Children's 2017

Creative thinking: features and problems. Creative thinking

Feb 03 2016

The very phrase "creative thinking" gives rise to associations associated with something mysterious and new. Indeed, this kind of mental activity is associated with a special function of the brain - imagination.

Imagination is not part of any of the mental functions (memory, perception, attention). It unites them and becomes a transitional form between all the structures of a holistic intellect.

Generating reality in images is a physical ability only of the human brain. Its features are that it has a connection with the organic, semantic and mental components of thinking and unites them. It is still unknown where the neural structures of the brain responsible for its appearance are located. Therefore, in general, the word “imagination” justifies its mystery and phenomenality, is the essence of creativity. With its help, artistic and cultural masterpieces are created: literature, painting, sculpture. All these achievements are realized by mankind thanks to this phenomenon.

In the imagination, there are hidden possibilities that make the processes of cognition in our world unlimited. The reflection of reality in consciousness with the help of imagination is essential for both the intellect and the psyche:

  • a person, with the help of imagination, plans his further actions and can mentally imagine his behavior, think over the preliminary result of his actions;
  • thanks to imagination, a person can be transported in time - to the past or future, arbitrarily recall long-gone events from memory, relive these states, extracting material for creativity from them.
  • problems are solved in the imagination when direct real action in practice is not available or is not completely clear; use it to refine the missing details of the information.

Images of various origins enter the imagination. Unlike perception, it may contain elements that are not in reality. Fictional objects and events are called fantasy. And wishes are dreams.

Imagination is:

  1. Active, and causes specific images in the mind with the help of the will. At the same time, the image does not always correspond to the exact description of the object; it can be an individual idea of ​​something.
  2. images in passive imagination arise independently of the volitional efforts of a person, they appear spontaneously in the mind.
  3. By using productive imagination a person seeks to create a new object of reality using the given one.
  4. reproductive thinking is the process of restoring reality piece by piece, as it is. Almost no changes are introduced into this process, thus this kind of imagination resembles the perception or retrieval of memories from memory.

active imagination

The main material for the imagination is the surrounding reality. Without its elements, which are fixed by visual memory and perception, it is impossible to create anything new. Therefore, in any fantastic work there are always fragments of the real world (already seen by a person earlier). And a creative person just passes reality through himself and recreates it again.

The created fantasy or idea also reflects a part self author. Reality is translated into bizarre and supernatural forms, where the emotional world is revealed. Before creating his work, the "author-creator" tries to fix his idea on paper. He gets used to the game of imagination and the creative process captures him completely. Part of the consciousness is separated from its own "I", time ceases to exist or flow as usual. This is active imagination.

With Wikium, you can organize the process of developing creative thinking according to an individual program

passive imagination

Passive imagination is rarely involved in the creative process. It is devoid of willpower. His images in the mind are of a rational nature. An example of passive imagination is the works of Kafka. The writer often used his own gloomy dreams to create works. But even passive imagination at the beginning of the creative process requires an effort of will, then, as the structure of images unfolds, for example, the writer is so immersed in them that they come to mind already spontaneously.

This type of imagination should not be confused with hallucinations. More often, hallucinations are a symptom of mental illness, which is associated with a violation of the chemical composition in the brain. Unlike images, hallucinations do not belong to subjective thinking and are not associated with one's "I". They are delusional and uncontrollable, projected outward and visually perceptible, like other real objects.

Imagination functions

Imagination plays an important role in the regulation of the psyche:

  1. Problems emotional stress associated with the expectation of a situation are partly removed ideas about this situation.. Long-term desires are satisfied.
  2. Another function is related to regulation other cognitive abilities - perception, memory, attention, speech. The formed associative images associated with the search for the desired object in the environment direct human attention to objects that correspond to them.
  3. Replaying a Past Situation in images does a search speech means in conversation faster and more spontaneous.
  4. The next function of the imagination allows a person plan your actions for the future, represent your goal and plan for its implementation, grasping intentions and means as a whole.
  5. A figurative representation of a future frightening situation partly prepares a person psychologically for it.
  6. Positive images can be used in psychotherapeutic practice to relieve stress or as self-hypnosis (auto-training).

Psychological characteristics of creative thinking and psychotypes

Creative abilities largely depend on the individual characteristics of memory, attention, perception. All these functions of the intellect depend on the type of organization of the psyche itself.

Some psychologists distinguish two types of thinking - concrete-shaped and verbal-logical.

The first is characterized by the perception of the world in concrete images. These people are the most creative. Most often these are artists, poets, writers. It is associated with the dominance of the right hemisphere of the brain, which is also called the "emotional brain".

People with the second type of thinking work more successfully with abstract concepts, symbols (mathematical, verbal). Accordingly, this type belongs to the left hemisphere - the logical one.

Naturally, the personality of the author is also involved in the creative process. Based on this fact, psychologists have developed many psychological tests, which determine the personality of a person, his desires and emotions. Popular, for example, the Rorschach spot test, Luscher color text.

As a separate point, psychologists distinguish autistic thinking. It is primarily associated with a disease such as autism. However, autistic elements that have been supplanted by social norms can be found in the psyche of any person. The autistic elements are directly related to the bizarre fantasies, similar to those we see in dreams. For example, in a dream it may be that the train does not go along the rails, but along the grass through the forest. In people with this type of thinking, any fantasy has a dreamlike nature of desire, reflects the author's intention and his desired goal.

The famous psychologist K. Jung once proposed another division of personality types:

  1. On the intuitive type, which has an irrational component (emotions) and dominance of the right hemisphere of the brain. The intuitive type of personality is characterized by the spontaneity of the behavior of thoughts, ideology. Uses anticipation of the answer as a motivating state.
  2. On the thoughtful type of personality in which a person is guided by stable logical connections. In some cases, concretely tangible. The solution of the problem is achieved with the help of their sequential modeling. This type of thinking is accompanied by experimental verification of the theory, proof in practice.

It should be noted that the features of creative thinking can be inherent in any of the above types. The most common for their development is noted the ability to create abstractions, collect all images in one common. In abstractions, the subject reflects all multivariate applications. Reality is revealed in them in all possible senses.

Psychologists ask themselves the question: “What are the features of creative thinking?” And they distinguish the following signs:

  1. Originality, the desire to create something new that did not exist before. The created thing or idea must be unique. As a rule, the creative mind does not make "foreign" decisions, it is everywhere looking for something of its own, different from the rest.
  2. Semantic Flexibility. An attempt to apply a different point of view to an object. Consider the object from all sides, taking into account all its meanings and principles. Reveal its potential, which until now has been hidden.
  3. figurative flexibility. adaptability of perception. The ability to change the vision of an object. See the sides that can make its application unique.
  4. Spontaneous flexibility. The ability to switch from one thought to another. Generate different information. Spontaneously come up with ideas in different situations unrelated to them.

