The individual colour perception’s hierarchy influence on the student’s creative potential

2021 ◽  
pp. 180-187
Author(s):  
I.V. AKILOV ◽  
N.V. AKILOV
Keyword(s):  
Creative Potential ◽  
The Individual

CREATING THE SITUATION OF SUCCESS IN THE HUMAN SCIENCES – A PREREQUISITE FOR THE HUMANIZATION OF EDUCATION

2020 ◽  
pp. 48-57
Author(s):  
Ayta Sakun ◽  
Tatiana Kadlubovich ◽  
Darina Chernyak
Keyword(s):  
Cognitive Activity ◽  
Human Sciences ◽  
Creative Potential ◽  
Modern Education ◽  
Future Success ◽  
Cognitive Motivation ◽  
The Future ◽  
The Individual

The problem of success became relevant at the beginning of the XXI century. Everyone strives to succeed, to be confident in themselves and in the future. Success is recognized as one of the needs of the individual. Reforming modern education is designed to make it human-centered, effective, close to the practical needs of the learner. The humanization of education is impossible without creating situations of success in learning. Such situations activate a person's cognitive motivation, reveal his creative potential, make a person strong and confident. To create situations of success, teachers use a variety of methods and tools that enhance the cognitive activity of students.

scholarly journals PASSIONARY SCHOOLS AS A GENERATOR AND TRANSLATOR OF SCIENTIFIC AND CREATIVE POTENTIAL OF YOUNG RESEARCHERS

2021 ◽  
pp. 52-59
Author(s):  
G.Yа. Grevtseva ◽  
Keyword(s):  
Intellectual Development ◽  
Social Activity ◽  
Scientific School ◽  
Special Role ◽  
Creative Potential ◽  
State Institute ◽  
Scientific Schools ◽  
Distinguished Research ◽  
The Individual ◽  
Young Researchers

The article notes the need to integrate education, industry and science. The concepts of "passionarity", "scientific schools" are analyzed. The concept of "passionarity of a scientific school" has been clarified. It is indicated that scientific schools play a special role in the formation of civil society; that they create conditions for increasing the creative potential, social activity and intellectual development of the personality of the student, the researcher-passionary. The types of activity are distinguished: research, civil, design, etc., in which the passionarity of representatives of scientific schools, young researchers is manifested. Analyzed the research devoted to the development of the constructive passionarity of the individual. The features of scientific schools, the patterns of formation of scientific schools, the main directions of the activities of scientific schools are highlighted. Information about scientific and creative forums in the Chelyabinsk State Institute of Culture, dedicated to scientific schools is presented.

scholarly journals SCIENTIST AS RESEARCHER AND PERSONALITY

Metaphysics ◽  
2020 ◽  
pp. 121-132
Author(s):  
V. A Iakovlev
Keyword(s):  
Cognitive Structures ◽  
Creative Potential ◽  
Individual Scientist ◽  
Cultural Sphere ◽  
The Individual ◽  
Self Organizing

The identity of the scientist is regarded as a complex self-organizing system, through which implements its creative potential. The main functions of the system are disclosed in the dynamics of metaphysic cognitive structures of the kernel. In the structure of the individual scientist allocated base and disposition levels, through the elements which link cognitive kernel of personality with the socio-cultural sphere.

scholarly journals Creative Potential is Differentially Expressed in School, at Home, and the Natural Environment

2021 ◽  
Author(s):  
Mark Runco ◽  
Ahmed M. Abdulla Alabbasi ◽  
Selcuk Acar ◽  
ALaa Eldin A. Ayoub
Keyword(s):  
Natural Environment ◽  
Statistical Test ◽  
Differentially Expressed ◽  
Creative Activity ◽  
Creative Potential ◽  
Method Variance ◽  
Creative Products ◽  
The Individual ◽  
Home And School ◽  
At Home

