Theoretical and methodological foundations of creative activity. What is creativity and how to develop creative abilities? Creativity and types of creative activities
The role of imagination in the creative process cannot be overestimated. Imagination- this is a necessary element of human creative activity, expressed in the construction of an image of the products of labor, and also ensures the creation of a program of behavior in cases where the problem situation is characterized by uncertainty. Creativity is closely related to all mental processes, including imagination.
The psychology of creativity manifests itself in all its specific types: inventive, scientific, literary, artistic, etc. The possibility of creativity is largely ensured by the knowledge a person has, which is supported by appropriate abilities and stimulated by a person’s determination. The most important condition for creativity is the presence of certain experiences that set the tone for creative activity.
The study of creativity is a triumph of psychological activity theory. Issues of creativity, creative abilities of children, their creative activity are considered in the studies of L. S. Vygotsky, V. V. Davydov, Z. M. Novlyanskaya, V. E. Chudnovskaya, L. V. Zankov and others. Taking into account the positions of researchers, with With the concept of “creativity” we connect two of the most important psychological characteristics of consciousness – mental representation and imagination. We speak of conscious control of ideas and imagination when they are generated and changed by the efforts of a person’s will. The idea of reality that is absent at a given moment in time or does not exist at all (imagination, daydreams, dreams, fantasy) acts as one of the most important psychological characteristics of consciousness.
Not all random ones are reflected in consciousness, but only the basic, main essential characteristics of objects, events, and phenomena. The productive, creative nature of human activity is of particular importance for the development of human consciousness. Consciousness presupposes a person’s awareness not only of the external world, but also of himself, his sensations, ideas and feelings. There is no other way for a person to realize this, except for gaining the opportunity to “see” his own psychology, objectified in creations. Therefore, creativity is the path and means of self-knowledge and development of human consciousness through the perception of his own creations. If the activity of animals is caused by natural needs, then human activity is generated and supported by artificial needs that arise through the appropriation of the achievements of the cultural and historical development of people of the present and previous generations. A person is not able to imagine or imagine something that has never appeared in experience, was not an element, subject, condition or moment of any activity. The texture of imagination is a reflection, although not a literal one, of the experience of practical activity. Imagination, following psychologists, we consider as a transformation of the given and the generation on this basis of new images, which are both products of human creative activity and prototypes for it. To imagine is to transform. Correct knowledge of reality is impossible without a certain element of imagination, without a departure from reality, from those specific immediate individual impressions by which this reality is represented in the elementary acts of our consciousness. Imagination, the mental reproduction of something or someone, fantasy, is closely related to thinking, since image and thought always appear in unity. There are now many scientific discussions about the creation of artificial intelligence, the capabilities of computer intelligence, and its superiority over human intelligence. But the only function that artificial intelligence cannot achieve is imagination. This is one of the most mysterious properties of a person. It is difficult to measure, evaluate, develop.
D.I. Pisarev noted that “if a person were completely deprived of the ability to dream..., if he could not occasionally run ahead and contemplate with his imagination in a complete and complete picture, then the very creation that is just beginning to take shape under his hands, “Then I absolutely cannot imagine what incentive would force a person to undertake and complete extensive and tedious work in the field of art, science and practical life...”
The activity of the imagination, even when it operates with previous images, is an activity that is mentally conditioned differently than the activity of memory.
Also, the development of imagination depends on the development of speech. Speech frees the child from direct impressions of an object; it gives the child the opportunity to imagine one or another object that he has not seen and think about it. The child can express in words something that does not coincide with the exact combination of real objects or corresponding ideas. This gives him the opportunity to move freely in the sphere of impressions denoted by words.
During school age, the primary forms of daydreaming are formed, that is, the possibilities and abilities to more or less consciously surrender to certain mental constructs, regardless of the function that is associated with realistic thinking. The course of development of higher mental functions is significantly connected with the child’s speech, with the basic psychological form of his communication with others, that is, with the basic form of collective social activity of the child’s consciousness. The movement of our feelings is closely related to the activity of imagination. Very often this or that construction turns out to be unrealistic from the point of view of the rational aspects that underlie fantastic images, but they are real in an emotional sense. This activity is subordinated to emotional interests.
