About the dominant factors of educational process

• Published in: Teoretičeskaâ i èksperimentalʹnaâ psihologiâ (Online) Vol. 17; no. 2; pp. 172 - 180
• Main Author: Bogoyavlenskaya, D.B.
• Format: Journal Article
• Language: English; Russian
• Published: The Publishing House of the Federal State Budgetary Scientific Institution 01.06.2024
• Subjects: creativity; development; education; formation; intelligence; mechanisms; method; program; thinking
• ISSN: 2073-0861; 2782-5396
• DOI: 10.11621/TEP-24-19

Background. Development of a creative personality is considered among the priority tasks for the modern education system of the Russian Federation. The article presents a critique of the education system imposed on Russia, which can be represented in the image of “up the stairs leading down”. The author emphasizes the relevance of providing the rationale for the essential factors in the educational process in order to ensure the development of students' creative abilities, which should not be reduced only to the development of their intelligence. Objective. Identification and justification of the dominant factors in the educational process aimed at developing the students’ creative abilities. Study Participants. Children (from older preschoolers to school graduates), university students, and specialists of various occupations took part in the long-term research. The studies were carried out in Moscow and the Moscow region, as well as in other regions of the Russian Federation and abroad. Method. The author's method “Creative Field” was implemented in a number of relevant techniques taking into account the age characteristics of the subjects. The techniques are based on different materials, which made it possible to conduct cross-sectional experimental studies on a large sample of subjects of different ages and professions, as well as a number of longitudinal studies lasting from 10 to 54 years. Results. The analysis of experimental studies shows that creativity as the ability to develop activity on one’s own initiative is possible only if there is a unity of the level of intelligence development corresponding to the task and the dominance of cognitive motivation in the personality structure. The integration of these factors determines the mechanism of creativity. The author has substantiated the dominant factors of the educational process aimed at developing the students’ creative abilities. Conclusions. The development of intelligence increases the possibility of mastering complex activities, and the dominance of cognitive needs gives rise to the ability to be creative. The decisive role in the development of a student as a creative personality is the teacher’s position as of researcher and the value of knowledge.