To see the other types of publications on this topic, follow the link: Integral creativity.
Journal articles on the topic 'Integral creativity'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Integral creativity.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Buyens, Hanneke. "Creativity, Critical and Integral Thinking." Integral Transpersonal Journal 15, no. 15 (December 2020): 38–52. http://dx.doi.org/10.32031/itibte_itj_15-bh2.
Full textAbstract:
To think, means creating patterns out of its surroundings, forming concepts about the observed process. Once the patterns are formed it becomes possible to recognize them. This system is a very efficient way of handling information because patterns are easily formed, combined, and ingrained in the brain. However, it is extremely difficult to restructure them. The thinker is concerned with the observed object of his thinking and not with the thinking or observation. There are several ways to think: wishful thinking, Critical thinking, Lateral thinking, Intuitive thinking, Mindful Thinking, and Integral Transpersonal Thinking. In this article, I will explain the meaning of these distinct ways of thinking as I have learned to understand them. After that I will offer my personal viewpoint on the concepts that I have learned and the impact they have on my life. KEYWORDS Wishful thinking, critical thinking, lateral thinking, observation, questions.
2
Botella Nicolás, Ana Mª, Amparo Fosati Parreño, and Regina Canet Benavent. "Desarrollo emocional y creativo en Educación Infantil mediante las artes visuales y la música." Creativity and Educational Innovation Review, no. 1 (May 7, 2018): 70. http://dx.doi.org/10.7203/creativity.1.12063.
Full textAbstract:
En esta investigación se pretende demostrar que utilizando los lenguajes de las artes y la músicade una manera óptima, se obtienen beneficios que contribuyen a la formación integral delalumnado. A través de éstos se puede trabajar de una manera transdisciplinar y significativa laemoción y la creatividad por estar vinculadas a la Educación Infantil, una etapa educativa en la queel alumnado se rige mediante el hemisferio derecho del cerebro. Los resultados apuntan que lasartes visuales y la música son necesarias para proporcionar un desarrollo integral del alumnadoy, de manera transdisciplinar permiten trabajar todo tipo de conocimientos y sentimientos quepueden alfabetizar en todos los ámbitos posibles.
3
Morgunov, Georgy, and Ruslan Khandogin. "Creativity as an Integral Part of the Educational Process." Ideas and Ideals 14, no. 1-2 (March 25, 2022): 360–75. http://dx.doi.org/10.17212/2075-0862-2022-14.1.2-360-375.
Full textAbstract:
The article is devoted to the consideration of some aspects of creativity in the context of its essential and conceptual involvement in the educational process. Creativity is a social, cultural and psychological process, but both in the industrial and in the post-industrial paradigm, the educational system is in a subordinate position. Human development as self-development is always a creative act. It is impossible to force a person to be creative: creativity, self-actualization, responsibility should grow “from below”, and not descend in the form of command directives “from above”. In order for creativity to become the norm of the educational process, it is necessary to organize it in such a way that all its participants can fully realize themselves in it as individuals. The “hidden” level of creativity, included in the considered model “Four-C”, reveals the space of creative goal-setting, activities and behavior that trigger mechanisms for realizing creative potential and the ability to adequate, dynamic, flexible response to emerging problems, overcoming arising difficulties, mobilizing internal resources of a person. At the same time, the rationality of the creative process, in which a person is able to penetrate, a particular object of his activity is also determined, accepting it in universal, substantial characteristics, disobjectifying, and not simply using it in a purely external way. Systemic creativity seems impossible without a personal component, but personal creativity is reproduced and funded by the system. The educational system forms an organic unity of creative work and creativity. Decay, disequilibrium, uncertainty, loss in new circumstances at the same time generate and actualize creativity as a response to new challenges, as the only possible way to solve permanently emerging new non-trivial problems, since traditional and classic methods do not help much. Thus, the education system, on the one hand, can be a more or less suitable space for realizing the creative potential of a person, and on the other hand, it itself produces a synthesis of personal and systemic creativity.
4
Hotsuliak, N. "PSYCHOLOGICAL PECULIARITIES OF CREATIVE ACTIVITY DEVELOPMENT OF FUTURE PSYCHOLOGISTS." Visnyk Taras Shevchenko National University of Kyiv. Military-Special Sciences, no. 1 (2018): 23–25. http://dx.doi.org/10.17721/1728-2217.2018.38.23-25.
Full textAbstract:
The article is devoted to the study of the psychological peculiarities of the development of creative activity of future psychologists. Creativity as a scientific problem in psychology began to be studied relatively long ago, it is one of the most serious areas of theoretical and experimental study. A creatively active person differs not in the presence of some special, unique qualities, but mainly in the development of those that are necessary for productive activity. It is necessary to take into account that the personality is integral and therefore the predominant development of its individual features can not be accompanied by a qualitative restructuring of the entire structure. Key words: creativity, creative activity, creatively active person, mechanism of creativity, motivational factors, self-education, future psychologists.
5
Rodrigues, Aldina, Paula Catarino, Ana Paula Aires, and Helena Campos. "Conceptions of Students about Creativity and Mathematical Creativity: Two Cases Studies in Vocational Education." Proceedings 2, no. 21 (October 30, 2018): 1357. http://dx.doi.org/10.3390/proceedings2211357.
Full textAbstract:
Given the diversity of meanings nowadays, creativity and mathematical creativity are difficult to define. However, it is crucial to do so, whether in society, in education or in mathematics education. Creativity is not valued as an integral part of the classroom context of mathematics or in Teacher practice, possibly due to the constant changes of Portuguese curricular. In this sense, it is necessary to promote the development of creativity as an integral part of the pedagogical practice of each teacher. The teacher’s role is fundamental to allow students opportunities to use the didactical resources, such as the mathematical tasks. In the 21st century, creativity and mathematical creativity have become important in Portuguese curricula through the implementation of the Students Profile in the end of compulsory schooling. This profile appeals to the development of creativity regarding of values, competences and guiding Principles, in order to mobilize schools and society for a better education. It is desirable that a young person, after leaving compulsory schooling, becomes a citizen capable of thinking critically, autonomously and creatively. Thus, in order to look for creative teaching approaches and strategies for the mathematical contents, it was decided to question students on the alluded concepts. This research took place in the academic year 2017/2018, with 14 participants aged between 15 and 21 years old (mean ages M = 17.36 and DP = 1.82) of two classes from one group of Portuguese state schools. The methodology was qualitative and interpretative, using a multiple case study design, one in a 10th grade class and another in a 12th. In data processing related to the analysis of the written documents, content analysis was used, and examples that represent each category were presented. The results achieved indicated, for these participants, that conceptions of creativity and mathematical creativity were not divergent in the two cases. In fact, the participants associated creativity with the category of Create something new and different and mathematical creativity with the category of Innovation.
6
Palop-Esteban, Vicente, and Beatriz García. "Construcción del currículo técnico-profesional desde la educación popular y sus componentes sociales en Ecuador." Creativity and Educational Innovation Review, no. 2 (April 28, 2019): 100. http://dx.doi.org/10.7203/creativity.2.13442.
Full textAbstract:
La Formación Profesional suele diseñarse desde un planteamiento meramente instrumental y únicamente orientada hacia la enseñanza de algún oficio o técnica productiva, pero pocas veces nos encontramos con experiencias donde se procura la educación integral como base para el desarrollo de la persona en combinación con la adquisición de conocimientos técnicos. En este sentido, el presente artículo pretende situar el contexto de la formación profesional y sus principales tendencias para luego, hacer una propuesta de construcción del currículo técnico desde la educación popular y sus componentes sociales de mirada centrada en el/la estudiante con un trasfondo de cambio estructural. La experiencia se pudo poner en práctica para la elaboración de la mención técnica del Bachillerato Intensivo en el Ecuador. Oferta Educativa programada desde Fe y Alegría Ecuador en alianza con el Ministerio de Educación del Ecuador para la atención de personas adultas con escolaridad inconclusa.
7
Baymetov, Botir Boltabaevich, and Laylo Misoatova. "DEVELOPMENT OF CREATIVITY AND IMAGINATION OF SCHOOLCHILDREN IN FINE ARTS CLASSES." CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 02, no. 05 (May 30, 2021): 55–61. http://dx.doi.org/10.37547/philological-crjps-02-05-14.