Heuristic

Additionally, the property of creative thinking becomes heuristic. The heuristic method of solving problems does not involve any conventional method. This is a template break or its transformation. It is necessary to go beyond the generally accepted framework in order to come up with a new situation that will solve the problematic one. The search for a solution is carried out, as a rule, without complete information about its solution and does not have a clear algorithm of actions. Such tasks are solved using intuition, anticipation of the result, with a sense of inner insight (insights).

How do you solve such problems that require a creative approach? First, all available information on the problem is collected. Then there is a study with the subsequent promotion of theories, deliberation. More often, the first attempts to solve a problem are based on linear logic and reasonable explanations. But they do not give the desired answer. This is followed by an incubation period when the information is forced into the subconscious. It takes time for the desired answer to come to mind after a break in the intensive work of the brain. Sometimes you need to switch your thoughts to another activity.

The beginning of a person's life stage begins with an attempt to show the ability to think creatively. A person tries to express himself as a person through creativity, to show his significance and individuality. Even though it is not a vital ability and is not needed for survival.

The concept of creative thinking includes such a process, during which new ideas appear, conditions are created for the appearance of objects of art or everyday life that are of value to a person and others.

Studying your creativity helps in the knowledge of oneself and the world around, the development of an independent personality in a person that benefits society and promotes progress. The nature of personality, memory and perception of the surrounding world affect the ability to be creative. An important role in this process is played by the ability to think outside the box, and the ability to use ideas for their intended purpose.

  • Training

The initial stage of formation, at which preparation for reflection takes place, information and facts are collected for further processing of the material. At this stage, analytical thinking is affected, conditions are created for solving problems, and goals are set.

  • Attempt to think

At the second stage, the conditions for the thought process appear, due to the involvement of divergent thinking. Perhaps the appearance of disappointment, which will help to critically consider the ideas that have arisen, selecting only the most unique.

  • "hatching" ideas

The stage of suspension of the creative process, distraction to other objects. It helps to distract from the delayed process of nurturing an idea, to look at it from the other side, soberly assessing the shortcomings and advantages, avoiding reproductive creativity.

  • creative inspiration

There is a creative insight, an intellectual shift from the dead center, revealing problems and solutions.

  • Analysis of the work done

At the last stage, the evaluation of the work done, the analysis of the ideas received. It occurs with the help of analytical thinking, using the main evaluation criteria.

All stages of creative thinking are interconnected. Their consistent implementation helps to get the best result in the course of the work done.

Creative thinking involves the development of conditions for the emergence of moral and cultural principles in man. Creative thinking helps a person express himself, his thoughts and feelings. Through creativity, a person shows the character, vision of the people around him, nature and the content of his inner world.

The basis for the formation of a person's creativity should be the following criteria for creative thinking:

  • The ability to analyze, compare and synthesize, the presence of cause-and-effect relationships.
  • Critical thinking, timely detection of errors and contradictions.
  • The ability to predict future developments.
  • The ability to represent a subject or object of a timeless framework, the ability to see things in the future and past tense.
  • To be able to promote the ideas received, to develop possible options for events.
  • The ability to generate new interesting thoughts and ideas in a short period of time and at the lowest cost.

Types and features of creative thinking

In psychology, it is customary to divide creative thinking into two types: specifically - figurative and verbal - logical. Owners specifically - figurative thinking are considered talented, as they perceive the world around them in specific images. When the brain works, this type of creative thinking involves the right side of the brain, which is responsible for the emotional side of the intellect.

The verbal-logical type tends to carry out mundane abstract concepts, with a logical or verbal direction. Accordingly, this type of thinking belongs to the left hemisphere of the brain, which is responsible for logical processes and the mathematical mindset.

But the ability to be creative does not stop at one particular type of personality, but can be present in everyone. Features of creative thinking help to combine images and create abstractions.

Features of creative thinking

  • originality

The desire to create, create new ideas and objects that are unique in their own way. The things obtained during the creative process should have value.

  • Versatility

Consideration of an object from another side that is not characteristic of it, applying a fresh look to it. An attempt to find hidden potential, given the main characteristics and traits.

  • Flexible perception

The ability to change the view on the nature of a phenomenon or object. An attempt to consider the parties that can change the scope of the object and increase its uniqueness.

  • adaptability

Transition from one point of view to another. Ability to process a large amount of information and invent interesting ideas and situations.

The connection between imagination and creative thinking in psychology

Imagination is part of creative thinking. They are closely related and form the basis of each other. Imagination connects and unites the structures of the intellect: attention, perception, memory.

Only human consciousness creates the conditions for the appearance of reality in images. This ability is connected with the mental and semantic type of thinking, combining them into one whole. Human imagination is a mysterious and inexplicable process that has not yet been fully studied. Thanks to him, conditions are created for the emergence of masterpieces of literature, sculpture and painting.

The possibilities of imagination are endless, it shows reality from a different angle and is of great importance for the psychology and intellectual development of a person:

  • Creative imagination plans actions and deeds, evaluates one's behavior and the result obtained.
  • Imagination helps to "travel" in time, calling past events and impressions into consciousness, getting new creative ideas.
  • Imagination fulfills goals and objectives that are not realized in life. Some points are being considered.

The human imagination processes objects and actions of different content, which contain features that have no analogues in reality. Invented objects and events are usually called fantasy, and the desired development of events is a dream.

A person's imagination is:

  • Active helps to evoke images, with the assistance of willpower. The called image does not always correspond to the description of the subject, but carries an individual idea of ​​it.
  • Passive. Thoughts and ideas appear spontaneously, regardless of the desire of a person.
  • Productive. The emergence of new ideas is connected with the life experience of a person.
  • Reproductive. Reproductive imagination is the transfer of experienced emotions and actions into human creativity. The reproductive imagination does not contain fictional elements.

How to activate creative thinking

Psychology has developed methods for activating creative thinking. They will help eliminate the established view of things, remove reproductive thinking and free the mind for new discoveries. These methods create special conditions for the formation of creative thinking and increase its productivity.

  • The most popular way to activate thinking in psychology is the "brainstorming" method. The definition of "brainstorming" appeared in the 40s in America. Its essence lies in the collective solution of the tasks set, dividing those present into those who criticize and those who "suggest".
  • Another method of activating the thought process is to change the conditions of the task being performed. We mentally change the task, first changing the size, then the time and cost. In the course of the proposed method, the view of the solution changes, and new ideas appear.

