Creative personality and creativity. Work for a creative person. Thinking from scratch

A modern person needs a creative approach not only for artistic creation or finding scientific hypotheses and design guidelines, but also for immediate survival, self-realization and building his own happy life. Therefore, creativity should become the norm of professional activity!

Creation- this is a mental and practical activity, the result of which is the creation of original, unique values, the identification of new facts, properties, patterns, as well as methods of research and transformation of the material world or spiritual culture; if it is new only for its author, then the novelty is subjective and has no social significance (for A.N. Luk).

Explaining his position on creativity, the famous psychologist L. Vygotsky noted that "creative we call such an activity that creates something new, the same whether it will be created by creative activity of any thing of the external world or the construction of the mind or feeling that lives and appears only in the person himself. Asserting that creativity is a necessary condition for existence and everything that goes beyond the limits of routine and which contains at least an iota of new, owes its origin to the creative process of man ".

The psychologist Y. Ponomarov, who interprets the concept of "creativity" very broadly, defined this concept as a "mechanism of productive development" and did not consider "novelty" to be the decisive criterion of creativity.

Ukrainian psychologist V. Molyako, revealing the essence of creativity from the standpoint of psychology, notes that “creativity is understood as the process of creating something new for a given subject. Therefore, it is clear that creativity in one form or another is not a talent of the“ elite ”, it is available to everyone. a worker who performs a new technical task, and a combine operator who needs to take into account the moisture of the ears, the direction of the wind in the process of harvesting - they are all engaged in creativity, solve creative problems ".

V. Romenets, claims "... on the basis of what a person makes of himself, his status in the world, his character, his personality are determined". Creative personIs a person who is able to penetrate into the essence of ideas and implement them in spite of all obstacles, up to obtaining a practical result. This is what T. Edison had in mind when he said that "an invention is 10 percent inspiration and 90 sweat."

As V. Molyako notes, the main methods of studying creativity are the methods of observation, self-observation, the biographical method (studying the biographies of prominent people, creators in certain branches of science, culture, technology, etc.), the method of studying the products of activity (student's in particular), testing, questionnaires, experimental methods, although the application of the latter is associated with significant difficulties, since any creative process is original, one of a kind, such that it is not reproduced exactly in the same form upon repeated observation.

The creative process has its own complex structure: an idea, work aimed at its implementation, the search for optimal methods for the embodiment of the idea, the publication of the results of creation, a realistic attitude to their public assessments, improvement of the work based on critical comments, revision, processing of the work, and the like.

To diagnose and systematically form a creative personality in the process of studying, you need to know its properties, creative traits of its character. Researchers identify the following basic properties of a creative personality: courage of thought, inclination to take risks, fantasy, imagination and imagination, problematic vision, the ability to overcome the inertia of thinking, the ability to detect contradictions, the ability to transfer knowledge and experience to new situations, independence, alternativeness, flexibility of thinking, the ability to self-government.

O. Kulchitskaya also distinguishes the following properties of a creative personality:

• the emergence of a directed interest in a certain branch of knowledge even in childhood;
• concentration on creative work, focus on the chosen direction of activity;
• great efficiency;
• subordination of creativity to spiritual motivation;
• persistence, intransigence in creativity, even stubbornness;
• passion for work.

V. Molyako considers that one of the main qualities of a creative personality is striving for originality, for the new, the objection of the familiar, as well as a high level of knowledge, ability to analyze phenomena, compare them, persistent interest in a certain work, relatively quick and easy assimilation of theoretical and practical knowledge in this industry, consistency and independence in work.

In addition, some experts highlight such traits of a creative personality as the integrity of perception, convergence of concepts, the ability to foresee (consistency, creativity, criticality of the imagination), mobility of language, willingness to take risks, a tendency to play, intuition and subconscious processing of information, wit and dr.

A completely reliable assumption that the techniques of wit partially coincide with those techniques for finding solutions to scientific, technical and even life problems, which are called heuristic techniques. They are not reducible to logic, just like the whole psychology of thinking. The search for solutions does not take place behind logical laws - with the help of logic they only check the guesses put forward. Themselves, these guesses are put forward with the help of other operations of thinking.

Personality creativityIs a synthesis of its properties and character traits, which characterize the degree of their compliance with the requirements of a certain type of educational and creative activity and which determine the level of effectiveness of this activity.

Abilities are necessarily based on the natural qualities of a person (skills), they are in the constant process of personal improvement. Creativity alone does not guarantee creative achievement. To achieve them, the necessary "engine" that would launch the mechanism of thinking, that is, the necessary desires and will, the necessary "motivational basis".