Full textAbstract:
The article describes how visual activity contributes to the development of abstract thinking and specific, sensory experiences in schoolchildren, and in the process of the image, the child selects from the integral visual image proportions, color, silhouette, line as general and constant characteristics of the reality visually perceived by it.
8
Pečiuliauskienė, Palmira, and Ilona Valantinaitė. "The Factor in the Technological Creativity of V–VI Formers." Pedagogika 110, no. 2 (June 10, 2013): 72–79. http://dx.doi.org/10.15823/p.2013.1821.
Full textAbstract:
The article analyses how technological education determines the creativity of 5th–6th formers. Technological education is an integral part of general education. It makes it possible for students to act creatively, to choose flexibly – which is essential for anybody regardless their gender in the constantly changing socio-cultural environment, and to be able to use simple technologies at a user level. The article considers the development of students’ creativity in a systemic approach. Technological education is perceived as a complex of social and educational factors determining students’ creativity.
In a creative society creativity is important in all spheres of activity where creative material becomes the basis for competitive advantage in the economy of the global market. The changes in the development of students’ creativity are conditioned by the fluctuation in educational paradigms, learning environments, general education programmes. Creativity is understood as a complex of personal qualities that manifests itself as an ability to offer new ideas, to think non-stereotypically, to orient oneself quickly in problematic situations, to find original solutions easily, which is determined by talents and interests. A systemic approach to creativity requires a systemic assessment of creativity development factors.
Technological education is an integral part of general education. It originates from the idea of a “working school”, technologies as a school subject, teaching crafts, polytechnic and professional education. Technologies include material and human intellectual resources, scientific and practical knowledge and ways of organizing work. Technological education can be treated as a complex of both educational and social factors that promote students’ creativity.
The method of factor analysis highlighted the following socio-educational factors of 5th–6th formers’ creativity development in technology classes: participation in the activities which are important for the school community; aesthetic activity; communication – cooperation; democratic relations; independent and responsible activity; individual activity; folk art recognition; promotion of activity; group work. Two factors have the most important influence on the development of students’ creativity: participation in the activities which are important for the school community (20.779 percent of dispersion) and participation in aesthetic activity (7.401 percent of dispersion). Nonetheless, the dispersion of social activity is almost three times bigger than that of aesthetic activity.
Students’ creativity in technology classes is mostly determined by social factors. Out of the nine distinguished factors as many as four are of social character and only two (group work, individual work) are of educational character. Two creativity factors are related to aesthetic-artistic activity (aesthetic activity, folk art knowledge).
Technology teachers see the source of creativity in their students’ interests. The tasks that correspond to students’ interests promote creativity. Technology teachers give a positive evaluation of the influence of individual and group work methods on creativity development. Teachers treat group work methods as a means of creating a favorable learning environment which creates “group enjoyment”. However, teachers state that it is impossible to do without individual work in technology classes. Technological tasks have to be performed accurately, with precision. They require a lot of time. Hence competitive methods are not suitable as competition can diminish the quality of work. Teachers think that in technological education both cooperative learning and individual work are important.
9
Toro-Alé, José-María. "Creativity, body and communication." Comunicar 12, no. 23 (October 1, 2004): 151–59. http://dx.doi.org/10.3916/c23-2004-25.
Full textAbstract:
Today, the actual media charms us in a life managed by the speed, the hurry and the stress. We rarely stop to observe and reflect on what’s happening around us, what are we doing and what for we do it. In this article, the writer thinks about the aims, the roles and the uses of the new media, joining in an integral way technology and human values, to do from communication an oportunity to the creativity, it’s, for the generation of a conscious and full life. Seducidos por los medios actuales e inmersos en una dinámica vital presidida por la velocidad, la prisa y el estrés, pocas veces nos detenemos a observar y reflexionar acerca de qué, para qué, desde dónde y cómo hacemos lo que estamos haciendo. En este artículo su autor reflexiona sobre el sentido, papel y uso de los nuevos medios y recursos comunicativos, uniendo de manera integradora tecnología y valores humanos, para hacer de la comunicación una oportunidad para la crea-ti-vida-d, es decir, para la generación de una vida consciente y plena.
10
Trujillo, Carlos Andres, and Jose Antonio Rosa. "Consumer creativity influenced by hope, integral emotions and socio-economic status." International Journal of Consumer Studies 41, no. 5 (June 2, 2017): 576–86. http://dx.doi.org/10.1111/ijcs.12369.
Full text
11
Betancourt, Julián, María de los Dolores Valadez, Elena Rodríguez-Naveiras, Juan Francisco Flores, and África Borges. "Differences between Creativity and Gender in Students with High Abilities Attending a School with Total Grouping." Children 9, no. 7 (July 20, 2022): 1081. http://dx.doi.org/10.3390/children9071081.
Full textAbstract:
Background: Creativity is one of the most relevant aspects in students’ training. One of the purposes of the present work is to show the lack of differences between boys and girls in creativity; the other is the possibility of improving creativity among high-ability students who received specific training as part of their intra-curricular content in a total grouping program for gifted students. Method: The sample consisted of 42 students from first to third grade (13 females and 29 males) and 58 students from fourth to sixth grade (21 females and 37 males). Creativity was measured with the CREA test for younger students and with the PIC-N for older students. Training was carried out through an Integral Innovation and Creativity Program (PIIC). Results: The results showed no differences between genders, except in one of the graphic creativity scales (Details). There were improvements due to the training in all measures of narrative creativity and in the scale of elaboration of graphic creativity. Conclusions: The main conclusions are the importance of increasing creativity with specific programs and the need to improve interventions in graphic creativity.
12
Ristic, Irena, Bojana Skorc, and Tijana Mandic. "Novelty and coherence in group creative processes." Psihologija 49, no. 3 (2016): 213–29. http://dx.doi.org/10.2298/psi1603213r.
Full textAbstract:
A research of triadic creative processes was conducted based on the assumption that novelty and coherence are basic dimensions of group creativity, variations of which can explain differences in creative achievement. In a workshop, 153 students were divided in triads and created 51 chain-stories. Following the standards of Consensual Assessment Technique (CAT), eight independent judges assessed creativity, novelty and coherence in the integral stories. The most representative stories for low, middle and high creativity, were selected and subjected to further analysis. The results show that development of group creativity is conditioned by high level of novelty, and by balanced ratio of novelty and coherence that enable integration of unique ideas in group processes. Symmetrical contribution of members was not confirmed as one of the conditions, suggesting that group creativity is an emerging phenomenon, relying on relations rather than individual contributions of participants.
13
KOTELIANETS, Iulia. "PHILOSOPHICAL AND PSYCHOLOGICAL-PEDAGOGICAL BASES OF CREATIVE ACTIVITY OF CHILDREN OF SENIOR PRESCHOOL AGE." Cherkasy University Bulletin: Pedagogical Sciences, no. 2 (2020): 231–37. http://dx.doi.org/10.31651/2524-2660-2020-2-231-237.
Full textAbstract:
The article substantiates the relevance of the formation of children's creative activity with the help of folklore in the process of integration of different types of artistic activities in the theory and practice of preschool education. It is noted that the highest form of human’s activity and at the same time his characteristic is creativi-ty, at the same time creative activity is defined as human activity in a particular type of creativity, which acquires essential and specific features of creativity. As a result we can mention that creativity and activity are interrelated, interpenetrating concepts that influence each other. Different approaches of understanding the essence of the concepts "creativity", "activity" are revealed and the main interpretations of these terms in philosophy, psy-chology and pedagogy are reflected. It is determined that in the studying of creativity there are two approaches: creativity as an activity; creativity as a personality trait. Based on the research of philosophers on the prob-lems of education of social activity, artistic creativity, we consider creative activity as a complex, integral quality of personality, which is a dialectical unity of general, peculi-ar to all types of social activity, and especially specific only as a measure of personality’s activity in art, has two interconnected aspects: external and internal. The external side involves the implementation of ac-tions and deeds which have creative nature. Internal involves a conscious, meaningful attitude to the activities performed, the manifestation of volitional qualities associ-ated with achieving the result. Older preschool age is the basis for the formation of creative activity and children's creativity in general, as the developmental perception of the child is the causative agent of the child's activity and creative activity in gen-eral. One of the means that contributes to younger genera-tion personality’s formation, which carries enormous educational potential, is folk art, because it contains wis-dom, the best people’s moral and aesthetic experience. In addition, it contributes to the formation of children’s crea-tivity. Based on the analysis of research, the possibilities of such types of oral folk art as fairy tales, proverbs and sayings, riddles in the formation of creative activity, based on their nature and content.