Diagnostics of creative abilities

You can find out the predisposition to creativity using a system such as diagnostics. It will help you understand how creative you are, the level of creativity, and reveal a predisposition to creating art objects. Creativity diagnostics is performed by evaluating specific features of creative abilities.

In order to be fully and reliably carried out, the diagnostics of creativity affects all elements of creative thinking, including memory, perception, dreams and imagination.

The conducted studies of diagnostics of creative abilities and creativity are divided into 2 parts:

  • Creativity

This personality diagnostics assesses the cognitive multifunctional abilities of the individual associated with the development of intellectual abilities. This direction is represented by the works and tests of E. Torrance, S. Taylor, S. Mednick, J. Guildford. They are based on the study of the relationship of intellectual abilities with the emergence of new images and ideas.

  • Personal creativity

The task of this direction is the diagnosis of personality psychology, the conditions for the emergence of creativity, due to the individual characteristics of a person. This study is aimed at finding criteria for the emergence of creativity. Representatives of the direction A. Maslow, D. Bogoyavlenskaya, F. Barron.

Creativity Tests

J. Gilford test

The work of Joy Gilford pioneered the assessment of creativity. He defined the essence of creative thinking in a combination of developed original, new images and thoughts of a person. Other tests developed after him became an interpretation of this work.

Guilford's creativity test is based on certain principles:

  • How simply and effectively creativity is revealed in practice, when solving a problem. The number of decisions and answers received in a certain amount of time is taken into account.
  • Switching or flexibility of answers, transition from one subject to another.
  • The uniqueness of the answers.

E. Torrens tests

Another popular method for diagnosing abilities is the tests of psychologist Alice Paul Torrance. The study of creativity by E. Thorens is a part that characterizes creativity at the verbal, visual and sound levels.

Torrens tests are performed in a given amount of time. The result obtained is evaluated according to certain principles:

  • The speed of execution, the number of solutions that fit within a certain period of time.
  • Variety of answers.
  • The uniqueness of the proposed solutions.
  • Concretization of ideas and solutions.

E. Torrens tests were developed in the 60s and are suitable for people different ages and small children. Torrens tests are constantly modified and improved, they have many similar options.

E. Tunick test

The E. Tunick test is aimed at determining creativity in adolescents and adults. The test helps to identify a person's predisposition to the following criteria:

  • Curiosity. An inquisitive person with an interesting personality. He is interested in the world around him, is engaged in self-knowledge, likes to think and learn the structure of new things, the mechanisms of work, does interesting work, reads books, learns as much new information as possible.
  • Riskiness. Riskiness is manifested in defending one's ideas and thoughts in front of others, is not afraid of a possible negative reaction of people to creativity, and has a strong character. A person prone to risk has a goal and goes towards it, regardless of possible obstacles, is ready for the consequences of mistakes, is ready to take risks to achieve the final result. It takes into account the opinions of other people, but does not give in to provocations.
  • Imagination helps a person to invent new events and things that never existed in reality, to see objects that have no analogues and what is hidden from the eyes of an ordinary person. Imagination contributes to the creation of works of art and literature.
  • Ready for challenges. A person who has a difficult character is engaged in the study of complex phenomena and objects. He does not look for easy ways to solve the tasks, he does everything on his own, at his own peril and risk. The study of complex things is an integral part of the life of such a person.

Lateral Thinking by Edward de Bono

Edward de Bono was born in Malta in 1933. Doctor of Medicine, has a degree in psychology, physiology, is the developer of the concept of lateral thinking.

The definition of Bono's lateral thinking (lat. Lateralis, translated as "displaced") - is a redirected type of thinking in relation to ordinary thinking.

In his scheme, Edward de Bono made attempts to find lateral thinking that is separated from other types of thinking that has distinctive features from logical and horizontal thinking. The textbook "Lateral Thinking" de Bono contains a description of the most effective way thinking, which helps to develop the productivity of creativity, the creation of new unique ideas. The tool for obtaining such abilities, according to Edward de Bono, is lateral thinking.

A certain place in the developed scheme of de Bono is occupied by the memory of a person. This environment of consciousness is in constant development, but is limited by its volumes. Lateral thinking Edward de Bono perceives as creativity and a sense of humor, which is used as logical thinking.

Lateral thinking is similar to the developed habit of a person to think differently. Conditions for the development of this skill have been created, which are constantly applied in practice. These methods, described in de Bono's book, were not created by him, but borrowed from Philip Kotler. They are known and used for a long time, Edward de Bono remade them according to his vision, explaining how they work.


Theoretical part

Introduction

1.1 The concept of creative thinking

1.2 Criteria and methods for studying creative thinking

1 Thinking and speech

Conclusion

Practical part

Exercise 1.

Task 2


Theoretical part


Introduction


Currently, there is an acute social need for creativity and creative individuals. The desire to realize oneself, to show one's capabilities is the guiding principle that manifests itself in all forms of human life - the desire for development, expansion, improvement, maturity, the tendency to express and manifest all the abilities of the organism and the "I".

At the present stage of development, there is a rethinking of the role of the value of acquired knowledge, since modern society a creative specialist is needed who is able to navigate independently in the rapid flow of scientific and technical information, who is able to think critically, develop and defend his point of view. Recognition of the creative freedom of man is the main wealth of society. And the personality is the bearer of the objectively unpredetermined, which, with its will, fantasy, creativity and stubbornness, supports the subtle mechanisms of self-organization of being and, on their basis, the emergence of order from chaos.

Creative thinking is one of most interesting phenomena distinguishing man from the animal world. Already at the beginning of life, a person manifests an urgent need for self-expression through creativity, a person learns to think creatively, although the ability for such thinking is not necessary for survival. Creative comprehension is one of the ways of active knowledge of the world, and it is precisely this that makes progress possible, both for an individual and for humanity as a whole.

Understanding the nature of creative thinking allows a deeper understanding of development processes, makes it possible to identify the objective patterns of creative thinking and create a system for the development of creative abilities in learning. The problem of abilities is, first of all, a complex psychological problem that requires the attention of all branches of this science.

Only in creative activity does the development of creative abilities take place - mastering the methods (methods) of cognition and transformation of the features of objects. Hence the need arises to intensify the creative cognitive and practical activities of children. A creative climate is created not only by the cultivation of curiosity, a taste for non-standard solutions. It is necessary to cultivate readiness to perceive the new, the desire to use and implement the creative achievements of other people. To teach creative thinking, you need to have knowledge about it.

The purpose of this work is to review and study creative thinking.

For the most detailed and full study For this topic, the following issues need to be addressed first:

to give general characteristics concepts of creative thinking;

consider the criteria and methods for studying creative thinking;

to study and consider the intellectual capabilities of a person;

reveal the relationship between thinking and speech;

to consider ways of formation of creative thinking.