Creative potential is one of the very most important topics for research. It is difficult to study because, unlike creative products, potential is by definition latent. There are several methods. One involves comparing creative activity expressed in various settings. Previous research has, for example, compared creativity expressed in school with that expressed by the same individuals when they are outside of school. There tends to be more creative activity outside of school, suggesting that the individual has creative potential, but it is only allowed to be expressed in certain settings. The present investigation extended this line of research by comparing creative activity in school, at home, and that occurring outside of school and home. Results indicated that the activity scores from the three settings shared less than 52% of their variance. The measures used were highly reliable, so the conclusion was that, as in previous research, various settings do indeed differentially allow the expression of creative potential. Comparisons of means also supported this finding. Interestingly, creative activity at home was significantly more common than creative activity at school and when outside of the home and school. A statistical test of method variance indicated that it was not a notable contribution nor confound. Limitations are discussed at the end of the manuscript.

scholarly journals Pedagogical conditions of artistic and creative synesthesia of junior students at integrated music lessons

2017 ◽  
pp. 150-153
Author(s):  
O. K. Rakhmanova
Keyword(s):  
Modern Science ◽  
Individual Characteristics ◽  
Point Of View ◽  
Musical Composition ◽  
Creative Potential ◽  
Artistic Activity ◽  
Music Lessons ◽  
The Individual ◽  
Individual Differentiation ◽  
Junior Students

The methodological concept of “pedagogical conditions” is analysed and its essence is disclosed. Special attention is given to the modern interpretation of this concept and its meaning in modern science is examined in details. The article is dedicated to the revealing the pedagogical conditions that influence the process of development of junior students’ artistic and creative synesthesia. Careful attention is paid to the author’s point of view on the definition of the concept of “pedagogical conditions” as well as to the additions which should be included to the definition taking into account the modern tendency to technology and science development. These pedagogical conditions disclose specifics of the artistic and creative synesthesia and creative potential of junior pupils at the integrated music lessons, which contributes to their deliberate orientation in the system of art values. The author defines a complex of the pedagogical conditions that symbolically can be divided into three groups: 1) creating emotionally-creative environment that stimulates development of junior students’ artistic and creative synesthesia during the process of listening to musical composition; 2) dialogical interaction between the teacher and student in the process of junior students’ artistic activity; 3) implementation of the individual differentiation in the development of junior students’ artistic and creative synesthesia at the integrated music lessons, which considers individual characteristics of creative potential and creative abilities of junior students and setting the differentiated creative tasks in this way.

Folk and author’s fairy tales in the aspect of linguistic consciousness

Neophilology ◽  
2020 ◽  
pp. 235-249
Author(s):  
Anatoliy L. Sharandin ◽  
Yixin Li
Keyword(s):  
Fairy Tales ◽  
Fairy Tale ◽  
Literary Language ◽  
Creative Potential ◽  
Folk Tales ◽  
The Subject ◽  
The Individual ◽  
The Relationship ◽  
Folk Poetry ◽  
Individual Style

The analysis of the problem of the relationship among folk, authors’ folk and authors’ literary tales with linguistic consciousness types is presented. The analysis results indicate that the texts of fairy tales are linguistic representatives of creative (artistic) consciousness and correlate with types of concepts. Folk tales reflect the creative potential of everyday consciousness and represent the folklore concept. Authors’ folk tales are interpretative tales that reflect the syncretic (collective and individual, folk and author’s) consciousness and implement the folklore and literary concept. The literary fairy tale itself is a textual representative of its author’s individual artistic consciousness and the reached artistic concept. It is important to take the form of fairy tales’ household into account – oral (folk tales) and written (author’s literary tales), their relationship with the subject (storyteller or author) and focus on the object (listener or reader). This determines the variability and non-variability of fairy tales. Types of linguistic consciousness are associated with the language: in folklore tales, folk language that is not processed by masters is used, in author’s tales, literary language that implements an individually authors’ system of language means is used. In folk tales, traditional folk poetry is presented, in author’s tales – traditionally artistic and artistic poetics. The individual style of folk tales is traditional for folklore and the individual style of literary tales is individually authors’.

scholarly journals «MUSIC FRESCOES» BY BOHDANA FILTS AS A FACTOR OF DEVELOPMENT OF CREATIVE AND POTENTIAL FORCES OF THE MUSICIAN'S PERSONALITY