14
Valantinaite, Ilona, and Zivile Zivile Sedereviciute-Paciauskiene. "The Dimension of Textile use in the Expression of Verbal Creativity." European Scientific Journal, ESJ 18, no. 6 (February 28, 2022): 1. http://dx.doi.org/10.19044/esj.2022.v18n6p1.
Full textAbstract:
The article investigates the Baltic pre-service Technology teachers' expression of verbal creativity in their final years of study and analyzes the constituent dimension of sustainable textile consumption. The students' verbal creativity was examined using a verbal expression questionnaire compiled following the methodological recommendations of E. P. Torrance for diagnosing a person’s creativity. The development of sustainable textile consumption is part of the Technological education curriculum analyzing responsible consumption issues that are becoming more complex. In most cases, education directly depends on the educator's knowledge, skills, values, habits, experience, and communication. The present research disclosed students – pre service teachers understanding that handicrafts are not related to ethnicity, values, or a phenomenon, which calls for exceptional protection. The integral model of tasks on identification/development of verbal creativity expression and identification/development of sustainable textile consumption was presented in the article.
15
Żukowska, Jolanta. "Integral human development." Annals of Marketing Management and Economics 3, no. 2 (December 31, 2017): 137–45. http://dx.doi.org/10.22630/amme.2017.3.2.24.
Full textAbstract:
The concepts of sustainable development and corporate social responsibility are intended to humanize activity. However, are the existing concepts sufficient for them to fully realize their place in the world and its ecosystems, and to fulfill these roles? Is it necessary to seek a new concept of human organizational development, one which would strengthen the roles of creator, innovator and coordinator with total respect for the laws of nature? The author points to the contemporary threats and the need to search for new ideas and a more sensitive interaction with the environment, organizations, society and nature. This is necessary not only in meeting the goals of sustainable development, but also for development that is renewable, energy-efficient, closed loop, coordinated with nature and respecting its laws – and even using them. International organizations should not only prevent violence and preserve human rights, but also support the integrated development of individuals, communities and societies. They would thus help prevent stratification while increasing awareness and stimulating creativity. Integral development covers everything and everyone, is complete and respects the constant changes occurring in dynamic space. The concept of integral development seems now closer to modern humanity. Integrity means the interplay and interaction between all the elements of a set (organizations, communities, businesses, workers, the environment, nature) and the common good. This is not merely an idea but an actual necessity. Integral development is human development, and its organization is compatible with nature. This means being aware of coexistence and need to improve. In the absence of one or the other of these, it would not be possible to speak of integral development.
16
Kostiukevych, Viktor, Nataliia Lazarenko, Stanislav Konnov, Tetiana Vozniuk, Oksana Shynkaruk, Inna Asauliuk, Natalia Shchepotina, Serhii Voitenko, and Nataliia Svirshchuk. "Integral Assessment of the Technical and Tactical Activity of a Highly Qualified Football Team." Physical Education Theory and Methodology 22, no. 3s (November 30, 2022): S85—S93. http://dx.doi.org/10.17309/tmfv.2022.3s.12.
Full textAbstract:
The study purpose was to carry out a comparative analysis of special indicators of the integral assessment of the technical and tactical football activity of the national team of Ukraine and national teams of various European countries.
Materials and methods. The study included pedagogical observation and video recording of the competitive activity of highly qualified football players of the national team of Ukraine and national teams of European countries within the framework of the 2021 (2020) European Football Championship. In total, the Ukrainian team played 5 matches at the European Championship. The integral assessment reflects the quantitative (coefficients of intensity, mobility, aggressiveness) and qualitative (coefficients of effectiveness, efficiency of single combat, creativity) indicators of the technical and tactical activity of the football team.
Results. In the course of the European Football Championship, the average value of the integral assessment of the technical and tactical activity of the Ukrainian team was 5.34±0.24 points, which was not statistically different (p=0.875) from the indicator of the rival national teams, i.e. 5.36±0.31 points. In the national team of Ukraine, in relation to the European champion of the national team of Italy, lower indicators were observed not only for the integral assessment – by 1.09 points (16.6%), but also for almost all specific indicators: for intensity coefficient – by 0.36 points (26.9%), for mobility coefficient – by 0.49 points (21.6%), for aggressiveness coefficient – by 0.14 points (15.5%), for effectiveness coefficient – by 0.02 points (2.3%), for creativity coefficient – by 0.12 points (25.0%).
Conclusions. The developed integrated assessment of the technical and tactical activity of a football team comprises six special coefficients: intensity coefficient, mobility coefficient, aggressiveness coefficient, effectiveness coefficient, coefficient of efficiency of single combat, and creativity coefficient. The established values of the specific coefficients of the integral assessment of the technical and tactical activity of the national football team of Ukraine can be considered as models and be the basis for correcting the training and competition processes.
17
Lobanova, Ekaterina S. "The concept of creativity in the problem field of modern social philosophy." Izvestiya of Saratov University. Philosophy. Psychology. Pedagogy 21, no. 4 (December 16, 2021): 390–93. http://dx.doi.org/10.18500/1819-7671-2021-21-4-390-393.
Full textAbstract:
This paper speaks of the growing interest in the category of creativity among the scientific community of interdisciplinary discourse, and the place of creativity among philosophical disciplines. Creativity as a property of the social environment is characteristic of the type of society in which traditions have not managed to become a universal form of behavior, prompting the subjects of society to permanently reflect on habitual patterns of behavior, the production of unique forms, and the original synthesis of previously known ideas and social practices. Being an integral property of the social and cultural environment as a whole, creativity ultimately reveals a person’s desire for novelty and marks the beginning of the digital revolution. The development of creativity due to explicitly specified external conditions contributes to its identification not only in a certain scientific environment, but also in the whole society, within which the creative class functions. Within the framework of the socio-philosophical context, the category of creativity reveals its potential based on the axiological approach. Tracing the rejection of the values of traditional society, the new values are those that contribute to the self-expression of a person, expanding the boundaries of his or her self-actualization.
18
Ramankulov, Sherzod Zhumadullaevich, Elmurat Dosymov, Torebay Turmambekov, Dilmurad Azizkhanov, Sherzod Kurbanbekov, and Sattarbek Bekbayev. "Integration of Case Study and Digital Technologies in Physics Teaching Through the Medium of a Foreign Language." International Journal of Emerging Technologies in Learning (iJET) 15, no. 04 (February 26, 2020): 142. http://dx.doi.org/10.3991/ijet.v15i04.11699.
Full textAbstract:
Abstract. The purpose of this study is to determine the possibilities of digital technolo-gies and case study method in the development of creativity of the future teachers in physics teaching through the medium of a foreign language. The Akhmet Yassawi International Kazakh-Turkish University has created computer models of various physical processes and phenomena on the basis of Optics in English training course and has developed a method of their application. Since English opens the way to the formation of creativity, we have evaluated the effectiveness of the methodology we have developed, through the evaluation of creativity. The nearly 73 students were engaged in an experiment presented below in chronological order. The reliability of results obtained at the beginning and at the end of forming stage for each criteria of creativity, as well as for the integral indicator is provided by Pearson criterion . At the beginning of the experiment it is seen that that means there are no differences between the development level of students’ creativity from both experimental and target groups. At the end of the experiment , that means there are significant differences in the development level of students’ creativity.
19
Burkšaitienė, Nijolė, Jolita Šliogerienė, and Giedrė Valūnaitė - Oleškevičienė. "Factors Influencing Lecturer Creativity While Using Social Media." Pedagogika 125, no. 1 (April 13, 2017): 21–36. http://dx.doi.org/10.15823/p.2017.02.
Full textAbstract:
The article examines lecturer creativity in the context of social media use in the process of teaching and learning. Social media have been recently extensively used in educational settings, including higher education, and are becoming an integral part of the process of teaching and learning. Learning supported by the use of modern technologies has made creativity and its expression particularly important. The concept of creativity is multifaceted and still under development. Applying social media in the process of teaching and learning, mastering social media and using them for teaching, lecturers get involved in the continuous process, the success of which is determined by creative personal characteristics and the creativity-supportive environment. Lecturer creativity determined by the intertwined factors of the environment and personal characteristics stands out as the impetus of social media use in the process of teaching and learning.