There are such components of the personality's creative abilities:

• Motivational and creative activity and personality orientation.
• Intellectual and logical abilities.
• Intellectual-heuristic, intuitive abilities.
• Worldview personality traits.
• Moral qualities that contribute to successful educational and creative activities.
• Aesthetic qualities.
• Communication and creativity.
• Ability to self-government of the individual by their educational and creative activities.

Intellectual and logical abilities are manifested:

1. In the ability to analyze. The criteria for evaluating the analysis are correctness, completeness, depth.
2. In the ability to highlight the essential in common and distract from the nonessential (abstraction). The evaluation criterion is consistency, correctness, depth of judgments and conclusions, the ability to describe phenomena, processes, logically connected, fully and correctly lay out thoughts. The criterion for assessing this skill is completeness, depth, consistency.
3. In the ability to formulate the correct definition of an object, to establish a generic character and species difference. The criterion for assessing this ability is the conciseness, the correctness of the formulated definition.
4. In the ability to explain, which testifies to the intellectual and logical ability to reasonably lay out and reveal the essence of the issue, the problem, the ways to solve it. The evaluation criterion is the completeness, argumentation of judgments.
5. In the ability to prove, explain. The criterion is argumentation and proficiency in the procedure of proof.

Intellectual and heuristic abilities of a person include:

1. The ability to generate an idea, put forward hypotheses, which characterizes the intellectual and heuristic properties of a person in conditions of limited information, predict the solution of creative problems, intellectually see and put forward original approaches, strategies, methods for their solution. The evaluation criterion is the number of ideas, hypotheses put forward by a person per unit of time, their originality, novelty, efficiency for solving a creative problem.
2. The ability for imagination. This is the most vivid manifestation of the creative imagination, the creation of sometimes implausible, paradoxical images and concepts. The evaluation criterion is the brightness and originality of images, novelty, the significance of fantasy, which turns out to be when solving creative problems.
3. The associativity of memory, the ability to display and establish in consciousness new connections between the components of a task, especially known and unknown for similarity, contiguity, contrast. The evaluation criterion is the number of associations per unit of time, their originality, novelty, efficiency for solving the problem.
4. The ability to see contradictions and problems. The evaluation criterion is the number of disclosed contradictions, formulated problems per unit of time, their novelty and originality.
5. The ability to transfer knowledge and skills to new situations characterizes the productivity of thinking. The criterion for assessment is the breadth of the transfer (internal-subject - close, inter-subject - distant), the degree of efficiency of transfer of knowledge and skills for solving creative problems.
6. The ability to abandon an obsession, to overcome the inertia of thinking. The assessment criterion is the degree of speed of thinking switching to a new way of solving a creative problem, the flexibility of thinking in the search for new approaches to the analysis of the contradictions that arise.
7. Independence of thinking characterizes the ability not to follow thoughtlessly the generally accepted point of view, to be free from the opinion of authorities, to have your own point of view. The criterion for assessment is flexibility and inversion of thinking, the degree of independence of one's own opinion from the opinions of others.
8. Critical thinking is the ability to make value judgments, the ability to correctly assess the process and the result of one's own creative activity and the activities of others, the ability to find one's own mistakes, their causes and reasons for failure. The evaluation criterion is the objectivity of the criteria for value judgments, as well as the effectiveness of identifying the reasons for their mistakes and failures.

Why do some people create masterpieces: paintings, music, clothes, technical innovations, while others are only able to use it? Where does inspiration come from and Is it initially clear that a person is creative or can this quality be gradually developed? Let's try to find answers to these questions and understand the secrets of those who know how to create.

When we come to an art exhibition or visit a theater or opera, we can answer with precision - this is an example of creativity. Similar examples can be found in a library or movie theater. Novels, films, poetry - all these are also examples of what a person with a non-standard approach can create. However, work for creative people, whatever it may be, always has one result - the birth of something new. This result is also the simple things that surround us in everyday life: a light bulb, a computer, television, furniture.

Creativity is a process during which material and spiritual values ​​are created. Of course, assembly line production is not part of this, but after all, every thing was once the first, unique, completely new. As a result, we can conclude: everything around us was originally what a creative person created in the process of his work.

Sometimes, as a result of such activities, the author receives a product, a product that no one but him can repeat. Most often this refers specifically to spiritual values: paintings, literature, music. Therefore, we can conclude that creativity requires not only special conditions, but also the personal qualities of the creator.