Scientists believe that creativity is associated with the characteristics of thinking. Thus, J. Guilford identifies convergent thinking - logical, unidirectional and divergent - holistic, intuitive, moving simultaneously in several directions. The integration of these two types of thinking forms such features as fluency (the ability to generate the maximum number of ideas); flexibility (the ability to create a wide variety of diverse ideas); originality (the ability to give a completed form to the products of thinking). These features, in fact, form the basis of creativity, without which no creativity is possible. The attitude towards creativity, formed on the basis of past activities, manifests itself in the form of a constant need for the individual to create new creativity, which leads to productive results and at the same time is a stimulus for mental activity. Thus, the concept of “creativity” includes two mutually exclusive aspects. Firstly, creativity is the activity of creating a product, obtaining a new result. Secondly, this is the process of achieving a result in which needs and abilities are realized, and personal self-development occurs.
It may seem, at first glance, that activity and creativity are opposite in their psychological mechanisms: activity is rational in nature, creativity is spontaneous, unplanned, activity is purposeful, regulated, creativity is inappropriate, involuntary, cannot be regulated by consciousness, creativity is life unconscious, activity is the life of consciousness. Many philosophers and psychologists have paid attention to the objective difference between creativity and objective activity. But mental life is a process of changing two forms of internal and external activity: creativity and activity, and in order to create, a person must engage in conscious activity, assimilate its normative basis, otherwise he will find himself outside of culture, and his product will not be understood .
K. Rogers understands the creative process as “the creation, through action, of a new product, growing, on the one hand, from the uniqueness of the individual, and on the other, conditioned by the material, events, people and circumstances of life.”
Research conducted by V. Druzhinin and N. Khazratova showed that the development of creativity goes through at least two phases:
Development of “primary” creativity as a general creative ability, unspecialized in relation to a specific area of human activity. (3-5 years) at this time, the child’s imitation of a significant adult as a creative model is perhaps the main mechanism for the formation of creativity (the phenomenon of “children’s creativity”);
Adolescence and adolescence (13-20 years). During this period, on the basis of “primary” creativity, “specialized creativity” is formed - the ability to create, associated with a certain sphere of human activity as its “other side”, addition and alternative. At this stage, a special, significant role is played by the “professional” model, the support of family and peers. The second phase ends with the denial of one’s own imitative production and a negative attitude towards the “former ideal”. The individual either lingers in the imitation phase forever, or moves on to original creativity. Creativity is most likely formed on the basis of general talent (just like intelligence).
Thus, a paradox arises: the basis of creativity is imitation. In order to engage in activities to transform human culture, a person must master methods of creative behavior through imitation of others. The concepts of “model”, “stereotype”, “standard” contradict the everyday idea of creativity.
It should be understood that creative behavior, like intellectual behavior, goes through a phase of socialization. The age of 3-5 years is the most productive for the development of creative abilities. Children's literary and artistic creativity is most clearly manifested precisely at this time. The decline in creative manifestations by the age of six is considered to be a consequence of the decreasing role of the unconscious in the regulation of behavior and the increasing criticality of rationality in the child’s mind. The question of the factors influencing the manifestation and development of creativity at the age of 12-13 seems to be more complex, since at this age we are dealing with a personality that is already largely established, has assimilated culture and processed it into a certain (albeit unstable) system of relations with the world . Therefore, in order for a child to develop as a creative person, it is not enough to remove “barriers”; a positive example of creative behavior is needed.
Creative abilities usually appear at the age of 5. Children begin to compose, unexpectedly for themselves and for others, fairy tales and poems. Imitation of creative models as a stage of transition from naive creativity to “adult” creativity occurs at the age of 8-15, and creative elements (novelty, originality) disappear in the works of young authors. But by the age of 16-17, creative elements appear again.
Imitation is necessary for mastering a culturally fixed way of creative activity. Imitation, as it were, elevates the individual to the last step in the development of the sociocultural environment achieved by people: beyond that there is only the unknown. The development of imitative activity is associated with an increase in the level of mastery of the activity and a decrease in the total number of imitative actions. In order to reach the level of creative achievements, it is necessary that creativity becomes a personal act, so that the potential creator gets used to the image of another creator, and this emotional acceptance of another personality as a model is a necessary condition for overcoming and entering the path of independent creativity.
Bibliography
- Bernstein S. M. Psychology of scientific creativity. [Text]/ S.M. Bernstein // “Questions of Psychology”. - 1965. - No. 3. – p. 15-19
- Ladyzhenskaya T.A. Creative dictations. [Text]/ T. A. Ladyzhenskaya. - M. - 1963. – 215 p.