Chapter 1. Creative thinking as a kind of thinking


1The concept of creative thinking


Creative thinking is creative thinking, giving a fundamentally new solution to a problem situation, leading to new ideas and discoveries.

Creative search is inevitably associated with the breadth and flexibility of thinking, with the ability of the subject to boldly free himself from the Procrustean bed of dominant ideas.

The following characteristic features of creative thinking are distinguished:

heuristic - the ability to solve problems that require the discovery of patterns, properties, relationships;

creativity - the ability to create new things and new methods;

mobility - the ability to move into related areas of science, to solve complex problems;

independence - the ability to resist the traditions and views that have developed in science that hinder the acquisition of fundamentally new knowledge;

exponentiality - the ability to see the perspective of the object under study based on limited information about the subject of consideration, predict its future state, build hypotheses about its past states;

consistency - the ability to cover the object as a whole;

rationality - the ability to dialectically deny the old systems of knowledge that interfere with the qualitative change in science;

openness - the ability to accept and refract any ideas;

antinomy - to see the unity of opposites or mutually exclusive definitions of an object;

the ability to generalize the material, allowing you to raise from empirical concreteness to conclusions about general properties.

In psychology, it has been proven that a person has creative thinking if he is able to perform the following groups of logical operations: combine systems and their elements, determine cause-and-effect relationships, and perform research operations. The development of creative thinking should be carried out in the process of teaching methods for solving creative problems, with the help of which students form and develop logical skills for each group.

A creative task is a task that requires changing the studied rules or independently compiling new rules, and as a result of which new systems are created subjectively or objectively - information, structures, substances, phenomena, works of art. In the theory of creativity, along with the concept of a creative task, there is also the concept of a research task. A research task is a creative task that requires one or more research operations to be completed.

Thus, the development of creative thinking requires not individual creative tasks, but systems of creative tasks. Systems of creative tasks should be the basis of learning activities.

Based on classical and modern theoretical ideas about thinking in general, it is legitimate to understand creative thinking as its most expanded form. Understanding creative thinking as its highest form has a number of theoretical and methodological advantages and makes it possible to overcome some of the difficulties of modern psychology of creative thinking:

there is no need to look for "elusive" manifestations of creative thinking, since it is expressed not in any one kind of thinking, but in all its types and forms;

the essence of creative thinking, its breadth and content are clearly visible;

it becomes possible to connect creative thinking with thinking, and not look for its roots in the phenomena of abilities, giftedness, etc. - creative thinking is studied within the framework of the conceptual apparatus of its psychological field;

creative thinking becomes a universal mental property, inherent in the potential of all people, which allows us to talk about the implementation of humanistic principles.


2 Criteria and methods for studying creative thinking


Criteria for creative thinking:

Creative activity is such an activity that leads to a new result, a new product.

To the criterion of novelty of the product is usually added the criterion of the novelty of the process by which this product was obtained ( new method, reception, mode of action).

The process or result of a mental act is called creative only if it could not be obtained as a result of a simple logical conclusion or action according to an algorithm. In the case of a genuine creative act, a logical gap is overcome on the way from the conditions of the problem to its solution. Overcoming this gap is possible due to the irrational beginning, intuition.

Creative thinking is usually associated not so much with the solution of a problem already set by someone, but with the ability to independently see and formulate the problem.

An important psychological criterion for creative thinking is the presence of a pronounced emotional experience preceding the moment of finding a solution.

A creative thought act usually requires a steady and long-term or shorter-term, but very strong motivation.

The phase of collecting material, the accumulation of knowledge that can form the basis for solving or reformulating the problem;

The phase of maturation or incubation, when the subconscious works mainly, and at the level of conscious regulation a person can engage in completely different activities;

The phase of illumination or insight, when the decision is often made unexpectedly and appears entirely in consciousness;

The phase of control or verification, which requires the full inclusion of consciousness.

An empirical study of creative thinking in modern psychology is carried out using following methods:

Analysis of the process of solving the so-called small creative tasks, or tasks of ingenuity, which, as a rule, require reformulation of the task or going beyond the limits that the subject imposes on himself.

The use of leading tasks. In this case, the sensitivity of a person to a hint contained in a leading problem is studied, which is easier to solve than the main one, but is built on the same principle and therefore can help in solving the main one.

The use of "multilayer" tasks. The subject is given a whole series of tasks of the same type that have enough simple solutions. A not very creative person will simply solve such problems, each time finding solutions anew. A creative person will show "intellectual initiative" and try to discover a more general pattern underlying each individual decision.

Expert assessment methods for identifying creative people in a particular field of science, art or practice.

Analysis of products of activity to determine the degree of novelty and originality.

Some scales of personality questionnaires and projective tests can provide information about the degree of creativity in a person's thinking.

Special tests of creativity based on solving problems of the so-called open type, i.e. those that do not have any one right decision and admit an unlimited number of solutions.

Some of these methods have been noted for studying the relationship between the levels of development of intelligence and creativity. The absence of a rigid connection between these levels was found. In different people, creativity and intelligence can be expressed to a very different degree, which, in turn, leaves an imprint on the entire personality of a person.


Chapter 2


When a person solves creative problems, there is an interaction of operational meanings and personal meanings; the condition for the development of a person's thought process is the acceptance by a person of a certain problem for resolution, its inclusion in the system of personal motives and attitudes. The process of solving a problem by a person is the goal of emotional and motivational states, the prompt setting of new, previously unforeseen goals.

Often the creative thinking of a person develops contrary to generally accepted postulates, while the researcher experiences a sudden insight, which has been prepared by all his many years of experience. scientific activity. The human intellect is highly plastic, it is able to adapt to any living conditions.

Intelligence is a stable structure of the individual's mental abilities, the level of his cognitive abilities, the mechanism of the individual's mental adaptation to life situations. Intelligence means understanding the essential interconnections of reality, the inclusion of the individual in the socio-cultural experience of society.

In the development of the intellect of the individual, both genetic and sociocultural factors, or rather, the interaction of these factors, play a significant role. Genetic factors - the hereditary potential received by an individual from his parents. These are the initial possibilities for the interaction of the individual with the outside world.

The intellectual capabilities of a person are manifested in the strategy that he develops in various problem situations, in his ability to transform a problem situation into specific problem, and then to the system of search tasks.

The main qualities of the human intellect are inquisitiveness, depth of mind, its flexibility and mobility, logic and evidence.

Inquisitiveness of the mind - the desire to diversify to know this or that phenomenon in essential respects. This quality of the mind underlies active cognitive activity.

The depth of the mind lies in the ability to separate the main from the secondary, the necessary from the accidental.