The present qualitative phenomenological research focuses on the factors influencing lecturer creativity while using social media in the process of teaching and learning at the university. The study of the phenomenon is based on lecturers’ “lived” experience while using social media in this process. Two major categories related to the factors affecting lecturer creativity were established, including external factors that promote lecturer creativity and internal factors that predetermine successful use of social media by lecturers in the process of teaching and learning.
20
Bajwa, Aman. "Malevolent Creativity & the Metaverse." Journal of Intelligence, Conflict, and Warfare 5, no. 2 (November 24, 2022): 32–52. http://dx.doi.org/10.21810/jicw.v5i2.5038.
Full textAbstract:
The innovation of the Metaverse heralds a new milestone in the Information Age as investors move forward with the plan to bring the metaverse to fruition. The metaverse will offer a heightened experience in terms of interactivity, economics, and platform, while paving the way for greater immersion through virtual reality and augmented reality technologies. It is likely that as the metaverse develops, gaming will offer a unique social experience through its features such as virtual worlds. Based on this, it is important for policymakers to look at extremist subcultures that will operate in the metaverse through these virtual features. Due to the role played by fringe subcultures in facilitating the recent mass shooting event in Buffalo, this article aimed to examine the main features of the metaverse and how its immersive properties could influence the creation of future metaversal subcultures that could act as a gateway towards future mass shooting incidents. To that end, it applied the model of malevolent creativity to the extremist use of online spaces to gain insight on how such properties could aid online extremists towards mobilization. Results show that the concatenation of malevolent creativity, innovation, and subcultural extremism may bridge the gap between ideation of mass shootings and mobilization. Based on this, the implication of this research suggests that tech entrepreneurs for the metaverse should be mindful of the risks that disconnection from the real-world society can create for young, isolated users and aim to implement safeguards in integral areas of the metaverse seven-layer chain, such as spatial computing, discovery, and the creator economy.
21
Neam, Atef. "LEADER AND COMMUNITY DEVELOPMENT." EPH - International Journal of Humanities and Social Science 3, no. 1 (February 6, 2018): 14–17. http://dx.doi.org/10.53555/eijhss.v3i1.34.
Full textAbstract:
This article focuses on the role of the social leader in developing creativity among the members of society. He asks: When community leaders start energy projects, what kinds of skills and knowledge practices do they use to enhance individual creativity? Individual creations are usually motivated by social and sustainable motives, and developed by civil society groups. Based on mixed approaches approaches including research interviews and field visits, the article is based on previous literature on community leadership, creativity by individual and specialized literature. Community leadership is analyzed through two deep states of social energy in the state. Research results show that social leadership can help develop creativity, which works in niches and requires care. Community leadership benefits from being an integral part of social networks, common vision and decision-making, but preexisting skills and implicit knowledge also play a role. Community leaders can also help build a niche by working closely with intermediate actors
22
Ahmed, Shamsuddin. "Measuring Innovation and Creative Content in Course Content and Learning Effectiveness." International Journal of Information and Communication Technology Education 18, no. 1 (January 2022): 1–26. http://dx.doi.org/10.4018/ijicte.295978.
Full textAbstract:
The concept-knowledge theory or C-K design theory explains that creativity is the conceptualization of design that is independent of any other design domain. It explains innovation, creation, and discovery within the framework of design processes. Creativity is an integral part of engineering design. The QFD methodology is applied to construct the “engineering design and creativity course” at the faculty of engineering as per the various stakeholders of curriculum design. The suggested methodology satisfies accreditation requirements as a part of continuous improvement of curriculum. The QFD course design methodology integrates the learning outcome with the assessment methodologies, learning processes and knowledge elements well. The course is a strategic fit with the vision 2030 and curriculum. The course development methodology as suggested minimize learning deficiencies. It is measured by course mapping with learning outcome.
23
Zorrilla Calvo, Pilar, Virginia Rincón Díez, and María Sáiz Santos. "IKASEKIN: DESIGN OF AN HOLISTIC LEARNING MODEL FOR THE DEVELOPMENT OF ENTREPRENEURIAL COMPETENCE." Journal of Management and Business Education 3, no. 1 (April 4, 2020): 16–28. http://dx.doi.org/10.35564/jmbe.2020.0003.
Full textAbstract:
Progress in the development of key educational competencies for labor insertion and entrepreneurship in our society, such as creativity, innovation and entrepreneurship, are being very numerous in recent decades. Teachers are promoting programs to implement new methodologies for achieving this goal. However, the university community lacks validated methodologies with measurement of results in the medium and long term. The aim of this paper is to present the validation methodology of the teaching method we have agreed to call IKASEKIN, to achieve educational competence "Ability to develop Creativity, Innovation and Entrepreneurship" in the university environment. This method has been implemented in the Marketing degree of the University of the Basque Country UPV/EHU. The results show that the entrepreneurial capacity of the students, after taking two subjects through Project Based Learning in the second year, is strengthened over time when taking a course directly involved with the entrepreneurship in the fourth year.
24
Andreevna Shkabarina, Margarita, Khrystyna Verbytska, Valentyna Vitiuk, Vadym Shemchuk, and Eduard Saleychuk. "Development of Pedagogical Creativity of Future Teachers of Primary School By Means of Innovative Education Technologies." Revista Romaneasca pentru Educatie Multidimensionala 12, no. 4 (2020): 137–55. http://dx.doi.org/10.18662/rrem/12.4/338.
Full textAbstract:
In the higher education system, the development of students' creative abilities is one of the most pressing problems. The problem of pedagogical creativity of future teachers of primary school is examined in the article. The pedagogical creativity of the elementary school teacher as an integral personal and professional quality, which consists in the ability to pedagogical creativity, original solution of pedagogical problems, active use and improvement of innovative teaching technologies is characterized. The article identifies the features of pedagogical creativity and characterizes the specific pedagogical creativity of elementary school teachers. The experience of interconnecting pedagogical creativity and innovative processes in education has allowed us to determine the basis of the benefits of innovative learning for the development of students' personal and professional qualities. Therefore, in the opinion of the author, the development of pedagogical creativity will be effective provided that innovative educational technologies are implemented into the educational process. Mathematical data processing methods and Statistica software package were used to analyze the results obtained and to objectively consider the dynamics of changes in active, cognitive, motivational, emotional and personal components. The conducted research showed the effectiveness of the use of innovative teaching technologies for the development of all components of pedagogical creativity of future primary school teachers. The author came to the conclusion that the following innovative technologies have the greatest didactic potential for the development of pedagogical creativity: situational learning technology; game technology; project technology; problem-based learning technology; information and communication technology; inventive problem solving technology, portfolio.
25
Tekmen-Araci, Yasemin, and Blair Kuys. "Ameliorating creativity in engineering education: Educator perspective." Journal of Design, Business & Society 8, no. 2 (December 1, 2022): 211–30. http://dx.doi.org/10.1386/dbs_00040_1.
Full textAbstract:
Engineering students need creative thinking skills to achieve innovation. This study focuses on ameliorating the creative process in engineering design units with the purpose of getting more creative and innovative engineering design solutions from students and better preparing them for industry and real-life conditions. It is suggested that engineering should use design pedagogy as a model for ameliorating creativity. The research is carried out using qualitative investigation. The study used triangulation to collect data about engineering educators’ approach, understanding and beliefs about creativity using observational research, a survey and in-depth interviews both with students and with educators. The study used an interpretive approach for data analysis by following the levels of understanding in an organizational culture. Three main results drawn from this work are as follows: (1) Engineering educators should understand the practice of creativity in an educational context. (2) Engineering educators need to value creativity as an important part of engineering design. (3) The discipline needs to value creativity as a core part of the curriculum. The findings suggests that enriching creativity in engineering education is not feasible until engineering instructors comprehend and embrace the use of creativity in the classroom. This article specifically explores ways of integrating creativity in engineering design processes that took place in a mechanical engineering undergraduate programme – with an expectation that the research can be used as an exemplar for other engineering disciplines to learn from. This study is an important step, with a holistic approach, in suggesting creativity and creative thinking be inherent and an integral part of every engineering curriculum.
