Varieties of Inner Speech and Creative Potential

Inner speaking, the covert talking that goes on inside a person's mind, can shape creative thought. How the phenomenological properties and quality of inner speaking correlate with a person's creative potential, however, is an open scientific problem. To explore this, participants ( n = 267) filled in the revised Varieties of Inner Speech Questionnaire and the revised Launay Slade Hallucination Scale (auditory subscale), and performed three tests of creative potential: one divergent (Alternative Uses Test) and two convergent thinking tests (Compound Remote Associates Test, short Hagen Matrices Test). The results showed that a tendency to engage in condensed and evaluative/ critical inner speaking negatively correlated with convergent thinking ability; and the results pointed toward a potential negative correlation of auditory hallucination proneness with divergent and convergent thinking ability. No evidence was found for a correlation of the dialogicality, imagining of others’ voices, or positive/regulatory aspect of the participants day-to-day inner speech, with creative potential. Herewith, the presented study contributes novel insight into the relationship between the varieties of inner speech and creative potential.

Promoting the Tourist Experience Economy in LEDCs Through Authentic Fair-Trade Handicrafts

The handicraft sector plays an important role in providing economic benefits of tourism to local communities. However, this sector is threatened by globalized supply chains. This conceptual chapter explores the synergistic value of linking the experience economy, creative tourism, and fair-trade principles to increase the benefits of the handicraft sector to local communities while supporting positive tourist experiences. The handicraft sector contributes to the livelihoods of marginalized members of the supply chain side of a destination by opening opportunities for adding value to their tangible products through co-created experiences. Furthermore, the creative potential allows tourists to create memories, connecting with producers in interesting and meaningful ways, when fair-trade principles are integrated as part of the tourist experience. To ensure a balanced synergy and active connection between experience economy, creative tourism, and fair-trade concepts, well-trained and skilled artists, art managers, and creative entrepreneurs are needed in tourist destinations.

TEXTBOOK AS A MEANS OF CREATIVITY DEVELOPMENT OF A STUDENT

The article provides a comparative analysis of primary school textbooks in Poland and Ukraine. Summarizing the results of the analysis of the approaches of different authors, the following functions of the school textbook are singled out: informational, managerial, developmental, communicative, educational, differentiation of learning, individualization of learning. It is established that in modern textbooks of New Ukrainian School (NUS) much attention is paid to: development of logical thinking; activity approach; work with information; development of students' critical thinking; ability to interact and communicate; creativity development. Tasks of a creative origin aimed at organizing the search activities of students and the development of creativity improve the developmental function of textbooks for primary school. One of the key trends is the use of “open” textbooks. It is noted that the “open” textbook promotes the creativity of teachers who become its contributors; in addition, the textbook is enriched with local realities. Key words: textbook, development of creativity, modern Polish primary school, creative potential, New Ukrainian School (NUS), reform.

The Attitude of Teachers to the Norm-Creating in the Field of School Upbringing (Case of Russia, Kazakhstan and Kyrgyzstan)

Introduction. After the collapse of the Soviet Union, new independent states began to develop their own approaches to education based on national and confessional traditions. It was reflected in new norms, regulating their educational systems. The study of these norms and the process of their creation, the role of teachers and other stakeholders in this process help to evaluate educational activities at secondary schools. Materials and Methods. The expert survey of practicing teachers who work in general education organizations was conducted between December 2020 and May 2021. 268 educators from Russia, Kazakhstan and Kyrgyzstan answered the questions of the survey. The materials of the study were the norms of the Constitutions, laws on education of Russia, Kazakhstan and Kyrgyzstan; methodological recommendations on education issues, developed by national academies of education; codes of pedagogical ethics; regulatory documents of religious organizations. Results. Experts in Kyrgyzstan and Kazakhstan have demonstrated the need for legal norms governing the organization of the upbringing process. The assessment by Russian experts of the existing norms of national legislation showed that they generate excessive bureaucratization of the process, limiting the creative potential of teachers. Most experts in all three countries question the validity of professional codes of ethics. Assessing the norm-making potential of various stakeholders, Russian respondents put the state to the first place along with the pedagogical community, while Kazakh and Kyrgyz experts give priority to the pedagogical community and educational organizations. However, only teachers of Kazakhstan see real opportunities for participation in rule-making processes. Discussion and Conclusion. There are cross-country differences in assessing the quality of specific norms and the norm-making potential of school teachers. The main problems faced by experts in the implementation of educational activities (bureaucratization, limitation of creative potential, absence of time) are outlined.