Flexibility and mobility of the mind - the ability of a person to widely use existing experience and knowledge, quickly explore known objects in new relationships, overcome stereotyped thinking. This quality is especially valuable if we keep in mind that thinking is the application of knowledge, "theoretical standards" to different situations. In a certain sense, thinking tends to be stable, to some stereotype. This hinders the solution of creative problems that require an unusual, unconventional approach. At the same time, the negative quality of the intellect is the rigidity of thinking - an inflexible, biased attitude to the essence of the phenomenon, an exaggeration of the sensory impression, adherence to stereotyped assessments.

Intelligence is the ability of an individual to comprehend a specific situation in a generalized, schematic way, to optimally organize the mind when solving non-standard tasks. However, the essence of intelligence cannot be understood only through the description of its individual properties. Experience is the bearer of intelligence. mental activity the individual, the mental space formed in him, the ability to present the structural representation of the phenomenon under study in the mind of the individual.

The logic of thinking is characterized by a strict sequence of reasoning, taking into account all the essential aspects in the object under study, all its possible relationships with other objects.

Evidence of thinking is characterized by the ability to use at the right time such facts, patterns that convince the correctness of judgments and conclusions.

Critical thinking presupposes the ability to strictly evaluate the results of mental activity, reject wrong decisions, and abandon the actions that have been initiated if they contradict the requirements of the task.

The breadth of thinking lies in the ability to cover the issue as a whole, without losing sight of all the data of the corresponding task, as well as in the ability to see new problems (creativity of thinking).

An indicator of the development of the intellect is its divergence - the unconnectedness of the subject by external restrictions.

Significant non-pathological disorders in the structure of the intellect are mental anomalies. They are expressed in violation of the entire mental system of the individual - its motivational, goal-forming and goal-achieving regulatory mechanisms. Let's note the most typical signs of intellectual impairment:

Inadequacy of the motives for the actions taken;

Violations in goal-setting and programming of actions, control over their execution;

Violations of semantic connections, inadequacy of means to the set goals;

Defects in mental operations (generalization, classification).

Thus, creative giftedness is understood as a personal characteristic, but not as a particular set of personality traits, but as a person's realization of his own individuality. Human individuality is inimitable and unique, therefore, the realization of individuality is a creative act (introducing something new into the world that did not exist before).


1 Thinking and speech


Psychologists have established that the development of a person's thinking is inseparable from the development of his language. Therefore, the most important task in the development of creative thinking is learning the ability to verbally describe methods for solving problems, talk about working methods, name the main elements of the task, depict and read its graphic images. Mastering the necessary vocabulary is very important for the formation and development of an internal plan of action. In any creative process, the problem is first solved in the mind, and then transferred to the external plane.

Speech is the main acquisition of mankind. The emergence of oral and written speech determined the specifics of the development of thinking. A word is a symbol that allows you to operate with various objects. Language is a system of verbal signs, a means by which communication is carried out between people. Speech is the use of language for the purpose of communicating between people.

Speech is an instrument of thought. L.S. Vygotsky made a significant contribution to the study of the problem of the relationship between speech and thinking. He showed the meaning of the word for mental development man and his consciousness. According to his theory of signs, at higher levels of development, visual-figurative thinking turns into verbal-logical thinking thanks to the word, which generalizes in itself all the signs of a particular object. The word is that “sign” that allows human thinking to develop to the level of abstract thinking. However, the word is also a means of communication, so it is part of speech. At the same time, the specific feature of the word is that, being devoid of meaning, it does not refer to either thought or speech, but, acquiring its meaning, immediately becomes an organic part of both. Given this feature of the word, Vygotsky believed that the unity of speech and thinking lies precisely in the meaning of the word. At the same time, the highest level of such unity is verbal thinking. Speech and thinking are not identical processes, they do not merge with each other, although both of these processes are inseparable from each other. Thinking and speech have different genetic roots. Initially, they developed separately. The original function of speech was communication, and speech itself as a means of communication arose because of the need to organize joint activities of people. But the further development of thinking and speech was carried out in a close relationship, which different stages performed in various forms.


Chapter 3


The works of many scientists are devoted to various aspects of the formation and development of creative thinking. Thus, J. Gilford defined the ability of creative thinking (creativity) as semantic spontaneous flexibility, which is determined by the dominance of four features in thinking:

originality and unusualness of the ideas expressed, the desire for intellectual novelty, the desire to find their own solution;

a creative person is distinguished by semantic flexibility - the ability to see an object from a new angle and discover the possibility of a new use of this object;

the presence of reverse adaptive flexibility - the ability to change the perception of an object in such a way as to see its new hidden sides;

the ability to produce a variety of ideas in an uncertain situation, especially where there are no prerequisites for the formation of new ideas.

Direct teaching of creative thinking is impossible, but it is quite possible to indirectly influence it by creating conditions that stimulate or inhibit creative activity. Conditions or factors influencing the course of creative activity are of two types: situational and personal. The latter include stable properties, personality traits or character of a person that can influence the conditions caused by a particular situation.

Situational factors that negatively affect a person’s creative abilities include:

time limit;

state of stress;

a state of increased anxiety;

desire to quickly find a solution;

too strong or too weak motivation;

the presence of a fixed installation on a specific solution method;

self-doubt caused by previous failures;

fear or increased self-censorship;

a way of presenting the conditions of the problem, provoking the wrong way of solving, etc.

Personal factors that negatively affect the creative process include:

conformism;

self-doubt, as well as too strong confidence;

emotional depression and persistent dominance negative emotions;

lack of risk appetite;

the dominance of the motivation to avoid failure over the motivation to strive for success;

high anxiety as a personality trait;

strong personal protection mechanisms and a number of others.

Among the personality traits that favor creative thinking, the following are distinguished: self-confidence; the dominance of emotions of joy and even a certain amount of aggressiveness; risk appetite; lack of fear to seem strange and unusual; lack of conformity; well-developed sense of humor; the presence of a subconscious rich in content; love for fantasizing and building plans for the future.

Numerous researchers have tried to formulate the main quality of any creative person, which underlies the ability to be creative. With all the variety of specific formulations, everyone is talking about the same thing: a creative person is a free person; and a free person is a person who is able to be himself, to hear his "I", by the definition of K. Rogers.

The methods of stimulation of creativity usually include those techniques that allow you to remove or weaken the barriers between consciousness and the unconscious. In this category, some authors include rather exotic techniques based on the removal of critical attitudes and censorship of consciousness through the use of alcohol and barbiturates, narcotic substances; the use of hypnosis; application of problem solving methods by searching for clues in a dream. A. Osborne's brainstorming technique has become more widespread, the main meaning of which is to separate the generative part of the mental act and the control-executive part between different people (some participants generate hypotheses with a ban on any criticism, while others later evaluate their real significance). On its basis, the synectics method was created (combining heterogeneous in one), which involves teaching subjects the ability to generate analogies of various types and other techniques that allow them to see the familiar in the unfamiliar and the unfamiliar in the familiar.