26
Oddane, Torild Alise W. "The collective creativity of academics and practitioners in innovation projects." International Journal of Managing Projects in Business 8, no. 1 (January 5, 2015): 33–57. http://dx.doi.org/10.1108/ijmpb-10-2013-0060.
Full textAbstract:
Purpose – The purpose of this paper is to explore the adequacy of the common individual creativity vs organizatonal innovation dichotomy in a complex real-life context. Design/methodology/approach – The paper is based on a retrospective case study of a R&D project in a large industrial company. Findings – The paper shows that understanding the relationship between creativity and innovation as a matter of individual creativity followed by subsequent collective innovation, fails to account for the inherent collective, and improvisational nature of innovation projects. To deal with this weakness, the paper proposes a reconceptualization of the relationship in terms of a capacity/activity distinction which views creativity as an individual and collective integral part of the complex innovation activity. Research limitations/implications – This paper does not discuss challenges regarding collaboration between people representing a variety of expertise, interests, and organizational belongings. Practical implications – The paper points out that continuous collective creativity is more important than initial individual creativity in complex real-life projects. The paper provides specific examples of work forms and approaches encouraging the collective creativity of researchers and practitioners in an innovation project. The work forms and approaches show how people continually deal with complexity, uncertainty and “the unexpected.” As such, the paper may be valuable to managers of complex real life-projects involving people with a great variety of expertise. Originality/value – The paper contributes to a reconceptualization of the relationship between creativity and innovation which forms a contrast to the most common ways to distinquish between the phenomena. The capacity/activity distinction reflects the common assumption of a close relationship between creativity and innovation, but does not restrict creativity to the individual level or initial stage of innovation projects only. As such, the reconceptualization of the relationship between creativity and innovation can form the basis for practice-based theories in project management.
27
Ryabovol, Liliya. "CREATIVITY AS A SUBJECT OF PSYCHOLOGICAL AND PEDAGOGICAL RESEARCH OF DOMESTIC SCIENTISTS." Academic Notes Series Pedagogical Science 1, no. 190 (November 2020): 42–47. http://dx.doi.org/10.36550/2415-7988-2020-1-190-42-47.
Full textAbstract:
The article establishes that creativity is a complex, interdisciplinary problem that attracts the scientific interest of specialists in various fields of knowledge, especially pedagogy and psychology. The purpose of the article is to identify the main aspects of the problem of creativity and to outline the relevant areas of scientific psychological and pedagogical research. It is revealed that creativity is reasonably considered as a universal personality trait, an integral creative ability. Psychological and pedagogical research emphasizes the important place and role of creativity in training and activities. It was found that creativity is mainly associated with creativity and talent of the individual, with the development of his creative abilities. The connection of creativity with other personality traits, in particular with the level of its intellectual development, as well as with imagination, intuition, the need for self-actualization, etc., is being actively developed. It is stated that in the psychological and pedagogical scientific literature the question of at what age one should start work on the formation of creativity or which age is the most favorable for this continues to be discussed. Some scholars argue that the formation of creativity should begin in the early stages of personality development, others believe that especially favorable for the development of creativity is the senior school age. It was found that scientists are interested in the development of creativity in higher education, including pedagogy. Creativity is considered as a component of professional skill. One of the aspects of the problem of creativity and the corresponding direction of psychological and pedagogical research is creative thinking. The issue of creative competence is also being developed. Much of the research on certain issues is devoted to the conditions, methods and technologies of formation and development of creativity. These include creative environment, search and research and invention activities, practical classes, information and communication, interactive (game), design technologies, case method, design, modeling.
28
Swancutt, Katherine. "The Chicken and the Egg." Social Analysis 65, no. 2 (June 1, 2021): 19–40. http://dx.doi.org/10.3167/sa.2021.650202.
Full textAbstract:
Which comes first, divine agency or the calculations of diviners? Both are integral to divination, other predictive methods, and the ‘hatching out’ of new creation stories among the Nuosu of Southwest China. In this article, I present ethnography on divination in which eggs evoke the person’s position in the world while the bodies or bones of chickens are indices of health or prosperity. When cracking open raw eggs, peeling open slaughtered chickens, or reading chicken bones, diviners creatively draw upon the assistance of spirits and their own calculatory reflections in ways that encourage internal variation within their craft. Through case studies on illnesses and a new family tradition, I show that Nuosu inhabit a hybrid world that features cosmological proliferation, to which the creativity of divination responds.
29
Braslauskas, Justinas. "EFFECTIVE CREATIVE INTERCULTURAL COMMUNICATION IN THE CONTEXT OF BUSINESS INTERACTION: THEORETICAL AND PRACTICAL ASPECTS." Creativity Studies 13, no. 1 (April 3, 2020): 199–215. http://dx.doi.org/10.3846/cs.2020.12094.
Full textAbstract:
Although various aspects of intercultural communication have been addressed in the works of various authors, there is still a lack of works that describe intercultural communication from the new viewpoint – in terms of effective intercultural business interaction, theoretical analysis of models of the classification of cultures, and combination of theoretical and practical insights in overcoming the obstacles of intercultural interaction. There is also a lack of works that highlight creativity as an integral part of cross-cultural business communication. In the belief of the author of the article, without a close synthesis of these aspects, it is impossible to understand in detail the meaning of effective intercultural business interaction. Purpose of the article – to analyse theoretical and practical aspects of effective cross-cultural business communication based on creativity. In the article, through the use of the models of the classification of cultures of various researchers from around the world (Richard R. Gesteland, Edward T. Hall, Richard D. Lewis, Geert Hofstede, Gert Jan Hofstede, Michael Minkov, Shalom H. Schwartz), the aspects of multiculturalism in the context of intercultural business interaction are highlighted. The work analyses creativity as an integral part of effective cross-cultural business communication. The publication also describes the barriers in the intercultural interaction and ways to overcome it. Research methods used in the work: systematic, comparative, logical analysis and synthesis of scientific literature.
30
Shcherbyna, B. "The right to freedom of literary, artistic, scientific and technical creativity." Uzhhorod National University Herald. Series: Law, no. 71 (August 25, 2022): 152–57. http://dx.doi.org/10.24144/2307-3322.2022.71.25.
Full textAbstract:
The article is devoted to current issues related to the content of the right to freedom of creativity. Relevant legislative provisions and positions expressed in the scientific literature are analyzed.
It is substantiated that the right to freedom of creativity has a civil nature, but the relevant provision of the Constitution of Ukraine gives this right a fundamental meaning. It is established that the right to freedom of creativity belongs to the group of personal inalienable rights that ensure social existence, while the universal right to freedom is a right that ensures the natural existence of man. It is proved that the right to freedom of creativity arises in a person by virtue of his birth and does not require certain actions related to the acquisition of this right in the manner and under the conditions prescribed by law. It has been established that the right to freedom of creativity is initially deprived of economic meaning, as well as any other personal non-property right, because the right to create is not tied to the property status of the person. It is proved that as a result of exercising the right to freedom of creativity there is a unique and original result, which can belong to different types of creativity. It was established that the law distinguished between several types of creativity, including literary and artistic creativity, the results of which are protected by copyright, and scientific and technical creativity, while scientific creativity can be protected either as a separate artwork or in combination with technical creativity. It is proved that creativity can be divided into two main types: spiritual and scientific and technical creativity. It is substantiated that the development of scientific and technical creativity determines scientific and technological progress, which is an integral part of the development of modern society. It is established that an individual has the right to freely choose the spheres, content and forms (methods, techniques) of creativity, and this right is not subject to censorship, at the same time criticism of the results of creative activity is allowed.
31
Gryazeva-Dobshinskaya, Vera G., Yulia A. Dmitrieva, Svetlana Yu Korobova, and Vera A. Glukhova. "Children’s Creativity and Personal Adaptation Resources." Behavioral Sciences 10, no. 2 (February 3, 2020): 49. http://dx.doi.org/10.3390/bs10020049.