Essay
by discipline:
"Industrial technologies and innovations"
“Creative activities, activities in the field of art and entertainment”
Completed: Art. gr. B3121 Gaidukova Ksenia
Accepted: Art. Ave. Shatalov P.V.
Voronezh 2017
1. Introduction………………………………………………………………………………......3
2. The concept of creative activity and its types…………………………........4
3. Agency for organizing holidays……………………………..…..10
4. Conclusion………………………………………………………...…..14
5. List of used literature..…………………………………..…15
Introduction
Every person in life needs to perform certain activities for various reasons: because of earnings or because of the love for their work. There can be many reasons. There are currently about 7 billion people on earth. We are all different, and each of us has our own activities. But we are all united by this common need to do something, the need for purpose in life. Otherwise, our life will seem meaningless to us. Or rather, it will not seem, but it will be like this: you have no goal in life - that means you are doing nothing, that means you are not bringing any benefit to society, that means you are “wasting” your life.
The concept of creative activity, its types and directions.
Creative activity is a form of human activity aimed at creating qualitatively new social values. The impetus for social activity is a problematic situation that cannot be resolved on the basis of available data in traditional ways. An original product of activity is obtained as a result of an unconventional relationship between the elements of a problem situation, the attraction of implicitly related elements, and the establishment of new types of interdependence between them. The prerequisites for creative activity are flexibility of thinking (the ability to vary solutions), criticality (the ability to abandon unproductive strategies), the ability to bring together and link concepts, integrity of perception, and more. Creativity is the result of activity. However, within the activity itself one can see acts of extraordinary ingenuity, of radical novelty. Although there are also moments, acts of activity in which creativity is not so clearly expressed. Thanks to many momentary impulses, an idea is born, carrying with it a certain creative potential, the embodiment of which can be admired after many, many years.
The author, in the process of creative research, can achieve a result that he did not expect. This is the main advantage of the free expression of one's ideas by an artist, writer or performer. Creative activity, in addition to well-known directions, can be realized in some special way. For example, a world-famous musician, for a number of objective reasons, began to feel a certain limitation in his concert activities and decided to expand his potential. Using personal experience, as well as some technical means, the artist creates a previously unknown musical instrument that revolutionizes the world of music. This is where true creativity lies. History knows many similar examples.
Among the main types of human creative activity we can highlight the following:
1. Social creative activity
2. Scientific creative activity
3. Technical creative activity
4. Artistic creative activity
Creativity as a social action. The concept of social action is associated primarily with the practical activities of people in the sphere of material production and the change or improvement of existing social relations. Activity should be understood as any manifestation of social activity, which represents a way of existence of social reality. Social creativity is the voluntary, feasible participation of a group of people in improving, perfecting social relations, transforming the situation in the society around them. Such activities are always associated with a person’s personal initiative, his search for non-standard solutions, the risk of choice, and personal responsibility to the public. In terms of the topic under consideration, it is significant that in terms of direction and results (with a certain degree of convention) the following social actions can be distinguished: reproductive - aimed at preserving and maintaining the normal functioning of a particular social institution (in the political field, for example, election campaigns are of this nature, in the field of science - a system of information and training, in technology - standardization). In this case, the interpretation of creativity as a specific type of social action allows us to combine its analysis in psychological and logical aspects with a discussion of the problem on a broader sociological level. The foregoing is fully applicable to the understanding of scientific creativity.
Creativity in science. Scientific creativity is “an activity aimed at producing new knowledge, which receives social approval and is included in the system of science,” “a set of higher cognitive processes that expand the boundaries of scientific knowledge.” Creativity in science requires, first of all, the acquisition of fundamentally new socially significant knowledge; this has always been the most important social function of science. Consideration of scientific creativity in the aspect of social action requires, as we see, involvement in the analysis of a set of problems determined by the structure of modern science: the relationship between experimental and fundamental research, management of scientific activity, personnel, information system, financing, planning and organization of science, implementation of scientific research results in production , social orientation of scientific action, etc. Such questions fall within the competence of the currently emerging “science of science,” science studies.