Various kinds of trainings are widely used, first of all, self-confidence training, sensitivity training, etc. But the main condition for the emergence of creative personalities is, of course, an appropriate system of training and education, which makes sense to talk about in more detail.

An important task of the teacher is to reduce the "anti-creative" effect of any training. To solve this difficult task, it is advisable to turn to the experience of teachers and psychologists who are concerned about the development of the creative potential of their pupils. The well-known innovator, public teacher Viktor Fedorovich Shatalov throughout all the years of work, at every opportunity, reminded students that if at least an approximate plan for solving a problem did not arise in the first 5-6 minutes, then you just need to leave it and do something else. . But after a short period of time, it is necessary again to carefully read the condition of the intractable task. A thought will appear - work on it, develop it in all directions. No thought - leave the task. Switch to another job again, and after an hour and a half, return to the same task. If a specific solution path appears, then it must be completed and an answer should be obtained confirming the correctness or fallacy of the guess.

The property of our thinking is such that if a stimulus is embedded in it, then the search will go on constantly, even if we do not consciously aim ourselves at it. This process of finding a solution is hidden, spontaneous, but no less active for that.

Candidate of Psychological Sciences L.M. Mitina singles out the most typical mistakes teachers who interfere with the creation of an atmosphere of creativity:

Excessive strictness of communication in tone and vocabulary.

Verbosity in communication, monologism, which in English-speaking countries is known as the teacher's syndrome TTTM (teacher talks too much - the teacher talks too much).

The weakness of the emotional contact between the teacher and the students.

Frequent indication of shortcomings, emphasizing shyness.

Undemanding, tone of uncertainty in communication between the teacher and students.

L.M. Mitina gives advice to a teacher who wants to create a creative atmosphere:

From the very beginning and throughout the educational process, demonstrate to students full confidence in them.

It is more expedient to proceed from the fact that students have an internal motivation for learning and great potential.

I would like the teacher to be a source of various experiences (moral, emotional, intellectual) for students, to which they can turn for help in solving a particular problem.

For the productivity of communication, it is necessary to develop the ability to feel the emotional mood of the student, the group and accept it.

For the development of creative thinking, it makes sense, along with traditional methods, to use the method of problem-based learning, which is an analogue of scientific creativity: a problem is posed, ways to solve it are searched, and the result of solving the problem is new knowledge.

Problem-based learning is a system of methods and means that provide opportunities for creative participation in the process of assimilation of new knowledge, the formation of creative thinking and cognitive interests of the individual. According to the degree of problematicity, there are three main levels of problem-based learning: problem presentation, in which the teacher himself poses the problem and finds its solution; problem-based learning, in which the teacher poses a problem, and the search for its solution is carried out together with the students; creative learning, involving the active participation of students in the formation of a problem and the search for its solution. This form of education is the most expedient in organizing and conducting educational, research and scientific work.

An indicator of the effectiveness of problem-based learning is a significant increase in the quality of assimilation educational material and possibilities of its practical use in professional activity.

A distant indicator of the effectiveness of problem-based learning is the formation of creative abilities and cognitive motivation, which provides opportunities for self-education.

So, the question of whether teaching creative thinking is possible is discussed in both pedagogical and psychological literature. It is known that direct teaching of creative thinking is impossible. But if direct teaching of creativity is impossible, then indirect influence on it by creating conditions that stimulate or inhibit creative activity is quite realistic. Conditions or factors influencing the course of creative activity are of two types: situational and personal. Numerous studies, which began with the description of the phases of the creative act, testify to the crucial role of subconscious processes in finding creative solutions. Therefore, many of the factors are just related to the strengthening of the barriers between consciousness and the unconscious.


Conclusion


In today's society, the ability to create is valued above knowledge and skills. Even in order to match the rank competent specialist in their field, activities must be creative person. Creativity is new ideas, new experience, new perspectives.

Based on this, creative talent (creativity) is usually regarded as the ability to generate original ideas: put forward new hypotheses, new combinations, abandon stereotypical ways of thinking.

The problem of creative thinking has a long and controversial history, and has given rise to much discussion. It attracted the attention of thinkers of all eras of the development of world culture. The history of its study has more than two thousand years. The deep interest in this subject can be judged by the desire that goes back centuries to create a "theory of creativity", or rather, by repeated attempts to construct it. These attempts were not strictly scientific reproduction of the laws of objective reality, they did not represent a logically complete system of knowledge. In most cases, they covered, described reality at the level of the surface of phenomena. The eternity of this problem lies in the very dynamism of the formation of real human abilities, in their infinitely diverse formations, manifestations and applications. Hence, creativity should be considered as an integral part of the complex socio-economic and spiritual problems of social development.

As a result of all this, it becomes obvious the need to find means to develop creative thinking - an ability that, albeit to varying degrees, every person possesses.


Practical part


Exercise 1

Indicate which of the following situations is appropriate as an example of sensory, short-term or long-term memory. Justify your choice.

A. The woman recognizes the man she met the day before at a party. This is an example of short-term memory, as short term memory<#"justify">Task 2


In a spelling lesson, the teacher gave his students a list of words: psychiatry, class, quarrel, lieutenant, psalm, neck, psychology, director, raftinger, psychotherapy.

Divide words into three groups for better memorization of their spelling by students. Justify your decision.

group - psychiatry, psychology, psychotherapy. These three words are put in one group, as they are the same root words and are easy to remember.

group - class, quarrel, director. These three words are put in one group, since they all have a double -С-, this makes it possible for better memorization.

group - lieutenant, neck, penisfeder. These three words are put in one group, since the root of each word has -EY-, which makes it easy to remember their spelling.

The word psalm can be attributed to the second group, where words with doubled -С- are completed, and remember it as an exception with writing one -С-.


List of sources used


Badagina, L.P. Fundamentals of General Psychology [Electronic resource]: textbook. allowance / L. P. Badanina. - 2nd ed., erased. - M.: Flinta, 2012. - 448 p.

Bogoyavlenskaya D.B. Intellectual activity as a psychological aspect of the study of creativity // Study of the problems of the psychology of creativity, ed. Ya.A. Ponomarev. - M.: Nauka, 2011. - 195p.

Bushueva L.S. Methods for activating the creative thinking of younger schoolchildren// Primary School. - 2012. - No. 3. - S. 13-16.

Druzhinin V.N. Psychology of general abilities. St. Petersburg: Peter, 2010.- 368 p.

