(History of the Development of Methods of Creative Thinking and Their Application to Business Activity)

2014 ◽  
Author(s):  
Elena Sergeevna Panova
Keyword(s):  
Creative Thinking ◽  
Business Activity ◽  
History Of

Case method in the students’ university foreign language education

2021 ◽  
pp. 95-106
Author(s):  
Roman A. Danilin
Keyword(s):  
Foreign Language ◽  
Creative Thinking ◽  
Scientific Literature ◽  
Language Education ◽  
Foreign Language Education ◽  
Case Method ◽  
Dominant Type ◽  
Speech Activity ◽  
Analytical Skills ◽  
History Of

The case method is one of the methods of problem learning, which allows, based on the description of the problem, to organize the learning process in order to develop a number of universal skills and foreign language speech skills of students. The history of the case method, the typology of cases, the didactic and linguodidactic potential of the case method are described. Based on the analysis of scientific literature, we distinguish the following typological features: a) the complexity of the case; b) the purpose and objectives of the case; c) the degree of structuredness; d) the volume of the case; e) the presence of the plot; f) temporary space; g) subjectivity; h) dominant type of activity; i) subject-content area; j) the number of participants; k) language of the project. The work describes in detail the types of cases for each type. The case method has a didactic potential, allowing to develop analytical skills, critical thinking, professional creative thinking, practical skills, communication skills, social and reflexive skills. When teaching a foreign language on the basis of foreign language cases of a general cultural or professionally oriented direction, students will be able to develop productive (speaking and writing) and receptive (listening and reading) types of speech activity. A nomenclature of speech skills developed in the process of using the case method for each type of speech activity is presented.

scholarly journals The Value of Ho Chi Minh's Ideology, Morality and Style to the Vietnamese Nation Today

2021 ◽  
Vol 14 (4) ◽  
pp. 126
Author(s):  
Le Trung Kien
Keyword(s):  
Creative Thinking ◽  
National Development ◽  
Development Trend ◽  
Ethical Practice ◽  
National Unity ◽  
International Solidarity ◽  
Innovative Thinking ◽  
History Of ◽  
Flexible Behavior ◽  
And Behavior

This article aims to clarify the basic contents of leader Ho Chi Minh's ideology, morality and style that are valuable to the Vietnamese nation. In fact, Vietnam has been proving the miraculous vitality of Ho Chi Minh's ideology on the path and goals of national development, on the strategy of great national unity and international solidarity, innovative thinking, culture and humanities. His moral example and views on revolutionary ethical standards and ethical practice principles are the red thread throughout the progress of progressive and civilized human development. His style is extremely lively, natural, unique, attractive, magical in daily activities and behavior, which is shown as independent, self-directed and creative thinking style; scientific, democratic and mass working style; modest, polite, sincere, warm, natural and flexible behavior style; simple, clean, moderate, moderate living style. These legacies form a consistent whole in Ho Chi Minh's people, have deep scientific, theoretical and practical values ​​in terms of ethics and aesthetics, consistent with the history of the Vietnamese nation and the development trend of mankind.

The Place of Ethics in Business: Shifting Paradigms?

1995 ◽  
Vol 5 (3) ◽  
pp. 577-601 ◽  
Author(s):  
Jon M. Shepard ◽  
Jon Shepard ◽  
James C. Wimbush ◽  
Carroll U. Stephens
Keyword(s):  
Intellectual History ◽  
Moral Values ◽  
Invisible Hand ◽  
Industrial Society ◽  
Western Society ◽  
Western World ◽  
Efficient Markets ◽  
Business Activity ◽  
History Of ◽  
Post Industrial

Abstract:This article uses concepts from sociology, history, and philosophy to explore the shifting relationship between moral values and business in the Western world. We examine the historical roots and intellectual underpinnings of two major business-society paradigms in ideal-type terms. In pre-industrial Western society, we argue that business activity was linked to society’s values of morality (the moral unity paradigm)—for good or for ill. With the rise of industrialism, we contend that business was freed from moral constraints by the alleged “invisible hand” of efficient markets (the amoral theory of business). Armed with this understanding of the intellectual history of the moral unity and amoral business-society paradigms, we suggest that some variant of the moral unity paradigm may be recurring in post-industrial society.

Renaissance Man and Creative Thinking: A History of Concepts of Harmony 1400-1700

Leonardo ◽  
1981 ◽  
Vol 14 (1) ◽  
pp. 68
Author(s):  
S. R. Holtzman ◽  
Dorothy Koenigsberger
Keyword(s):  
Creative Thinking ◽  
History Of ◽  
History Of Concepts ◽  
Renaissance Man

It Began with Babbage

2014 ◽  
Author(s):  
Subrata Dasgupta
Keyword(s):  
Computer Science ◽  
Creative Thinking ◽  
Academic Discipline ◽  
Computer Scientist ◽  
Early 19Th Century ◽  
Von Neumann ◽  
New Science ◽  
History Of ◽  
The 1960S ◽  
Science Of The Artificial

As a field, computer science occupies a unique scientific space, in that its subject matter can exist in both physical and abstract realms. An artifact such as software is both tangible and not, and must be classified as something in between, or "liminal." The study and production of liminal artifacts allows for creative possibilities that are, and have been, possible only in computer science. In It Began with Babbage, computer scientist and writer Subrata Dasgupta examines the distinct history of computer science in terms of its creative innovations, reaching back to Charles Babbage in 1819. Since all artifacts of computer science are conceived with a use in mind, the computer scientist is not concerned with the natural laws that govern disciplines like physics or chemistry; instead, the field is more concerned with the concept of purpose. This requirement lends itself to a type of creative thinking that, as Dasgupta shows us, has exhibited itself throughout the history of computer science. More than any other, computer science is the science of the artificial, and has a unique history to accompany its unique focus. The book traces a path from Babbage's Difference Engine in the early 19th century to the end of the 1960s by when a new academic discipline named "computer science" had come into being. Along the way we meet characters like Babbage and Ada Lovelace, Turing and von Neumann, Shannon and Chomsky, and a host of other people from a variety of backgrounds who collectively created this new science of the artificial. And in the end, we see how and why computer science acquired a nature and history all of its own.

scholarly journals Creative Pedagogy: 30 Years and Counting (In Foreign Language Education and Beyond)

2020 ◽  
Vol 12 (1) ◽  
pp. 127
Author(s):  
Andrei G. Aleinikov
Keyword(s):  
Critical Pedagogy ◽  
Foreign Language ◽  
Creative Thinking ◽  
Language Education ◽  
Foreign Language Education ◽  
Creative Education ◽  
Creative Pedagogy ◽  
History Of ◽  
Educational Trend ◽  
First Time

This paper provides a brief overview of Creative Pedagogy as an educational trend, which was introduced over 30 years ago, in 1989, and has spread extensively around the world since that time. It also demonstrates Creative Pedagogy’s application to Foreign Language Education (FLED) and other subjects. Originally, just as creative thinking is opposed to critical thinking, Creative Pedagogy was opposed to Critical Pedagogy, but it was defined as a formula of invention—absolutely obligatory in patent description in technology and the first time in the history of education—and this made it opposed to all other types of pedagogies.. With the advent of Sozidonics, the science of creativity, where creativity was given a scientific definition, Creative Pedagogy became the only trend in education that is technologically-defined and scientifically-based. When united with Creative Andragogy, it became Creagogy—a generic science of creative education.

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