Technical creativity. In modern conditions, the transformation of science into a direct productive force is expressed in the emergence and functioning of a unified system “science - technology - production”. Therefore, the analysis of scientific creativity as a social phenomenon also requires consideration of creativity in technology as one of the necessary components of holistic social action. The starting point for the analysis of technical creativity is to understand it as an essential moment of social practice. Practice is the socio-historical activity of people aimed at transforming nature and improving the system of social relations. In practice, a person confronts nature as the object of his activity, expediently transforms it and satisfies his needs. Human needs are based on production and determine the production of necessary products. Practical action is implemented on the basis of the social subject’s awareness of the purpose of the activity, the means of achieving it, as well as the characteristics of the object of transformation. In the process of practice, human needs are objectified, the subjective becomes objective. Objectification is the transformation of a goal from a form of subjective activity into the form of an object. In its highest and most complete form, objectification appears in the conditions of expression of the essential powers of man: as a creator. The universal means of creative activity is the idea. The reflection of the properties of an object in an idea coincides with a person’s desire to transform it into a socially significant value. In practice, an object is transformed in accordance with human needs. The content of the idea here passes into the form of activity and from it into the form of existence of the created object.
Being a certain integrity in social terms, practice is found in various forms. One of its essential manifestations is technical practice. The content and levels of this type of practice are the operation, production and design of equipment. The product of technical practice is the technology, reliability and efficiency of the functioning of technical devices. Its means are various instruments, industrial equipment and test benches, and from the point of view of ideas - scientific, technical and natural science theories. Technical practice forms the immediate basis of technical creativity. Outside of it, without connection with it, there is and cannot be creativity in the field of technology. The creative process in technology covers both the search for an idea and its implementation, both the development of a person’s spiritual potential and the creation of an object; it is a kind of synthesis of spiritual and material production.
The essence of artistic creativity. Unlike scientific and technical creativity, artistic creativity does not have a direct focus on novelty and is not identified with the production of something new, although originality is usually present among the criteria of artistic creativity and assessments of artistic talent. At the same time, art has never denied the strength and power of scientific methods and used them to the extent that they helped solve the main task of art - the creation of aesthetic values. But at the same time, in art there is always an understanding of superiority over science in the ability to use the power of artistic invention, intuition and fantasy. Art as a form of human activity differs, in particular, from science in that elements of illusion and fantasy are not only present in the final results of artistic creativity, but also have the same greater value than the results of direct scientific analysis, synthesis, experiment and observation. Thanks to fantasy and fiction, integrity and imagery in art are realized, and art acquires strength and independence.
Interrelation of types of creativity Analysis of the social nature of creativity involves consideration of its specific types, and with them consideration of types of activity. First of all, we can distinguish two major types of activity: material-practical and spiritual-theoretical. Both in turn include a number of smaller varieties. Practical activities are associated with various sectors of production, management, and services (industry, agriculture, medicine, etc.). Spiritual and theoretical activity finds expression in various forms of social consciousness (morality, science, art, legal awareness, religion, etc.).
In accordance with various types of theoretical and practical activity, types of creativity can be defined: scientific, technical, artistic, law-making, etc. This conclusion is generally fair, but it is also necessary to take into account specific historical conditions and the interest of individual classes and social groups in progress one or another specific area of social life. In pre-Marxist sociology, the concept of creativity applied only to the work of artists and scientists, while other types of activity were declared uncreative (especially physical labor). But over time, people began to interpret the relationship between various types of creativity as mutual influence, and not in terms of displacement or complete absorption of one of them by the other.
Creative activity is a multi-valued concept. This could be fine art, the creation of musical compositions, poetry, or the organization of any creative evenings or master classes. And in general, organizing something is a creative process.
Living in a world of pragmatic people, where technical knowledge, concrete thinking and practical skills are highly valued, at first glance it may seem that creativity plays a secondary role in progress. Nevertheless, thanks to human creativity, we live in comfortable conditions that are created thanks to scientific discoveries and technical innovations. The aesthetic side of life is also of great importance in a cultural society, and many cannot pass indifferently by any product that is not only made of high-quality materials and convenient to use, but also beautifully designed. The fruits of “creativity” surround us everywhere: from a painting on the wall to a clay flower pot with an ornate design, and, depending on how and what the creator creates, different types of creativity are distinguished. This article presents the main ones, as well as the requirements for the personalities of the authors, which allow them to create masterpieces of art.
Creative activity and necessary abilities
To be successful, some personal characteristics are very important, which will allow you to find a new idea and formalize it correctly:
- Memory. Thanks to this property of the brain, once seen elements or images can be resumed in memory and fill in those missing details that were not enough to complete the creative process.