2020 ◽  
Vol 1 (190) ◽  
pp. 81-85
Author(s):  
Valentina Belikova ◽  
Keyword(s):  
Educational Process ◽  
National Character ◽  
Musical Language ◽  
Musical Expression ◽  
Creative Potential ◽  
Considerable Effort ◽  
Creative Imagination ◽  
Musical Works ◽  
Piano Cycle ◽  
The Individual

The activity of a teacher of music-pedagogical profile always involves the use of musical works. The latter makes it possible for teachers to use such musical works, the musical basis of which is available both for performance by the teacher and for perception by students. After all, students' perception of a teacher-performer will always be brighter than the perception of technical means for sounding a piece of music. In the classroom there is a kind of creative search for the teacher-performer (performance always requires considerable effort of imagination, creative inspiration). The teacher's verbal preface will help pupils to reproduce in their minds the necessary musical image, which serves to be a special coverage of the individual to whom there is a specific dedication of the cycle. The means of musical expression used by the composer influence the feelings of the listeners, develop their creative imagination, and the school lesson turns into a long-awaited musical meeting with the music of Bohdana Mykhailivna Filts. The piano cycle «Musical Frescoes» is an example of glorifying the musical impressions of the artist, which remained from the meeting with people of previous years, who became her friends and good acquaintances, with whom Bohdana Mykhailivna had to work in the field of Ukrainian musical art. Summing up the review of «Musical Frescoes» by Bohdana Filts, we highlight the general features of the musical language of the composer's works that influence and develop the creative potential of the future specialist, namely: application of traditional forms of musical expression (two-part and three-part musical forms); use of foreslags, soft syncopated rhythmic shifts; use of sound comparisons of polar registers; combination of homophonic-harmonic and polyphonic textures of representing musical material; emphasizing with a dynamic line the wavy development of musical phrases of the work, etc. The national character of the musical language of Bohdana Filts' works is manifested in the whole complex of expressive means of the composer's piano cycle, which provides a basis for the active use of the cycle in the educational process of various levels of musical institutions.

scholarly journals Bilingualism and Creativity

OxIPO ◽  
2021 ◽  
Vol 3 (4) ◽  
pp. 31-37
Author(s):  
Mihaela Birescu
Keyword(s):  
Educational Systems ◽  
Creative Performance ◽  
Cognitive Mechanisms ◽  
Creative Potential ◽  
Effective Learning ◽  
Making Sense ◽  
Creative Education ◽  
The World ◽  
The Individual ◽  
Do So

Play is a very effective learning tool for children, and most of the educational systems admit this. Play activities are linked to: exploration, fun, freedom, investigation, enquiry, learning, social development, coping with anxieties, making sense of the world and using up energy. Through play, children develop abilities – for example they learn languages, and they do so, by four principles: enjoyment, method, system, and patience. Bilingual practice improves cognitive mechanisms, which may lead to increased creative potential. By combining bilingual and creative education, the cognitive mechanisms would help the individual creative performance and would create a synergetic bilingual creative model of education.

Education and self-education of students in the socionamic activity in the context of "new reality"

2021 ◽  
Vol 7 (Extra-A) ◽  
pp. 68-75
Author(s):  
Sergey I. Kurgansky ◽  
Nataliia R. Turavets ◽  
Vladimir F. Rodin ◽  
Vitalii V. Kistenev ◽  
Elena N. Egorova
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Educational System ◽  
Educational Process ◽  
Creative Potential ◽  
Professional Skills ◽  
Rational Nature ◽  
The Individual ◽  
Education Of Students ◽  
Live Interaction

The current study addresses the issues of education and self-education of nurturant students in the transition to distance learning during the coronavirus pandemic, considering the purposeful and rational nature of this phenomenon, substantiates the need to manage this process; attention is focused on the fact that the educational system of universities should be responsible not only for training but also for upbringing, for the development of the creative potential of the individual, for the formation of professional skills; the possibility of changing the format of training is analysed based on their equipment of teachers with methodological developments and recommendations, modified programs prepared in accordance with the nature of the discipline; the authors note that distance education of artistic and pedagogical students should be aimed at the formation of professional skills based on the "live" interaction of the subjects of the educational process.        

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