Full textAbstract:
The study provides insights into the aspects of creativity, the structure of psychometric intelligence, and personal adaptation resources of senior preschool children. Creativity and intelligence are presented as general adaptation resources. Existing studies of creative ability and creativity as integral individual characteristics in the context of adaptation are analyzed. The aim is to identify varied sets of creativity and personal adaptation resource markers that differentiate groups of children in order to determine possible strategies for adaptation, preservation, and development of their creative abilities at the beginning of lyceum schooling. It embraces the use of the E. Torrance Test of Creative Thinking (TTCT) (figural version), the Wechsler Intelligence Scale for Children (WISC), and the G. Rorschach Test. A sample of the study consisted of 122 children, aged 6–7 and enrolled in a school. The average IQ score among the children was above 115 (M = 133.7, σ = 9.9). The entire sample was divided into four groups by the originality-elaboration ratio according to the TTCT. The correctness of the children’s division into the groups according to the markers of creativity and personal adaptation resources is confirmed by the discriminant analysis. We have identified the factor structure of creativity, intelligence, and personal adaptation resources in the entire sample of children and in each of the groups. In the group of preschoolers with high originality and elaboration, the resulting structure integrated the components of creativity with personal adaptation resources and intelligence scores. In the group of children with a low level of originality and elaboration, the markers of creativity, intelligence, and personal adaptation resources are not interlinked.
32
Maryam Khamidovna Ashurova. "Theater is a sacred place." International Journal on Integrated Education 3, no. 8 (August 29, 2020): 152–54. http://dx.doi.org/10.31149/ijie.v3i8.554.
Full textAbstract:
Puppet theater is an integral part of our ancient and rich culture, which differs from other types of art through its colorful and unique creativity. At the same time it is the cradle of all theatrical art forms. Its roots have been enriched, polished and developed by preserving the folklore, traditions, customs and national traditions of our people.
33
Meshkova, N. V., S. N. Enikolopov, O. V. Mitina, and I. A. Meshkov. "Adaptation of the Malevolent Creativity Behavior Scale." Психологическая наука и образование 23, no. 6 (2018): 25–40. http://dx.doi.org/10.17759/pse.2018230603.
Full textAbstract:
The paper presents results of adapting the Russian version of the Malevolent Creativity Behavior Scale (MCBS) developed under the guidance of M.Ranko (Hao et al, Front.Psychol.2016.Vol.7.682).The adaptation was carried out in 2016—2018 on a sample of 458 people (convicted of lucrative, aggressive and lucrative, and aggressive violent crimes; employees of law enforcement bodies, football fans; students of Moscow educational institutions of different profiles).The three-factor structure of the translated version corresponds to the original version and includes 3 scales: ‘Harm’, ‘Lies’ and ‘Mean jokes’.The analysis of constructive validity revealed significant correlations of the integral scale with aggression, hostility, anger (Bass-Perry questionnaire), search for novelty (TCI-125), and aggression and hostility became significant positive predictors of malevolent creativity.The paper analyses the differences from the original version of the scale.As it was revealed, the values of the social focus, ‘Traditions’ and ‘Conformism-Rules’ (PVQ-R), can block the connection between aggression components and malevolent creativity.The stability of the scale’s factor structure was confirmed on different samples of subjects; the evaluation of construct validity and retest reliability was carried out.According to the adaptation results, the translated version of the MCBS can be applied in practice and research.The paper outlines the core of melavolent creativity profile and provides some suggestions for further research.
34
HNIZDILOVA, O., and N. SULAIEVA. "FORMATION OF CHILDREN’S CREATIVITY DUE TO THE UPDATED BASIC COMPONENT OF PRESCHOOL EDUCATION (2021)." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 28 (December 31, 2021): 26–31. http://dx.doi.org/10.33989/2075-146x.2021.28.250329.
Full textAbstract:
The article is devoted to the study of preschool children’s creativity. It is revealed that, at the present stage of psychology and pedagogy development, the concept of creativity expands to infinity and sometimes has a vague character. The author finds that creativity is an essential integral personal ability that is displayed throughout a person’s life path. It is intensified in all spheres of life, namely political, economic, social, and spiritual. Creativity helps a person to self-model and begins to form in preschool age in various types of children’s activities. It has seven creative parameters, in particular, motivational, emotional, intellectual, aesthetic, existential, communicative, and competence. Awareness of the essence of the concept of creativity and its parameters will help educational practice.
The author analyzes and clarifies whether the objective of forming a child’s creative personality exists in modern normative-methodical documents of preschool education of Ukraine. It has been found that there is no direct description and separate methodological recommendations for the formation of this key personal quality in the updated state standard of preschool education. But it has been found that indicators of preschoolers’ creativity and guidelines for their formation permeate almost all educational areas in the Basic component of preschool education (2021). They are components of almost all competencies’ formation. It confirms the integrated nature of this personal phenomenon, and pedagogical tools have the potential for its formation. The semantic and procedural components of preschool children’s creativity formation identified by the author will help preschool educators to have a clear ‘portrait of a creative preschooler’ and work effectively in the direction of this educational objective.
35
Ghinea, Assoc Prof Valentina Mihaela. "The impact of routine on employees' creativity and innovation." 11th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES 11, no. 1 (November 10, 2020): 128. http://dx.doi.org/10.35609/gcbssproceeding.2020.11(128).
Full textAbstract:
Routines are an integral part of all modern jobs, either as a result of organizational policies which require the employees to follow certain steps or as a result of people’s innate tendency towards the creation of habits. The research on the impact of routines on employee’s creativity is scant and widely divided. Certain authors argue that work routines are beneficial to creativity and innovation since they free up time for more complex tasks and creative thinking while also raising the employees’ perception of self-efficacy and self-confidence. In contrast, other authors view work routines as detrimental to creativity and innovation since they lower the employees’ overall work motivation and create barriers to change. Based on the analysis of the results of a web survey completed by 233 Romanian employees, the present study proves that there is a direct negative effect of work routines on employees’ ability to generate creative solutions to newly identified problems, either when they are directly asked to do so or when they volunteer. The analysis also shows that holding a managerial position reduces the negative impact that a high level of work routine has on the employees’ creativity and innovation, but that the type of job does not mediate or moderate the negative effect of work routines. The results are significant for improvement of job design by showcasing the need of reducing the level of work routines in order to improve the overall organizational creativity. Keywords: routine, creativity, employee driven-innovation, employee's perception.
36
Soon, Tan Thai, and Fakhrul Anwar Zainol. "KNOWLEDGE MANAGEMENT IN MALAYSIAN SMEs: AN EMPIRICAL EXAMINATION ON INFORMATION TECHNOLOGY (IT) SUPPORT AND STRATEGY AS PLAN." Australian Journal of Business and Management Research 01, no. 04 (May 17, 2011): 24–39. http://dx.doi.org/10.52283/nswrca.ajbmr.20110104a03.
Full textAbstract:
This research study demonstrates the important of the knowledge creation process. It helps to demonstrate that knowledge management enablers, including IT-support and Strategy as Plan can promote organizational creativity and thus organizational performance. Further, the findings on the new factor, Strategy as Plan, show that it is positively related to knowledge creation. Strategy as Plan can therefore be regarded as an integral part of knowledge creation. This reaffirms Glueck’s (1980, p.9) views of strategy as “a unified, comprehensive, and integrated plan…. designed to ensure that the basic objectives of the enterprise are achieved”. Therefore it can be argued that the best path for Malaysian SMEs to achieve organizational performance is through organizational creativity achieved through a knowledge creation process that involves knowledge enablers.
37
Hristova, Daniela, and Tanya Srebreva. "Minecraft as an Education Tool for the Application of Integral Learning." Vocational Education 24, no. 3 (June 24, 2021): 306–10. http://dx.doi.org/10.53656/voc22-365mine.
Full textAbstract:
Teaching the basics of coding at Alexander Georgiev-Kodzhakafaliyata Primary School develops students’ digital literacy, algorithmic thinking and skills to design familiar objects, processes and phenomena thanks to popular game Minecraft. This approach serves not to replace the regular lesson but as a parallel which extends and builds upon the learning process in order to develop synthetic competences. Thus emerges a natural necessity to look integrally at specific topics which fail to fit entirely into one scientific area. Students research historical records and then make a 3D Minecraft model of a historic site – the Greek Acropolis, which is part of the learning material in History in grade 5. They not only learn more about the site but also apply the skills of cooperation, effective communication, creativity and critical thinking.
38
Arapi, Rajan. "CREATIVITY AS A SUCCESS FACTOR IN PROMOTIONAL ASPECT OF PRODUCTS IN PRODUCTION COMPANIES." CBU International Conference Proceedings 3 (September 19, 2015): 001–6. http://dx.doi.org/10.12955/cbup.v3.576.