- Imagination. This is also a very important feature that allows you to successfully combine parts of an image or idea that need to be properly designed. This can be a set of sensations from what was seen or heard, which in the future will become the semantic core of a work or object.
- Inspiration. The ability to receive inspiration is very important for a creative person. a state of clear thought that suddenly leads to the creation of an idea. For some, inspiration is triggered by certain events, the experience of certain feelings, or simply an unusual atmosphere. For others, inspiration suddenly appears, regardless of environmental conditions or mood.
Creative activity: modeling
Since ancient times, clay has been used to create not only works of art, but also kitchen utensils: pots, plates, mugs and similar household items - common products that are found in every home. Despite the mediocre use of these cutlery, a creative person made decorations out of them: he gave them different shapes and drew patterns.
Clay is also used to make exclusively decorative items: vases, figures of animals and people, boxes, etc.
The peculiarity of clay art is that the one who makes the sculpture requires not only creative talent, but also dexterous flexible hands and skillful handling of tools.
Literary creative activity
Literary works require great creative potential from the author, which is realized in the creation of a plot, the idea of a work, as well as images of characters. There are numerous facts about how the world's classics threw away more than one scribbled sheet of paper before finding those combinations that led to the worldwide popularity of these works.
The peculiarity of literary art is that the author is required to have perfect mastery of accurately characterizing the characters and atmosphere. Very rare works of world scale are written in a complex language that is difficult to perceive, since artistry and simultaneous simplicity of words in this field of art are very important.
Artistic creativity
This type of creativity begins, like any other, with an idea. Therefore, it is not enough for an artist to master the techniques of painting: it is important that he be able to express meaning with the help of this skill.
Perhaps this is one of the most difficult because with the help of a painting you can express a lot, and therefore the creative search can drag on for a long time: from all the variety it is difficult to choose those elements that will most accurately reflect what is intended.
The artistic is closely related to the abilities of the creator, from whom emotional perception of reality, the ability to observe and contemplate, as well as expressive self-expression are required.
Gifted artists create paintings that are meaningful to society, and they do this through their ability to choose relevant objects of attention.
Thus, creativity is a complex phenomenon that requires for its implementation certain personal qualities, developed skills and acquired knowledge, and, most importantly, talent.
“The creative process There are different approaches to defining creativity. To make the following discussion clearer, let's look at the elements that I believe are part of the creative process and then try to define it.
First of all, as a scientist, I must have something that can be observed, some kind of creative product. Although my fantasies may be completely new, they cannot be called creative until they are translated into something real, such as expressed in words, written down on paper, conveyed in a work of art, or reflected in an invention. These works must be completely new, their novelty arising from the unique qualities of the individual in his interaction with the objects of experience. Creativity always leaves the mark of the individual on its product, but this product is not the individual himself or his materials, but the result of the relationship between them.
Creativity, in my opinion, does not depend on any specific content (in the book cited by Carl Rogers Not provides no evidence for this thesis - Approx. I.L. Vikentyev). I believe that there is no significant difference in creativity when creating a painting, a literary work, a symphony, inventing new murder weapons, developing a scientific theory, searching for new features in human relationships or creating new facets of one's personality, as in psychotherapy. (In fact, it was my experience in this last area, rather than in any art form, that gave me a special interest in creativity and its development. Close familiarity with the original and effective way an individual remakes himself in the course of a psychotherapeutic relationship inspires confidence into the creative potential of all people.)
I understand the creative process as an activity aimed at creating a new product, growing, on the one hand, from the uniqueness of the individual, and on the other, conditioned by the material, events, people and circumstances of life.
Let me add a few criticisms to this definition. There is no distinction between “good” and “bad” creativity. One person may be looking for a way to relieve pain, while another may be inventing new, more sophisticated ways to torture political prisoners. Both of these actions seem to me to be creative, even if their social significance is completely different. Although I will discuss these social assessments next, I have refrained from including them in my definition due to their extreme volatility. Galileo And Copernicus made creative discoveries that in their time were assessed as blasphemy and evil, and in our days are considered fundamental and constructive. We do not want to obscure the meaning of our definition by using terms that have a subjective meaning.