Process description

In fact, no creative person has ever thought about how he manages to achieve this or that result. What did you have to go through during this sometimes very long period of creation? What stages did you have to overcome? These questions were puzzled by a psychologist from Britain at the end of the 20th century - Graham Wallace. As a result of his activities, he identified the main points of the creative process:

• preparation;
• incubation;
• insight;
• examination.

The first point is one of the longest stages. It includes the entire period of study. A person who previously did not have any experience in a particular field cannot create something unique and valuable. First you have to learn. It can be mathematics, writing, drawing, construction. All prior experience becomes the foundation. After that, an idea, goal or task appears, which must be solved, relying on the previously acquired knowledge.

The second point is the moment of detachment. When long-term work or searches do not give a positive result, you have to throw everything aside, forget. But this does not mean that our consciousness also forgets about everything. We can say that the idea remains to live and develop in the depths of our soul or mind.

And then one day an insight comes. All the possibilities of creative people open up, and the truth comes out. Unfortunately, it is not always possible to achieve the set goal. Not every task is within our power. The last point includes diagnosis and analysis of the result.

The nature of a creative person

For many decades, scientists and ordinary people have been trying to better understand not only the process itself, but also to study the special qualities of the creators. a person is of great interest. As experience shows, usually representatives of this type are highly active, expressive behavior and cause conflicting responses from others.

In fact, no model developed by psychologists is an exact template. For example, such a trait as neuroticism is often inherent in people who create spiritual values. Scientists and inventors are distinguished by a stable psyche, poise.

Each person, creative or not, is unique, something in us echoes, but something does not coincide at all.

There are several character traits that are more inherent in such individuals:

curiosity;

self-confidence;

not too friendly attitude towards others.

The latter is caused, perhaps, due to the fact that people with think differently. It seems to them that they are not understood, condemned or not accepted for who they are.



The main differences

If there is a very creative person on the list of your acquaintances, then you will definitely understand this. Such personalities are often in the clouds. They are real dreamers, even the most delusional idea seems to be a reality for them. In addition, they look at the world as if under a microscope, noticing details in nature, architecture, and behavior.

Many famous people who created masterpieces did not have their usual working day. There are no conventions for them, and the creative process takes place at a convenient time. Someone chooses early morning, someone's potential wakes up only at sunset. Such people do not often appear in public, they spend most of their time alone. In a calm and familiar atmosphere, it is easier to think. At the same time, their desire for new things constantly pushes them to search.

They are strong, patient and risky personalities. No amount of failure can break your belief in success.



Contemporary research

Previously, the opinions of scientists agreed that a person was either born creative or not. Today this myth has been completely dispelled, and we can confidently say that developing talents is available to everyone. Moreover, at any period of his life.

The basic qualities of a creative person, if desired and persistent, can be developed in oneself. In the only case, it is impossible to achieve a positive result, this is when the person personally does not want to make changes in his life.

Modern research has led to the conclusion that intellectual ability increases when logic and creativity are combined. In the first case, the left hemisphere is connected to work, in the second - the right. By activating as many parts of the brain as possible, you can achieve greater results.



Work for a creative person

After leaving school, the question arises before graduates: where to go? Everyone chooses the path that seems to him more interesting and understandable, at the end of which the goal or result is visible. Unfortunately, it is not always possible to realize the potential inherent in us.

What do you think is the most suitable job for creative people? The answer is simple: any! Whether you are doing housework or designing space stations, you can be resourceful and resourceful, create and amaze.

The only thing that can really interfere with this process is outside interference. Many managers independently deprive their employees of the desire to make independent decisions.

A good boss will support the impulses for development and creativity, of course, if this does not interfere with the main process.



Paradoxes

Let's think about why the nature of a creative person is so difficult to analyze and structure clearly. Most likely, this is due to a number of paradoxical features that are inherent in such people.

Firstly, they are all intellectuals, well-grounded in knowledge, and at the same time naive as children. Secondly, despite their excellent imagination, they are well versed in the structure of this world and see everything clearly. Openness and communicative qualities are only external manifestations. Creativity is often hidden in the depths of the personality. Such people think a lot, lead their own monologue.

It is interesting that while creating something new, they, one might say, introduce a certain dissonance into the current course of life. At the same time, everyone is insanely conservative, their habits often become more important than those around them.

Genius and creativity

If a person, as a result of his activity, has created something impressive, something that amazed others, changed the idea of ​​the world, then he wins true recognition. Such people are called geniuses. Of course, for them, creation, creativity is life.