MEDIA EDUCATION TECHNOLOGIES AS A BASIS FOR REALIZING THE CREATIVE POTENTIAL OF YOUTH

The current trends in the development of media educational practices are analyzed in this article in the context of the problems and opportunities for the development of youth media creativity in the structure of social and cultural activities of cultural and leisure institutions. The analysis is carried out on the basis of comparing the positions of specialists and the results of a diagnostic study of the degree of involvement of young people in the processes of media creativity and media education, where mentoring technologies are acquiring a special role, replacing traditional teaching didactic techniques today.

FORMATION OF PRESCHOOLERS’ CREATIVITY BY MEANS OF MODERN GAME AND ART MATERIALS WITH MAGIC-EFFECT

The issue of preschool children’s creativity formation by means of game and art materials with magic-effect isconsidered in the paper.It has been found that, in the current conditions of globalization, the child starting from their first year is surrounded by an environment filled with various processes, problems, changes, and transformations. It highlights the need and importance of creativity formation starting from preschool age. The modern information society places high demands on the competence of the younger generation and actively influences its formation. The paper provides a brief analysis of the regulatory framework on this issue. It has been found that the Law of Ukraine on Preschool Education (2021), the Basic Component of Preschool Education (2021), complex and partial programs proclaim creativity formation as a key quality of personality starting from preschool childhood. It has been found that a number of Ukrainian scientists dedicate their scientific and pedagogical research to the essence of the categories ‘creativity,’ ‘older preschool children’s creativity.’The article identifies and characterizes the creative potential of the modern game and art material with magiceffect (light boards, markers, and luminous paints). Educators of preschool educational institutions are offered to use game methods and techniques with preschool children.

FORMATION OF PRESCHOOL CHILDREN’S CREATIVITY

The article reveals the urgency of the issue of forming the individual’s creative potential. The essence and characteristics of the category ‘creativity’ are clarified. The views of scientists on the structure of creativity are described. It is noted that there is no single interpretation of the concept of the category ‘creativity’ and there are different approaches to its formation. Creativity is a multidimensional formation and is defined as the ability to creative activity, as a set of intellectual, personal qualities of the individual, the individuality display and its ability to pose a problem, create new and original ideas, go beyond a given situation, solve problems, and achieve unusual results.The meaning of the category ‘a preschool child’s creativity’ is determined. It is shown that creativity is a basic quality of a preschooler’s personality along with observation, independence, initiative, responsibility, sensitivity, and justice. It is stated that preschool age is sensitive for the formation of creative activity and development of creativity, because in this age period the child actively accumulates knowledge and masters the necessary experience for creativity, shows curiosity, observation, seeks to learn new things. Intensive development of the cognitive and personal sphere and inclusion in various activities are the basis for the creativity development.Based on the analysis of the results of scientific research and pedagogical practice, a conclusion is made about the need to take into account the conditions for the formation and realization of preschoolers’ creative potential of.In particular, the creation of the necessary developmental environment that anticipates the development of the child; ensuring a positive psychological climate, which provides for a friendly atmosphere both in the family and in the preschool institution; giving the child freedom in the choice of activities, means of its implementation, methods of action and maximum avoidance of clear regulations; promoting the formation of cognitive motivation, cognitive activity by creating the necessary conditions for creative activity of the child; promoting the development of imagination, critical thinking, the formation of the ability to combine previously known methods of action with new ones, the ability to abandon the stereotypes of thinking, to offer unusual options and find alternatives in solving the given problems.

Production of Public Goods as a Space for the Development of Human Potential: Contradictions and the Potential of Soviet Practices

The article analyzes the contradictions in the development of public goods production sphere in the USSR. It is shown that, on the one hand, such spheres as science, education, public health care, culture, etc. in this economic system were developing on the principles of general accessibility, egalitarianism, guarantees of employment. This provision has become one of the foundations for the formation of creative potential among a wide range of citizens, boost of creative activity, high results in the development of human potential, technology, culture. On the other hand, in these areas, as in the economy as a whole, this progress was hampered by numerous deformations of progressive trends (bureaucracy, shadow commercial relations, etc.). Critical use of the experience of the USSR shows that the development of spheres in which prevails creative labor as spaces for the creation and distribution of public goods can give high economic, social and humanitarian results, provided they are organized in the democratic mode.

Creativity in Children and Pupils With Dyslexia

This literature review analyzes ten specialized papers which focus on the issue of higher creativity among children and pupils with dyslexia. The aim of the article is to determine the level of creativity in this group, what may might affect the level of creativity among them, and whether there are significant differences in some areas between children and pupils with dyslexia and intact (typically developed) children and pupils. In connection with dyslexia, its possible advantages – and not only disadvantages – are beginning to be discussed, which are developing in the context of possible shortcomings. In children and pupils with dyslexia, increased creative potential and excellent visualization skills have been reported. Based on foreign research, a significantly higher level of creativity was not clearly demonstrated in children and pupils with dyslexia in comparison with intact children and pupils.