everyday life: a light bulb, a computer, television, furniture.

Creativity is a process during which material and spiritual values are created. Of course, assembly line production is not part of this, but every thing was once the first, unique, completely new. As a result, we can conclude: everything around us was originally what a creative person created in the process of his work.

Sometimes, as a result of such activity, the author receives a product, a product that no one but him can repeat. Most often this applies specifically to spiritual values: paintings, literature, music. Consequently, we can conclude that creativity requires not only special conditions, but also the personal qualities of the creator.

Process description

In fact, no creative person has ever wondered how he manages to achieve this or that result. What did you have to endure during this sometimes very long period of creation? What stages needed to be overcome? A psychologist from Britain at the end of the 20th century, Graham Wallace, was puzzled by these questions. As a result of his activities, he identified the main points of the creative process:

Preparation;
incubation;
insight;
examination.

The first point is one of the longest stages. It includes the entire training period. A person who has no previous experience in a particular field cannot create something unique and valuable. First you have to study. This could be mathematics, writing, drawing, design. All previous experience becomes the basis. After which an idea, goal or task appears that needs to be solved, relying on previously acquired knowledge.

The second point is the moment of detachment. When long work or searches do not produce a positive result, you have to throw everything aside and forget. But this does not mean that our consciousness also forgets about everything. We can say that the idea remains to live and develop in the depths of our soul or mind.

And then one day inspiration comes. All the possibilities of creative people open up, and the truth comes out. Unfortunately, it is not always possible to achieve the set goal. Not every task is within our power. The last point includes diagnosis and analysis of the result.

Character of a creative person

For many decades, scientists and ordinary people have been trying to better understand not only the process itself, but also to study the special qualities of the creators. of great interest to people. As experience shows, representatives of this type are usually distinguished by high activity, expressive behavior and cause conflicting reviews from others.

In fact, no model developed by psychologists is an exact template. For example, such a trait as neuroticism is often inherent in people who create spiritual values. Scientists and inventors are distinguished by their stable psyche and balance.

Each person, creative or not, is unique, something in us resonates, and something does not coincide at all.

There are several character traits that are more characteristic of such individuals:

curiosity;

self-confidence;

not too friendly attitude towards others.

The latter is probably due to the fact that people think differently. They feel misunderstood, judged, or not accepted for who they are.

Main differences

If there is a very creative person on your list of friends, then you will definitely understand this. Such personalities often have their head in the clouds. They are true dreamers; even the most crazy idea seems like a reality for them. In addition, they look at the world as if under a microscope, noticing details in nature, architecture, and behavior.

Many famous people who created masterpieces did not have a usual working day. There are no conventions for them, and the creative process occurs at a convenient time. Some people choose early morning, while for others, their potential awakens only at sunset. Such people do not often appear in public; they spend most of their time alone. It’s easier to think in a calm and familiar atmosphere. At the same time, their desire for something new constantly pushes them to search.

These are strong, patient and risk-taking individuals. No failure can break faith in success.

Modern research

Previously, the opinions of scientists agreed that a person was either born creative or not. Today this myth is completely dispelled, and we can say with confidence that developing talents is available to everyone. And at any period of your life.

With desire and perseverance, the basic qualities of a creative person can be developed in yourself. In the only case where it is impossible to achieve a positive result is when a person personally does not want to make changes in his life.

Modern research has led to the conclusion that intellectual abilities increase if you combine logic and creativity. In the first case, the left hemisphere is involved in the work, in the second - the right. By activating as many parts of the brain as possible, you can achieve greater results.

Work for a creative person

After graduating from school, graduates are faced with the question: where to go? Everyone chooses a path that seems more interesting and understandable to them, at the end of which a goal or result is visible. Unfortunately, it is not always possible to realize the potential inherent in us.

What do you think is the best job for creative people? The answer is simple: any! Whatever you do: running a household or designing space stations, you can be resourceful and inventive, create and surprise.

The only thing that can really interfere with this process is third-party interference. Many managers independently deprive their employees of the desire to make independent decisions.

A good boss will support impulses for development and creativity, of course, if this does not interfere with the main process.

Paradoxes

Let's think about why the character of a creative person is so difficult to clearly analyze and structure. Most likely, this is due to a number of paradoxical traits that are inherent in such people.

Firstly, they are all intellectuals, well-grounded in knowledge, but at the same time they are as naive as children. Secondly, despite their excellent imagination, they are well versed in the structure of this world and see everything clearly. Openness and communication skills are only external manifestations. Creativity very often hides in the depths of personality. Such people think a lot and conduct their own monologue.

It is interesting that by creating something new, they, one might say, introduce some dissonance into the existing course of life. At the same time, everyone is insanely conservative, their habits often become more important than those around them.

Genius and creativity

If a person, as a result of his activities, has created something impressive, something that has amazed those around him and changed his ideas about the world, then he wins true recognition. Such people are called geniuses. Of course, for them creation and creativity are life.

But not always even the most creative people achieve results that can change the world. But sometimes they themselves do not strive for this. For them, creativity is, first of all, an opportunity to be happy at the present time, in the place where they are.

You don't have to be a genius to prove yourself. Even the smallest results can make you personally more confident, positive and joyful.

conclusions

Creativity helps people open their souls, express their feelings, or create something new. Anyone can develop creativity, the main thing is to have a great desire and a positive attitude.

It is necessary to get rid of conventions, look at the world with different eyes, perhaps try yourself in something new.

Remember - creativity is like a muscle. It needs to be regularly stimulated, pumped up, developed. It is necessary to set goals of various scales and not give up if nothing works out the first time. Then at some point you yourself will be surprised at how dramatically life has changed, and you will begin to realize that you also brought into the world something necessary and new for people.