But not always even the most creative people achieve results that can change the world. But sometimes they themselves do not strive for this. For them, creativity is, first of all, an opportunity to be happy at the present time, in the place where they are.

You don't have to be a genius to prove yourself. Even the smallest results can make you personally more confident, positive and joyful.



conclusions

Creativity helps people open their souls, express their feelings, or create something new. Everyone can develop creativity, the main thing is that there is a great desire and a positive attitude.

You need to get rid of conventions, look at the world with different eyes, perhaps try yourself in something new.

Remember, creativity is like muscle. It needs to be regularly stimulated, pumped, developed. It is necessary to set goals for yourself of various scales and not give up if nothing came out the first time. Then at some point you yourself will be surprised at how radically life has changed, and you will begin to realize that you have also brought into the world something necessary and new for people.

Creation is an activity, the result of which is the creation of new material and spiritual values.

Qualities of a creative person:

focus on the goal,

planning and pursuing interests

a large supply of impressions,

imagination.

fantasy,

emotionality,

passion,

ability to work for a long time.

strength of will.

your approach to the task,

do not be discouraged if there is no luck,

mark the intermediate result.

High level of abilities

High involvement in the task

purposefulness

According to Maslow, it is the highest human need - his self-actualization. In pedagogy the priority goal of education becomes the creation of conditions for the development of a creative personality.

In modern educational institutions there are no conditions for creativity, there is no self-expression, only the transfer of the teacher's experience.

Creative development of students

The main barrier on the way to creativity is the deformation of the motivational structure of the personality. That is why we should talk about the task of forming a creative personality in school, and not just about the development of creative abilities, but in any case, a creative person presupposes a high level of intellectual activity. Key indicators of mental development- this is a rich store of knowledge, the degree of systematic knowledge, mastery of rational techniques (methods) of mental activity. Understanding teaching as the accumulation of knowledge and at the same time mastering the methods of operating with them removes the contradiction between the processes of learning and creative development.

Thus, the teacher must take care not only of the external control of the students' thought processes, but also of ensuring self-regulation of educational activity, taking into account the student's already established attitude towards learning. It is important to remember that a high level of intellectual activity, at which it is possible to solve problems creatively, is achieved by schoolchildren with a certain motivation and moral attitudes. Self-affirmation orientation, rivalry, avoidance of failures become a barrier on the way to creativity, even with great intellectual potential. Therefore, the teacher is faced with the task of educating a creative personality as a whole, and not just the formation of individual qualities.

Human creativity is also found in his ability to create something new in all spheres of his life, including in art, and in his sensitivity to it. It manifests itself on a daily basis in "the ability to freely and responsibly go beyond the boundaries of the pre-established" (from curiosity to social innovations). It manifests itself in the unpredictability of the behavior of not only individuals, but also social groups and entire nations.

Team - (from Latin collectivus - collective) - is considered as a social community of people united on the basis of socially significant goals, common value orientations, joint activities and communication.

This term can be viewed in a double sense:

This is a small group with a high level of development, the goals of which are subordinated to the goals of the given society.

It is a formally organized group whose purposes serve the public good.

Today the term collective is considered as:

A means of suppressing a person, his unification, education of a "man-cog"

As a relic of socialism (the tradition of pioneer-Komsomol education, which was of an ideological nature)

Today is the time to work with individuality, personality, and not with the masses.

The team is an ideal environment for personal development. This is a means of personality development, in which a person develops as a thinking and responsible person. People do not live in isolation, man is a social being. A person is included in various social small groups (family, class, circles, friends).

In small groups, according to objective natural laws, generally accepted norms and unity are formed, a leader is singled out, a certain microclimate is formed, each is adjusted to the accepted norms of behavior.

All this is set by genetic programs. If you do not work with a group, then all these processes will go by gravity - a hierarchy is being built. Without upbringing, a person becomes an animal, the child turns on the program of domination. The task of education: to be able to interact, so as not to offend each other, people accept the rules.

Team- this is the highest level of development of a small group, which is characterized by:

Having a socially significant goal

High level of cohesion and organization

An attitude of mutual responsibility and mutual concern

Nali h no joint ownership.

Stages of development of group activities as the basis for team building:

Simultaneous participation in activities

One interest, but different motives.