We can look at this problem from another angle by noting the following: in order for a product to be considered historically as the result of creativity, it must be accepted by some group of people at some point in time. This fact, however, does not matter for our definition due to the already mentioned fluctuations in assessments, and also due to the fact that many creative products were never noticed by society and disappeared without being appreciated. Therefore, group acceptance as an aspect of creativity is missing from our definition. In addition, it must be said that our definition does not distinguish between the degree of creativity, since this is also a very variable, evaluative definition. By our definition, the actions of a child who invents a new game with his friends are creative in nature; Einstein, formulating the theory of relativity; a housewife inventing a new meat sauce, a young author writing her first novel. We're not trying to rank their actions as more or less creative."
Carl Rogers, Towards a theory of creativity / A look at psychotherapy, human development, M., “Progress”; "Univers", 1994, p. 411-412.
Content.
Introduction……………………………………………………………….3
- Creativity and man: their mutual connection, influence, role……………..…5
Creativity as a need……………………………………………. .7
Creativity as a type of activity……………………………………... 10
- Conclusion………………………………………………………………………………13
Introduction.
What is creativity for a modern person? Creating something new with your own hands and thoughts, transforming the world around you. Creativity is an integral part of the life of any of us, giving an incentive to develop, live and continue to create.
According to the New Philosophical Encyclopedia, creativity is a category of philosophy, psychology and culture, expressing the most important meaning of human activity, which consists in increasing the diversity of the human world in the process of cultural migration. Consequently, the concept of creativity refers to several branches of scientific knowledge and affects many areas of human life.
In particular, this work will examine the aspect of the concept of creativity as a human need and type of activity.
The modern world around us is diverse and vibrant. It is dynamically developing and constantly changing. And all thanks to man - an intelligent being capable of transforming, developing, and supplementing the world with something completely new and previously unknown. And at the same time, a person himself adapts to the world around him and living conditions created by him, he himself decides what to do next.
In the creation and development of the world around us, a large role is played by factors such as human motivations and needs, on which the nature of human activity entirely depends.
Thus, consideration of the issue of creativity as a need and type of human activity is an urgent philosophical, psychological and sociological problem and task, the solution of which is important for understanding the influence of creativity on our lives and its role in it.
- Creativity and man: their mutual connection, influence, role.
The main criterion that distinguishes creativity from manufacturing or production is the uniqueness of its result. The result of creativity cannot be directly derived from the initial conditions. No one, except perhaps the author of the creation, will be able to reproduce exactly the same result if the same initial situation is created for it. But then it will no longer be creativity. After all, it must be unique and inimitable. In the process of creativity, a person invests in the material possibilities that are not reducible to labor operations or logical conclusion, expresses in the final result aspects of his personality and his state.
Creativity represents a certain aspect of personal development related to the transition to a high intellectual level. A creative individual differs from others in that he is able to solve a certain range of constantly emerging problems with higher quality in the same time. He is distinguished by his ability to effectively handle conflicting information. Other creative qualities of a creative personality are high intuitiveness, insight into the deeper meanings and consequences of what is perceived, self-confidence and at the same time dissatisfaction with the situation in which the subject finds himself, openness to the perception of both the external and internal world. Creative individuals are highly motivated, demonstrate a significant level of energy, have reflective thinking, from which they derive pleasure, are independent, non-conforming, and have a low level of socialization.
People of creative work form a social group whose function is to solve special problems of an intellectual and spiritual type. A number of cultural eras identified high social value with creative individuals. The key words related to this area have always been and are “giftedness,” “originality,” “imagination,” “intuition,” “inspiration,” “technical invention,” “scientific discovery,” “work of art.”
We can talk about creativity only if there is a creator who determines the meaning, goals, and value guidelines of his actions. Only a person can be such a creator.
The ability to be creative distinguishes man from nature, contrasts him with nature and acts as a source of labor, consciousness, culture - all that second nature that man “builds on” above the natural conditions of his existence. All other human characteristics - from labor to language and thinking - are based on creativity.
The source of a person’s ability to be creative lies in the processes of anthroposociogenesis and, above all, in the formation of reflexive thinking, the highest manifestation of which is creativity. Such a definition can serve as the key to understanding creativity as one of the most characteristic manifestations of human freedom.
- Creativity as a need.
In the most general form, the goal of creativity can be defined as the desire to realize the need for self-expression and the aesthetic development of the world. In relation to each individual act of creativity, the goal is specified in the author’s intention. The idea precedes the creative process, but in practice the initial idea in the process of its implementation often changes significantly and is adjusted.