Full textAbstract:
The creativity, as a general concept, is considered an activity which gives birth to something new that did not exist before. This topic can be affected also from the philosophical and physiological point of view. The psychology of creativity studies “Psychological Mechanism” from which stem the actions of creativity.In promotion terms there are different points of views that are considered to be an integral part of creativity in the field of product advertising. First, there are people who estimate if the promotion is creative whereas on the other side the effect only in cases where you succeeded to sell the product. Second, there are people who consider their creativity or design of the promotion as their originality artistic or esthetical value.What constitutes the creativity in one of the elements of the promotion is distinguishing and entertaining idea of being different from the others, but the creative message must be short and clear. Advertisements or promotional campaigns that are creative rarely fail to transmit their message to the public consumer. In this case, the entire team that is engaged in planning and developing the promotional campaign must balance their attitudes around the creative idea.This research presents the development of ideas and designs of creative promotional spaces for Kosovar companies in cases of the advertisement of their new and existing products in the market. The methodology of this research will be descriptive and comparative between a few manufacturing Kosovar companies.
39
Sarath, Ed. "Meditation, Creativity, and Consciousness: Charting Future Terrain within Higher Education." Teachers College Record: The Voice of Scholarship in Education 108, no. 9 (September 2006): 1816–41. http://dx.doi.org/10.1177/016146810610800909.
Full textAbstract:
This article explores the role of contemplative practices within an emerging interdisciplinary area that I refer to as “creativity and consciousness studies.” Within this new area, consciousness is studied from an “integral” perspective that brings together insights from a range of wisdom traditions and modern science. Meditation is presented as an essential first-person modality for investigating consciousness, and formal and nonformal approaches to meditation are delineated to establish important guidelines for the introduction of meditation into an academic setting. The role of “first-person” experience helps to develop new notions of rigor and interdisciplinary learning that can lead to an expanded educational experience, which can help to develop qualities such as mental clarity, inner calm, insight, compassion, and creativity. The article closes with reflections on the importance of expanding our approach to education in light of the demanding challenges and creative opportunities in today's world.
40
Natalia N., Popova. "Factor Dynamic Model of Pedagogical Monitoring." Scholarly Notes of Transbaikal State University 16, no. 1 (March 2021): 13–19. http://dx.doi.org/10.21209/2658-7114-2021-16-1-13-19.
Full textAbstract:
The article examines the topical problems of scientific validity and practice-oriented monitoring in education in the context of increasing requirements for individualization, diversification and differentiation of education. Based on the data of psychological and pedagogical diagnostics, a dynamic factor model of pedagogical monitoring has been developed. For this, the essential characteristics of pedagogical monitoring as a continuous, dynamic and multifactorial technology for supporting students have been determined. Representative representation of the monitoring results was carried out on a sample of students from a number of educational institutions of the Transbaikal Territory, numbering 250 people. The focus of the article is on the creativity of students as a manifestation of their non-standard and individuality, capable of ensuring their success in professional activities. The results of dynamic monitoring of students creativity indicators collected using a battery of tests of verbal and non-verbal creativity, as well as a number of personal techniques are presented. It has been empirically proven that the factorial dynamic model, built on measuring the level of development of the main indicators of creativity, ensures the comparability of results and the identification of latent factors (activity, personality creativity and values). These explain the presence or absence of dynamics in the studied indicators (creative attitude to the profession, originality, uniqueness and personality traits). The data obtained demonstrate the presence of statistically significant changes at the level of originality, the uniqueness of the developed fluency and flexibility in the process of the correlation conditioning of the dynamics of the integral characteristics of the personality (values: traditions, hedonism; self-esteem; emotionality, sociability, high normality of behavior and sensitivity). Keywords: pedagogical monitoring, creativity, dynamic model, factor analysis, students
41
Garber, A., and D. Ivanov. "Development of Creative Abilities in Preschool Children Through Play." Bulletin of Science and Practice 7, no. 9 (September 15, 2021): 511–20. http://dx.doi.org/10.33619/2414-2948/70/49.
Full textAbstract:
The article is devoted to the study of creativity and creative abilities of preschoolers, which are manifested in various types of activity, including visual. The authors proceed from the positions according to which creativity should be developed in a child from early childhood. The article contains a description of approaches to the development of the creative abilities of preschoolers. It is shown that creativity, divergent thinking abilities are successfully developed with purposeful learning. The description of the study of the effectiveness of play in the development of creative abilities in preschool children is given. The results obtained made it possible to assess the dynamics of the level of development of creative abilities in preschoolers. The main indicators in assessing the success of the test were fluency, flexibility, originality and sophistication. The analysis of drawings was focused on measuring the fluency of thinking by the number of figures completed in the allotted time; flexibility of thinking for a variety of ideas; originality of thinking according to the ability of children to put forward ideas that differ from generally known ones; elaboration according to the number of invented details of each drawing. The dependence of the manifestations of these characteristics by children on the program used by the teacher was found. A higher level of indicators was found in the group that was trained in visual arts through games. The program for the development of creative abilities has shown effectiveness in the development of the creative individuality of preschoolers. The program should become an integral and integral part of the work of preschool educational institutions to develop creative abilities in older preschoolers.
42
Marcuschi, Luiz Antônio. "O Papel da Atividade Discursiva no Exercício do Controle Social." Cadernos de Linguagem e Sociedade 7 (November 17, 2010): 07–33. http://dx.doi.org/10.26512/les.v7i0.9697.
Full textAbstract:
This article proposes that genres function as an integral part of socially organized activities and lend themselves to various types of social control, including the exercise of power. However, if the control exercised by genres is inevitable, it is not deterministic, since genres are historical, cultural and situated. Therefore, there remains space both for genre creativity and change as entities that are malleable, flexible and fit for discursive activity in daily life.
43
Katz-Buonincontro, Jen, Orin Davis, Abi Aghayere, and Dave Rosen. "An Exploratory Pilot Study of Student Learning Experiences in Engineering Technology Courses Designed to Promote Creativity." Journal of Cognitive Education and Psychology 15, no. 1 (2016): 55–79. http://dx.doi.org/10.1891/1945-8959.15.1.55.
Full textAbstract:
We report on the findings from an exploratory pilot study using the experience-sampling method (ESM) and interviews to examine learning in two undergraduate engineering technology courses designed to promote creativity. Results of the ESM analysis showed that students’ positive experience decreased slightly in the first course and increased slightly in the latter course. Surprisingly, both instructors’ presence caused students to report lower levels of willingness to express a creative idea and feel like other students were really listening. Interviews revealed student perceptions about the importance of creativity as essential to the engineering industry and beliefs about being creative in the classroom during the stages of the design process, which relies heavily on group work. Discussion builds on these themes for facilitating creative classrooms emphasizing work with peers as an integral part of curricular and instructional design.
44
Comesaña-Comesaña, Patricia, Anna Amorós-Pons, and Inna Alexeeva-Alexeev. "Technocreativity, Social Networks and Entrepreneurship: Diagnostics of Skills in University Students." International Journal of Emerging Technologies in Learning (iJET) 17, no. 05 (March 14, 2022): 180–95. http://dx.doi.org/10.3991/ijet.v17i05.28183.
Full textAbstract:
This paper presents the first exploratory results of a research integrated in a more global project on digital and entrepreneurial skills of students at the University ***. The study reveals gaps in professional skills such as problem solving, strategic thinking and creativity. For this reason, a pedagogical pro-ject is created integrating the use of social media in training (entrepreneur-ship), research (knowledge management) and university transfer. The aim is to develop skills in digital talent, (techno)creativity and to implement work methodologies, such as design thinking and growth hacking. In addition, it will encourage self-learning of the students, improve their e-competences, creative capacity and practical skills for a better adaptation to the needs of social demand, where knowledge transfer generates development and growth scenarios (startup) and fosters innovation (competitive capacity). This inno-vative initiative will enable Higher Education students to acquire the most demanded skills in a multidisciplinary labour market that also requires spe-cific ones in creativity, strategic capacity, project management, product in-novation, solution generation and entrepreneurship. This is what forms the basis of an integral project of triangular synergy between University, Busi-ness and Society.