The emergence of joint activities

Joint result

General activities

A common goal arises

Collective activity

A socially significant goal

Relationship:

adults pass on their life experience, traditions, values.

humanism, constant readiness to help a friend, to take on a share of his worries

Control:

Self management

Participation of everyone in solving common problems

Equal rights, no privilege

Alternate participation in team leadership

The community lives by its own rules, law or charter (a code of honor is created)

Wednesday- the community collective has its own living space and common property

Community community principles:

Humanism

Continuity

Self-development

Support

Individuality

Methodology for working with a children's team:

Collective creative work (KTD) - a fundamental element of the Makarenko communard methodology, which was adapted to the working conditions in ordinary schools and out-of-school institutions by a teacher from St.Petersburg I.P. Ivanov.

It is organized in such a way that the idea proposed by the educator is perceived by the children's collective as their own; so that the activities of children have a practical orientation for the benefit of their own or other groups, other people - have a humanistic and altruistic goal; so that all members of the team, on a voluntary basis, with interest and desire to be involved in the implementation of the case, could reveal their creative abilities.

The structure of each KTD is determined by six stages of collective creativity:

First stage - preliminary work of the team. At this stage, the leader and staff of the team determine the specific educational tasks of the given KTD, outline their initial guiding actions necessary to fulfill these tasks and begin such actions, conducting "targeting" educational activities with the pupils, preparing them for collective planning, and tell them what to do you can spend, for whom, with whom together.

Second stage - collective planning. It starts in microcollections, permanent or temporary associations. Here everyone expresses their opinion, it is discussed, as a result, the opinion of the microcollective is developed. Representatives of microcollections are speaking at the meeting. The leading gathering compares the options put forward by representatives of microcollections, asks leading, clarifying questions, proposes to substantiate proposals or their criticism, sets additional "problems for thought", which are solved first by microcollections, and then jointly.

Third stage - collective preparation of KTD. To prepare and conduct the selected KTD, either a free detachment of volunteers or a special body, the Council of the case, which includes representatives from each microcollective, is created. At its meetings, the consolidated detachment of volunteers elects the commander, and the case council elects the chairman. Both of these associations act only during the preparation and conduct of this KTD. For the next case, similar bodies are created with a new composition.

The KTD project is specified and concretized first by the case council, with the participation of the team leader, then in micro groups that plan and begin work on the implementation of the general plan. In this case, pupils apply not only the experience gained during collective planning, but also the knowledge, skills, and abilities that were learned either in the educational process, or accumulated earlier in the extracurricular time.

Fourth stage - Carrying out KTD. At this stage, educators use guiding actions that are no longer as long and systematic as at the stage of collective training, but quite quickly, as imperceptibly as possible for the rest of the CTD participants. The actions of the pupils at this stage are mostly characteristic, "indicative", in them the positive qualities of the pupils and their weaknesses are especially clearly manifested.

Fifth stage - collective summing up of the results of the KTD. Summing up the results takes place at a general gathering-light, which may be preceded by a written survey-questionnaire containing primary questions - tasks for reflection: what was good for us and why? What failed and why? What do we expect for the future? Questions in this case are the initial guiding actions of educators, and the opinions and proposals put forward on these issues are the initial actions of the pupils themselves.

Derived guiding actions of the team leader and other educators - comparing opinions, clarifying questions, developing and generalizing the assumptions made by the pupils - represent a comradely educational concern for each pupil to really participate in thinking about the experience of his comrades and his own, in his comparative analysis and assessment, in drawing lessons for the future.

Sixth stage - stage of the nearest aftereffect of KTD. At this stage, in the initial guiding actions of educators, the conclusions and proposals put forward in summing up the results of the work done are directly implemented. These are the internal connections of each KTD, which can be called the links of the deployment of KTD - the deployment of the necessary developmental actions.

The successful use of the KTD system, and therefore, the implementation of their educational capabilities is ensured by observing three main conditions:first condition- all-round development of relations of the creative community of educators and pupils; second condition- all-round development of relations of creative community between pupils of older and younger generations; third condition- the all-round development of relations of a creative community between the educators themselves.

Typological characteristics of "Ivanov's technique"("Methods of collective creative activity") as a methodological system, due to its integrity and development, can be expressed sufficiently succinctly and at the same time quite fully in the following formula:

A strategy of overall concern for improving the surrounding life + Tactics of the Commonwealth of Seniors and Juniors + Technology of collective organizational activity.

The personal qualities of a creative person are those that make this person different from other people.

These include:

Productive self-awareness;

Intellectual creative initiative;

Thirst for knowledge and transformation;

Sensitivity to the problem, novelty;

The need for non-standard problem solving;

The criticality of the mind;

Independence in finding ways and means of solving problems.