The process of realizing a plan is both the most interesting and the most difficult and painful for the artist. “The goal of creativity is dedication,” said Boris Leonidovich Pasternak. A creative person is a person who gives, gives himself to others.
The need for self-expression is common to everyone. The method of self-expression is determined by the level of general cultural development, the nature of the abilities and inclinations of a creative person, and the development of his emotional and intellectual background.
For an author, a creative person, creativity is a means of self-expression, self-realization, communication, moral satisfaction, and self-affirmation.
From the point of view of considering creativity as a human need, it is worth highlighting the theory of human needs proposed in the 40s. 20th century American psychologist and economist Abraham Maslow.
A need, by his definition, is a physiological and psychological lack of something. Needs serve as a motive for action.
The diagram shows a pyramid - the hierarchy of human needs according to the theory of A. Maslow. He argued that the next need in the hierarchy is satisfied after the need of the previous level is fully satisfied.
Thus, A. Maslow identifies the need for self-expression and self-actualization as the highest human need.
“Self-actualization is the continuous realization of potential capabilities, abilities and talents, as the accomplishment of one’s mission, or calling, destiny, etc., as a more complete knowledge and, therefore, acceptance of one’s own original nature, as a tireless pursuit of unity, integration , or internal synergy of personality."
Creativity is one of the results of self-actualization, and the most beautiful and highest, according to A. Maslow. After all, other results may simply be human reactions to the world around us - self-expression, which is not always acceptable in society, not always beautiful or well-mannered behavior.
“There are no perfect people! There are people who can be called good, very good and even great. There are creators, seers, prophets, saints, people who are able to raise people and lead them. There are few such people, there are only a few of them, but the very fact of their existence gives us hope for the best, allows us to look into the future with optimism, because it shows us what heights a person striving for self-development can achieve. But even these people are imperfect..."
- Creativity as a type of activity.
From the point of view of psychology and philosophy, it can be argued that creativity is not the activity itself, but an attribute of human activity, its property, which underlies the progress of material and spiritual production.
Thus, a “creative approach” can be characteristic and applied to almost any human activity: communication, production, craft, and, in general, to his way of life. At the same time, a person continues to act as an author, a creator of unique events or things. The use of such a “creative approach” depends entirely on the person, on his will and desire to do something unique and new.
Creativity is the highest form of activity and independent activity of man and society. It contains an element of the new, presupposes original and productive activity, the ability to solve problem situations, productive imagination combined with a critical attitude towards the achieved result. The scope of creativity covers actions from a non-standard solution to a simple problem to the full realization of an individual’s unique potential in a certain area.
Creativity is a historically evolutionary form of human activity, expressed in various types of activities and leading to personality development.
Thus, through creativity, historical development and the connection of generations are realized. After all, a precondition for creative activity is the process of cognition, the accumulation of knowledge about the subject that is to be changed.
Creativity is based on the principle of activity, and more specifically, labor activity. The process of practical transformation by man of the surrounding world, in principle, determines the formation of man himself.
Creativity is an attribute of activity only of the human race. However, this attribute is not inherent in a person from birth. Creativity is not a gift of nature, but a property acquired through work. It is transformative activity and inclusion in it that is a necessary condition for the development of the ability to create.
The transformative activity of a person educates him as a subject of creativity, instills in him the appropriate knowledge and skills, educates his will, makes him comprehensively developed, allows him to create qualitatively new levels of material and spiritual culture, that is, to create.
Thus, the principle of activity, the unity of labor and creativity reveal the sociological aspect of the analysis of the foundations of creativity.
The cultural aspect is based on the principle of continuity, unity of tradition and innovation.
Creative activity is the main component of culture, its essence. Culture and creativity are closely interconnected, moreover, interdependent. It is unthinkable to talk about culture without creativity, since it is the further development of culture (spiritual and material).
Culture makes it possible for creativity to transform from a property of activity into activity itself - art. From creativity as an activity, as a way of self-realization of people and peoples, from new unique discoveries that have given the world beauty and convenience of life, tradition is born.
Conclusion.
Creativity greatly influences our lives, its changes and further development. Creativity is life itself, active, beautiful. Without creativity, life ceases to be full, turns into subordination to prevailing circumstances, a person is lost as a person, he is not able to self-realize. Every person needs creativity in life, whether it is a “creative approach” in his occupation or creativity as an art.
Bibliography.
- Krivchun A. A. Aesthetics: A textbook for university students. – M., 1998. – 430 p.
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