Ziganov M.A. Mnemonics: Memorization based on visual. thinking: Based on the course Shk. rational. reading: M.: Education, 2010. - 100s.

Klarin M.V. Development of creative and critical thinking // School technologies. - 2014. - No. 1. - S. 3-10. creative thinking intellectual

General and social psychology: Textbook / M.I. Enikeev. - 2nd ed., revised. and additional - M.: NORMA: INFRA-M, 2010. - 640 p.

Organizational Psychology: Textbook / Ed. ed. A.B. Leonova - M.: NITs INFRA-M, 2014. - 429 p.

Fundamentals of General Psychology: Textbook / N.S. Efimov. - M.: ID FORUM: NITs INFRA-M, 2014. - 288 p.

Psychology and Pedagogy: Proc. allowance / E.V. Ostrovsky, L.I. Chernyshov; Ed. E.V. Ostrovsky; VZFEI. - M.: Vuz. textbook, 2012. - 384 p.


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Creative thinking - One of the most amazing abilities of the human mind is to solve intellectual problems creatively, that is, not according to a previously mastered algorithm, but flexibly, adaptively and with a certain degree of enterprise. Accordingly, not creative thinking is the solution of intellectual problems according to a previously mastered algorithm.

At the current stage of development of technology and computer technology, one can almost confidently assert that creative thinking is all those ways of solving intellectual problems that have not yet been mastered by a computer. The computer acts according to a predetermined algorithm and over and over again in similar situations will act in a standard way.

Let's assume this situation. A person and a computer (more precisely, a computer program) are forced to perform the same action every day, for example, add the numbers from one to a thousand in their mind and report the result. The next day, a person will go to the trick and report the amount that he got yesterday. If he does not remember this number, he will count again and will not forget it again. The computer, over and over again, will carry out the same chain of operations. Of course, cunning programmers can equip their program with a similar capability: it will simply store input-output correspondences in its database. And the second time it will no longer count numbers from one to a thousand, it will simply take this amount "from the cache". But let's move on. Let our subjects be given a new task: for example, to count the sum of numbers from one to nine hundred. Both man and machine will add up these numbers. Then it will be up to eight hundred, then up to 2000, then up to 1400, etc. Sooner or later, a person will ease his lot: he will guess that the sum of numbers from 1 to N can be represented as (1 + N)xN / 2 (maybe school mathematics lessons will help him with this). The computer will continue to count all these numbers: 1 + 2 = 3, 3 + 3 = 6, 6 + 4 = 10, 10 + 5 = 15 ... Then, however, it turns out that this formula only works for integers, but even here a person will not be at a loss: he will subtract one from N, and then he will calculate according to his own formula. This, in general, is the whole essence of human creative thinking: to try to get out of any situation. Of course, a computer can also be taught to count using "cunning formulas". However, with each radical complication of the task, the program will have to be rewritten, and this will most likely be the creative thinking of the programmer, and not the program itself.

The process of thinking begins with a problem situation in which a person finds himself in one way or another. This problematic situation in one way or another does not satisfy the person, and then he sets a certain task in relation to the situation. These tasks are of three types:

Understanding question ("What is it? Why is it? How does it work?.."),

Changing the situation (solving the problem as a whole or some part of it),

Goal-setting ("How can I use it? What tactical or strategic goals can be set for this?").

A person, as critics of behaviorism have established, does not act only reflexively on the principle of "stimulus - reaction". It is not enough for him to simply respond to changes in the environment; he does not solve only tasks of the second kind (changes in the situation). He also solves problems for understanding and goal setting, which makes him smarter and more unpredictable for others.

Usually a person does not reflect well how and what kind of intellectual tasks he is currently solving. This is due to the fact that usually these tasks replace each other very quickly.

Suppose someone finds a thick wad of money in the nightstand of his desk. First, obviously, questions for understanding will begin: "How did it get here? Did enemies plant it? Friends? Maybe someone just mixed it up? .." Then, most likely, tasks to change the situation will follow: "We need to do something with this a pack ... Go ask around whose money is this? Hide it? And where? .." Then goal-setting tasks will follow: "What should I do with this money? Buy a fur coat for my wife (myself)? Or maybe invest in stocks? Or go on vacation abroad? We need to call the travel agency ... "

Human life consists of an endless chain of intellectual tasks, the solution of one task gives rise to another. And there is no definite sequence in the types of these tasks. In our example, this is "understanding - change - goal setting", but in other situations everything may be different.

An important feature of any creative thinking is the ability to see alternatives in intellectual tasks and the conscious choice of one of the alternatives. If a person finds a wad of money in his desk and it is immediately clear to him how it got here, then this means one of two things: either he really knows this for sure (maybe someone promised him to repay the debt), or his thinking does not shine with originality at all, he is used to thinking according to schemes (for example, "God sent"). The same can be said about the lack of alternatives in change and goal setting.

A person with active and flexible thinking sees alternatives where other people may not see them, where everything is taken for granted and obvious to others. It is well known that a dog licks its lips at the sight of food, but only I. P. Pavlov saw this as a problem and, studying it, created the doctrine of conditioned reflexes. Another example - many people observed the fall of objects from a height to the ground, but only I. Newton thought about this problem and discovered the gravitational interaction. Before Newton, they reasoned something like this: "Things fall to the ground because they fall, it cannot be otherwise ... God decided that things should fall down, so they fall ..." Ch. Darwin, like other people, observed that in nature the fittest survives, but only he came up with the idea that this circumstance could have far-reaching consequences. It is active and flexible thinking that increases the likelihood that its owner will be able to stumble upon a scientific discovery, solve a complex production task or make the right life choice.

Another important circumstance connected with seeing alternatives is being in constant doubt. Only those who do nothing and think of nothing do not make mistakes and do not doubt. Everyone else doubts, and often these doubts are very painful. The higher the need for truth, for getting out of difficult situation, in setting the right goal, the more painful these doubts. The need for truth may be not only for a scientist, but also, for example, for a wife who suspects her husband of infidelity, but is unable to find evidence of this or the opposite. And what are the torments of a young man or girl who choose their profession and the university where they will study, and thereby decide the fate of the rest of their lives, because one way or another, but this choice is very important! In a sense, creative thinking is not only an intellectual process or even a personality trait, but also a mental state. And the condition is quite painful for many people. Therefore, not everyone is ready to relive the "torments of creativity" again and again.

Important features of creative thinking are analytical and synthetic functions. In analysis, a person breaks down a task into many subtasks. A person with developed creative thinking never works with the whole problem. His abilities are enough to first get a lot of small subtasks, and then, having solved these tasks, find the highest quality and / or effective alternative.