The key to the development of the personal qualities of a creative person is a high motivation for creativity.

For psychology, the creative motivation for seeking (ideas, images, plots, scenarios, etc.) is one of the central problems. Its development is important for the correct interpretation of the fundamental questions of the formation of people of science, technology and art and for the rational organization of their work. With the aim of better orientation in the hierarchy of various motivational levels, psychologists divided motivation into external and internal.

By “external” motivation, they usually mean motivation that comes not from the subject-historical context of creative activity, not from the demands and interests of the logic of its development, refracted in the motives and intentions of an individual researcher-creator, but from other forms of his value orientation. These forms (thirst for fame, material advantages, high social position, etc.) can be extremely significant for him, can be represented in the very depths of his personality, and nevertheless they are external in relation to the developing science (technology or art), in which the creator lives with all his attachments, passions and hopes. Ambition (striving to achieve leadership in public life, science, culture, careerism, etc.), for example, can serve as a powerful engine of behavior that characterizes the very core of the personality. And nevertheless, it is an external motive, since the creative activity, which is motivated by it, appears for the creator in the form of a means of achieving goals that are external, for example, for the process of development of scientific thought following its own paths. It is known that external approval, expressed in various types of recognition and honors, is an important incentive for many creative people. Failure to recognize scientific merit on the part of colleagues and scientific organizations brings great grief to the scientist. Scientists who find themselves in a similar situation, G. Selye recommends to treat it philosophically: "Let people rather ask why he did not receive high titles and positions than why he received them." A peculiar kind of ambition is love for a woman as an external motive for creativity. Some prominent people considered this feeling to be a strong stimulant of creativity. For example, A.S. Pushkin wrote: "The sweet attention of women is almost the only goal of our efforts." This point of view was shared by I.I. Mechnikov. Dissatisfaction with one's position also serves as an important motive for creativity (N.G. Chernyshevsky). Both dissatisfaction with one's position and the desire for self-expression can be stimuli for the creative activity of one and the same person. This idea was clearly expressed by A.M. Gorky: “To the question: why did I start writing? - I answer: by the force of the pressure on me from the “painful poor life” and because I had so many impressions that “I could not help writing. A significant place among the motives of creative activity is also occupied by the moral and psychological side of this activity: the consciousness of the social importance and necessity of the research being carried out, the sense of duty and responsibility for the nature and use of the results of scientific work, the consciousness of the close connection of one's activity with the work of the scientific collective, etc. Of particular importance in the moral motivation of scientific and any other creative activity is the sense of the moral duty of creative individuals to their people and humanity. Creators must constantly remember about the humane focus of their activities and refuse to work, the possible tragic consequences of which are known in advance. Many prominent scientists and representatives of art of the 20th century spoke about this more than once. - A. Einstein, F. Joliot-Curie, I.V. Kurchatov, DS Likhachev and others. One of the external motives is social facilitation - an increase in the speed or productivity of the activity of a creative person due to the imaginary or real presence of another person or a group of people (without their direct intervention in the activity), acting as a rival or observer of his actions. Boredom can be considered a powerful stimulus to creativity. According to G. Selye, creative people are intensively looking for “spiritual outlets”. And if they have already acquired a taste for serious mental exercise, everything else in comparison is not worthy of attention to them. The most unattractive incentives for creativity include envy and the desire to acquire great material wealth, high positions and high-profile titles. There are two kinds of jealousy among creative workers. The first is "white envy", in which the recognition of someone else's success turns out to be an incentive for an individual to be creative and to compete. It is precisely this kind of envy of A.S. Pushkin considered him "the sister of competition." "Black envy" pushes the individual to commit hostile actions in relation to the object of envy (Salieri syndrome) and has a destructive effect on the very personality of the envy.