45
Pirlik, Galina Petrovna, and Diana Borisovna Bogoyavlenskaya. "Creativity as a Way to Overcome Uncertainty." Психолог, no. 4 (April 2022): 16–28. http://dx.doi.org/10.25136/2409-8701.2022.4.38724.
Full textAbstract:
Creativity is seen as a way to overcome uncertainty - an integral feature of the modern world on the way to its knowledge. The attitude towards uncertainty is one of the personality traits, the versatility of the phenomenology of which determines the interdisciplinary status of the problem. Overcoming uncertainty by cognition, the creation of a new one, the courage of creativity become milestones of modernity and need scientific justification and reflection. The results of a study of the peculiarities of the attitude towards uncertainty of people capable of creativity, and people with different levels of intelligence, whose activities are externally stimulated, where cognitive motivation is not leading, are presented. Statistically significant differences were revealed between groups of people with different levels of performance according to the "Creative Field" method in terms of uncertainty tolerance tests. People who have shown the ability to be creative are significantly more tolerant of uncertainty, prefer the new to the familiar, as well as complex tasks compared to people of the stimulus-productive level. They are not limited to the perceived reality, they do not stop at uncertainty and the unknown, but, driven by a cognitive need, they are aimed at an in-depth understanding of the situation, due to which they advance in the knowledge and awareness of reality. People who can only solve the set tasks are helpless in the face of a situation of uncertainty. Achievement motivation limits the development of the thinking process even in the presence of high mental abilities, as well as a low level of intelligence development, i.e. lack of educational resources. This affects the negative perception of the situation of uncertainty and the inability to cope with it. The development of activity on one's own initiative as a unit of creativity is thus the way that allows one to overcome situations of uncertainty. Such people, despite the uncertainty, are able to continue their activities, to delve into the situation. Cognitive motivation helps to follow the path of cognition in new, complex, contradictory and unpredictable situations. The study of creativity as a way to overcome uncertainty reveals the mechanism of pre-adaptation.
46
FURMAN, OKSANA. "MODEL OF STRUCTURAL AND FUNCTIONAL ORGANIZATION OF HUMAN SELF-CONCEPT." Main Issues Of Pedagogy And Psychology 8, no. 2 (September 30, 2015): 106–15. http://dx.doi.org/10.24234/miopap.v8i2.174.
Full textAbstract:
The article explains the phenomenon of selfconcept as a central element of human consciousness, which goes through the complicated processes of ontogenetic formation under the laws of socialization. The author’s model of the structure of harmonicpositive selfconcept has been analyzed. The last one is integral parameter of innovation and psychological climate of moduledevelopmental system of education. The harmonicpositive selfconcept is represented by such components: cognitive, emotionallyestimated, action and creativity, spontaneouslyspiritual which in real life are interrelated and meaningful complement each other.
47
Egiri, Yohanna Ogbu. "Creative Design: An Integral Aspect of Innovation in Industrial Design and Technology." International Journal of Innovation 3, no. 1 (June 1, 2015): 01–06. http://dx.doi.org/10.5585/iji.v3i1.35.
Full textAbstract:
Design and Innovation is a twin words which are most discussed when it comes to creativity in highly competitive markets. Nevertheless, the specific contribution of design and designers in the context of product innovation is insufficiently understood and explored. Mostly, innovation is meant to be the achievement of science and technology, while design as the last element in this chain has the task to introduce the scientific and technological innovation into the life-world of the user. The list of needs include hidden needs, needs that customers may not be aware of or problems they simply accept without question, as well as explicit needs, or needs that will most likely be reported by potential purchasers. Researchers develop the necessary information on which to base the performance, size, weight, service life, and other specifications of the product. Customer needs and product specifications are organized into a hierarchical list with a comparative rating value given to each need and specification. Keywords: Design, Innovation, Technology, Creative design, Product innovation, Customer.
48
Corneto, Nathalia. "A IMPORTÂNCIA DA LUDICIDADE NA INFÂNCIA E O DESENVOLVIMENTO INTEGRAL DA CRIANÇA." COLLOQUIUM HUMANARUM 12, no. 3 (September 10, 2015): 86–96. http://dx.doi.org/10.5747/ch.2015.v12.n3.h222.
Full textAbstract:
This article presents a reinterpretation of authors such as Albornoz, Huizinga, Piaget, Bettelheim, Elkonin, João Batista Freire, among others, addressing the theme of playfulness, of fun and games in childhood and its importance for the integral development of children. This will initiallyperformed an overview of the evolution of the concept of child in society, with the main aim to highlight the role of play culture and movement in early childhood education, encouraging parents and teachers to enter the routine of children, various kinds of play and games, respecting each stage of development and also the interests of children, to make it a pleasant moment. Playing is the most important moment of childhood, full of meanings and learning, and is therefore critical to the expansion of the construction of concepts, standards, control of the will, thought, language, imagination, creativity, memory, motor skills, social interaction and personality. Thus, this paper focuses on the types of games and activities and their role in the whole development of children.
49
Sevostyanov, Dmitry Anatolievich, Elena Veniaminovna Liseckaya, and Tat’yana Vladimirovna Pavlenko. "Modern Approaches to the Development of Imagination in Art Education." Siberian Pedagogical Journal, no. 6 (December 29, 2020): 160–71. http://dx.doi.org/10.15293/1813-4718.2006.16.
Full textAbstract:
Introduction. The article discusses various aspects of imagination and its role in art education. The features of imagination as a cognitive mental process are analyzed, and its connection with emotions is revealed. It is emphasized that the role of imagination in artistic creativity is primarily associated with the emotional saturation of the imagination. Imagination is considered as the most labile cognitive mental process, largely due to the cultural and historical situation. Purpose of the article. Imagination in artistic creativity has various manifestations. First, it is necessary to assess how much imagination is generally involved in the act of artistic creation. This role of imagination depends on artistic traditions, as well as on the General understanding of the nature of creativity among individual artists and art educators. Secondly, the use of various types and separate techniques of imagination is subject to evaluation. Changes in the structure of the imagination also depend on the cultural and historical context. Finally, third, the content that serves as the source material for the creative imagination also changes. In the Postmodern Era, the influence of previously created artistic reality on artistic creativity has significantly increased. Knowledge of these features of the creative imagination is an integral part of art education. Research results. A comprehensive study of the imagination provides a scientifically based construction of the educational process of DAHTiD. Conclusion. The listed aspects of creative imagination and methodological support for the development of imagination on the example of the Children’s Academy of Artistic Creativity and Design are of great importance in art education: on the one hand, their analysis inevitably becomes an important part of educational content, on the other hand, they constantly find real application in everyday practice teacher.
50
Sevostyanov, Dmitry Anatolievich, Elena Veniaminovna Liseckaya, and Tat’yana Vladimirovna Pavlenko. "Modern Approaches to the Development of Imagination in Art Education." Siberian Pedagogical Journal, no. 6 (December 29, 2020): 160–71. http://dx.doi.org/10.15293/1813-4718.2006.16.
Full textAbstract:
Introduction. The article discusses various aspects of imagination and its role in art education. The features of imagination as a cognitive mental process are analyzed, and its connection with emotions is revealed. It is emphasized that the role of imagination in artistic creativity is primarily associated with the emotional saturation of the imagination. Imagination is considered as the most labile cognitive mental process, largely due to the cultural and historical situation. Purpose of the article. Imagination in artistic creativity has various manifestations. First, it is necessary to assess how much imagination is generally involved in the act of artistic creation. This role of imagination depends on artistic traditions, as well as on the General understanding of the nature of creativity among individual artists and art educators. Secondly, the use of various types and separate techniques of imagination is subject to evaluation. Changes in the structure of the imagination also depend on the cultural and historical context. Finally, third, the content that serves as the source material for the creative imagination also changes. In the Postmodern Era, the influence of previously created artistic reality on artistic creativity has significantly increased. Knowledge of these features of the creative imagination is an integral part of art education. Research results. A comprehensive study of the imagination provides a scientifically based construction of the educational process of DAHTiD. Conclusion. The listed aspects of creative imagination and methodological support for the development of imagination on the example of the Children’s Academy of Artistic Creativity and Design are of great importance in art education: on the one hand, their analysis inevitably becomes an important part of educational content, on the other hand, they constantly find real application in everyday practice teacher.