Interesting effects in solving intellectual problems are sometimes achieved with the help of skillful manipulation of visibility and abstractness. Intellectual tasks are quite clearly divided into visual (for example, when playing Tetris) and abstract (that is, abstract, for example, solving an arithmetic problem). Accordingly, thinking is divided in general psychology into visual and abstract. The visual is sometimes subdivided into visual-effective and visual-figurative, and the abstract is called abstract-logical. If u are creative thinking person fails to solve an abstract problem in his mind, he can try to solve it using visual methods (draw a picture or diagram, manipulate counting sticks, etc.). Accordingly, for visual tasks, you can try to use the methods of abstract-logical thinking (introduce and systematize concepts, think through mathematical models, etc.).

One of the most famous researchers of creative thinking, J. Gilford, considered creative thinking as a synonym for creativity. In his works, he considered creativity as a person's ability to generate something new, especially in the cultural aspect: a new word in painting, music, literature, technology, design, etc. Raising the bar for creative thinking, Guilford outlined his concept, according to which the level of development of creativity is determined by the dominance of four features in thinking:

1) originality and unusualness of ideas, the desire for intellectual novelty;

2) semantic flexibility (the ability to see an object from different angles);

3) figurative adaptive flexibility (the ability to change the perception of an object in such a way as to see its new, hidden sides);

4) semantic spontaneous flexibility (the ability to produce a variety of ideas in an uncertain situation, in particular one that does not contain prerequisites for the formation of new ideas).

The topic of creative thinking is quite actively explored by many specialists. During the experiments, it was found, for example, a strong influence on creative thinking of purely personal characteristics. G. Lindsay, K. Hull and R. Thompson found that the manifestation of creativity interferes with:

Tendency to be conformist

Fear of looking stupid

Fear of criticism as a manifestation of strong politeness,

- (on the contrary) pronounced criticism,

Overestimation of one's own ideas.

Most people associate creativity with arts such as writing a novel, painting a picture, or composing music. These are all creative endeavors, but not all creative thinkers are artists. Indeed, many jobs require a lot of creative thinking despite having nothing to do with art.

Most people associate creativity with arts such as writing a novel, painting a picture, or composing music. These are all creative endeavors, but not all creative thinkers are artists. Indeed, many jobs require a lot of creative thinking despite having nothing to do with art. Creativity simply means being able to come up with something new. If you can do this, you will not only enrich your personal life, but you will also get an advantage in any place you enter.

You just need to acknowledge your creativity.

What is creative thinking?

Creative thinking means thinking about new things or thinking in new ways. This is "thinking outside the box". “Often creativity in this sense includes what is called lateral thinking, or the ability to perceive patterns that are not obvious. The fictional detective Sherlock Holmes used lateral thinking in one famous story when he realized that a dog barking was not an important clue to the murder case.

Some people are naturally more creative than others, but creative thinking can be enhanced with practice. You can practice creative thinking by solving puzzles, realizing and discarding your assumptions, and through the game - something unstructured and relaxing. Even daydreaming can help.

Creative people can develop new ways to solve problems, solve problems, and solve problems. They bring a new and sometimes unorthodox perspective to their work and can help departments and organizations move in more productive directions.

No wonder so many employers are looking for candidates with creative thinking skills for many different jobs?

Creative thinking and job search

Some descriptions should state that the position requires creative thinking. In this case, you should come to the interview prepared with specific examples of how you can showcase your creativity, just like with any other skill.

However, many employers want creative thinkers, even if they don't say so in those words. In such cases, think about how your creative nature has helped you in the past and how it can again be an asset in the jobs you require. In these cases, you can also showcase your creativity in your app materials, or you can use other words, such as discussing your "fresh and innovative" work.

If you're looking for creative opportunity as a means of personal fulfillment, know that you can find it in sometimes unexpected places. Any task that allows you to put your efforts into work can be creative.

Examples of Creative Thinking

The possibilities for creative thought in the workplace range from the overtly artistic to the high-tech and yet inspired. Generally, anything to do with “aha! “A moment at some point is creative. See if anything on this list inspires you. You may already be more creative than you thought.

Artistic creativity

Your occupation title does not have to be "artist" for your work to have an artistic element. Perhaps you're organizing retail displays for maximum impact, or shaping the pavement of an enticing hiking trail. Other assignments are sometimes assigned specifically to self-described artists, but if your company is smaller, the task may fall to those who agree to do so.
These tasks include designing logos, writing promotional copy, creating product packaging, or writing a phone script for a cumulative fundraiser.

creative problem-solution

Creative problem solving stands out as innovative. A creative problem solver will find new solutions, not just identify and implement the most appropriate standard solution. You can brainstorm new ways to cut energy use, find new ways to cut costs during a budget crisis, or develop a litigation strategy to protect a client. All creative.
Creativity in STEM

Some people think of science and technology as the exact opposite of art and creativity; these people are not scientists or engineers. Designing a more efficient assembly robot, writing an innovative new computer program, and developing a testable hypothesis are all highly creative activities.
In fact, the history of science and technology is littered with projects that didn't work, not because of any errors in technique or methodology, but rather because people stayed in the assumptions and habits of the mind. Science and technology need radical creativity to do something new.

Creative thinking skills in the workplace

A-F

Satisfying the maximum impact on the retail display

  • Brainstorming at a staff meeting to determine strategy for the next year
  • Brainstorming Ways to Reduce Energy Use
  • Adoption of new procedures for quality improvement
  • Drafting a New Volunteer Fundraising Scenario
  • Writing dialogue for television or radio advertising
  • Building a research model to test a hypothesis
  • Creating an exam to test students' knowledge
  • Create product packaging
  • Logo development
  • Developing a Lesson Plan for the U.S. Electoral Process That Will Engage Students
  • Develop a litigation strategy to protect the client
  • Development of a computer program to automate the billing process
  • Developing a more efficient way to process reimbursements
  • Strategy Development social networks for new iPhone
  • G-Z

Creating themes for a fundraising campaign

  • Creating Unusual Interview Questions to Assess a Candidate's Key Skills
  • Identifying ways to cut costs during a budget crisis
  • Increasing staff productivity by developing performance incentives
  • Increasing innovative retail products to consumers
  • Offering A New Look to the clothing line > Representation of behavioral changes for an overweight patient
  • Redefining responsibilities for dealing with a sick employee
  • Recycling equipment on the assembly line to improve productivity
  • Restructuring the filing system to make it easier to find information
  • Reviewing the construction process when the contractor does not show up
  • Offering a way to improve customer service
  • Offering new ways of communication to alleviate marital conflict
  • Thinking about ways to increase the number of blood donors
  • Writing compelling copy for print or online
  • related:
  • What is critical thinking?

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