The internal motives of creativity include intellectual and aesthetic feelings that arise in the process of creative activity. Curiosity, surprise, a sense of the new, confidence in the correct direction of the search for a solution to a problem and doubt in case of failure, a sense of humor and irony are examples of intellectual feelings. Academician V.A. Engelgagdt believed that the innate instinctive force of creativity is the desire to reduce the degree of ignorance about the world around us. He considered this instinct akin to the thirst quenching instinct. That is why it is fair to say that it was not a scientist who gave his life to serve science, but science served to satisfy his need for creativity. The same can be said about the poet, and about poetry, and in general about any creative person and her creations. The experience of many talented people testifies to the fact that the need for creativity, for creating something new and original is in an almost instinctive human need. For example, I.S. Turgenev, according to his biographer, took up the pen under the influence of an inner need that did not depend on his will. L.N. Tolstoy said that he wrote only when he was not able to resist the inner urge to write. Similar statements can be found in Goethe, Byron, Pushkin and many eminent scientists. Curiosity, the ability to rejoice at every small step, every small discovery or invention is a necessary condition for a person who has chosen a scientific profession. The thirst for knowledge, or the instinct to know, is the main difference from animals. And this instinct is highly developed in creative individuals (L.S. Sobolev). The work of a scientist is a source of great pleasure. According to Academician N.N. Semenov, a true scientist is attracted to his work by itself - regardless of the remuneration. If such a scientist were not paid anything for his research, he would start working on them in his free time and would be ready to pay extra for it, because the pleasure he gets from doing science is incomparably greater than any cultural entertainment. Anyone who does not enjoy scientific work, who does not want to give according to his ability, is not a scientist, this is not his vocation, no matter what degrees and titles were awarded to him. Material security comes to a real scientist by itself, as a result of his loyal attachment to science (N.N.Semenov, 1973). The scientist's curiosity and love for truth are largely determined by the general level of development of science, his own life experience, and public interest in a particular problem the scientist is working on. The most important thing, without which even high professional qualities do not lead to success, is the ability to rejoice and be surprised at every little success, every riddle solved, and to treat science with the reverence that A. Einstein spoke of: “I am content that with amazement I guess about these secrets and humbly try to mentally create a far from complete picture of the perfect structure of all things. " Since the time of Plato, the feeling of surprise ("mystery") has been considered a powerful motive for all cognitive processes. The striving for the mysterious, the unusual, the thirst for a miracle is inherent in a person, just like the striving for the beautiful. A. Einstein said in this regard: “The most beautiful and deepest experience that a person has is the feeling of mystery.” A pronounced sense of mystery underlies all the most profound trends in science and art. Engaging in creativity, people often experience aesthetic satisfaction , a cut, as a rule, increases their creative energy, stimulates the search for truth.Creativity includes not only knowledge, but also beauty, aesthetic enjoyment of the process itself and the result of creative work.Penetration into the world of the unknown, disclosure of deep harmony and amazing variety of phenomena , delight in front of the opening beauty of the known patterns, the feeling of the strength of the human mind, the consciousness of the growing power that a person acquires through science over nature and society, give rise to a range of feelings and strong human experiences that deeply enter the process of scientists' creative quests: satisfaction, admiration, delight, surprise (from which, as Aristotle said, all knowledge begins). The beauty of science, like art, is determined by the sense of proportionality and interconnectedness of the parts that form the whole, and reflects the harmony of the surrounding world. In order to make fuller use of the aesthetic motives of scientific creativity, their role in activating science, it is important to learn how to consciously influence them, to promote their unhindered and socially beneficial development. Strengthening and developing ties of scientists with the world of art and literature can play a huge and in many respects irreplaceable role. The famous mathematician GG.S. Aleksandrov noted that music had a tremendous influence on his development as a scientist in his youth. It was in those moments when, returning from a concert, he experienced some particularly good state, valuable thoughts came to him. Such statements are known by A. Einstein, who noted the exceptional role of fiction in stimulating new scientific ideas.

Both types of motivation are so closely related to each other that their separate, isolated analysis is often very difficult. The unity of motivation is manifested in the very fact of the existence and development of a person's natural inclination to creativity, in the need for self-expression. External motives can serve as the engine of creative activity only through internal motivation, which is created as a result of a contradiction within the cognitive field between what is already formalized in the form of socialized knowledge and what should be formalized by a given subject of creativity in order to claim the advantages expressed in terms of external motivation. Obviously, in science, external attributes and external benefits by themselves cannot serve as a criterion for success, although it is often their appropriation that becomes the dominant motive of the activities of many scientists.

To the means of increasing TM. in a creative team is not only the use of material and moral incentives and promotions in status. It is also important to create conditions for self-actualization of the creative potential of a scientist, to open up prospects for him. Among the factors of great motivational significance, it is necessary to single out the incentives of the scientist, which are acquiring an important role in modern conditions, associated with the implementation of the results of scientific research (especially fundamental) into practice, etc.

Summarizing what has been said, two groups can be distinguished motives of creativity :

· external (striving for material benefits, to ensure their position);

· internal (pleasure from the creative process itself and aesthetic satisfaction, the desire for self-expression).

1. A worthy goal is a new (not yet achieved), significant, socially useful one. Fifteen-year-old schoolboy Nurbey Gulia decided to create a super-capacity battery. He worked in this direction for more than a quarter of a century. I came to the conclusion that the required battery is a flywheel; I began to make flywheels - on my own, at home. Year after year he improved the flywheel, solved many inventive problems. He stubbornly walked towards the goal (one stroke: A.S. 1048196 Gulia received in 1983 - at the request made back in 1964; 19 years of struggle for the recognition of the invention!). In the end, Gulia created super flywheels that surpass all other types of batteries in terms of specific stored power.

2. A set of real work plans for achieving the goal and regular monitoring of the implementation of these plans. The goal remains a vague dream, unless a package of plans is developed - for 10 years, for 5 years, for a year. And if there is no control over the implementation of these plans - every day, every month.

Ideally, we need a system (described by D. Granin in the book "This Strange Life"), which the biologist A.A. Lyubishchev. This is a regular accounting of the hours worked, a systematic fight against wasted time.

In most cases, plans involve acquiring the knowledge necessary to achieve a goal. Often this knowledge turns out to be outside the existing specialty - you have to start from scratch. M.K. Čiurlionis, having conceived a synthesis of music and painting, went to an elementary art school (and by this time he was a highly qualified professional musician): together with teenagers, they mastered the basics of painting.

3. High efficiency in fulfilling the planned plans. There should be a solid daily "output" - in hours or in units of production. Only ancillary work - drawing up a personal filing cabinet - takes about three hours a day. V.A. The obruchev contained 30 poods (!) Of neatly scribbled sheets of notebook format. Let me remind you that after J. Verne, there remained a card index of 20,000 notebooks.

4. Good problem solving technique. On the way to the goal, it is usually necessary to solve dozens, sometimes hundreds of inventive problems. You need to be able to solve them. Biographers of Auguste Piccard write: “The invention of the bathyscaphe is fundamentally different from many other inventions, often accidental and, in any case, intuitive. Piccard came to his discovery only thanks to a systematic, thoughtful search for a solution "... Of course, in Piccard's time there was no TRIZ, but the creator of the stratospheric balloon and bathyscaphe knew how to see technical contradictions and had a good - even by modern standards - set of techniques. It is no coincidence that many problems solved by Pikkar in due time have become part of TRIZ problems - as educational exercises.

5. Ability to defend their ideas - "the ability to take a punch." Forty years have passed from the dream of going under water to actually launching the first bathyscaphe. Over the years, Auguste Piccard has experienced a lot: lack of funds, bullying of journalists, resistance of specialists. When, finally, it was possible to prepare the bathyscaphe for the "Big Dive" (descent to the maximum depth of the ocean), Piccard was almost 70 years old, he had to give up personal participation in the dive: the bathyscaphe was led by his son Jacques. Piccard, however, did not give up. He began work on a new invention - the mesoscap, an apparatus for exploring medium depths.

6. Effectiveness. If there are five qualities listed above, there should be partial positive results that are no longer the path to the goal. The lack of such results is an alarming symptom. It is necessary to check whether the target has been correctly chosen, whether there are serious planning mistakes.

The structure of technology for the development of a person's creative potential includes the following main components:

1. Preliminary diagnostics of the level of creative development;

2. Motivation (is one of the leading areas of work);

3. Organization of creative activity. Certain conditions must be created that contribute to the development of the creative potential of the individual, its realization.

4. Quality control of the performance of creative activities. Considerable attention should be paid to the control process. When using the technique, the main attention should be directed to the process of organizing creative activity and the creation of certain conditions conducive to its effective implementation.

5. Revealing the correspondence of the obtained results to the planned ones. Objective and reflective analysis of the effectiveness of the work done. Identification of difficulties and problems in the re. The process of developing creative potential and the transition from reproductive to productive activity is clearly visible when considering the three types of creativity identified by G.S. Altshuller and I.M. Vertkin. To creativity of the first type (the simplest), the authors refer to the application of a known solution to a known problem. To creativity of the second type - a new application of a known solution or a new solution to an old problem, that is, a solution by means not accepted, not customary in this area. With creativity of the third type, a fundamentally new solution is found for a fundamentally new problem. For the development of society, according to the authors, any kind of creativity is important. But its first type directly implements progress, while the second and third ones solve the problems of the distant tomorrow, solving problems, making the necessary adjustments.