Development Of Individual Creativity Research Articles

Psycho-Pedagogical Conditions of Formation of Professional Creative Activity of Future Professionals

Organizational, psychological and pedagogical conditions (the position of student in the educational process, the inclusion of students in active and independent activities, the creation of a positive creative environment and psychological climate, the active use of the forms, methods, technologies, adequate formation of professional creative activity of students, features of individual creative development of students), a system of principles and pedagogical tools are the best support in the formation of professional and creative activity of the future experts in musical sphere (Malofeev & Shmatko, 2008).

Relating Creativity and Imagination: Studying Collective Models of Creative Collaboration

This paper focuses on collective creativity in process design. The purpose of this contribution is to spotlight the factors that play a role in defining students’ creativity, with a special emphasis on the relationship between creativity and imagination, studying collective models of creative collaboration. We present two case studies in which we have specifically worked with groups of students to create a collective project proposing methodologies of experimental work. In both cases, the collective creation favoured the development of individual creativity.

Branded Selves

Theories of branding and self presentation inform an ethnographic study of how a group of classmates aged 11–12 construct identities by use of the brands and branded resources made available to them on the social network site and elsewhere on the Internet. In the analysis these resources are categorized as space, texts and tools. In using them the young people adopt commercial strategies for presentation of the self. Generally speaking, these users relate their self presentation to brands and branded resources in two different ways: either as collectors or as elaborators. Simple collection of branded resources appears to need less work and be more convincing and more unassailable than elaborating them into their digital self presentations. This gives rise to a disparity between the rich range of attractive and stimulating resources provided by marketers and the level of creativity shown when young users draw on them. Social competition plays a role in reinforcing a uniform use of brands and branded resources. This raises the threshold for free development of individual creativity in the production of digital self presentations on the commercial website.

Creative knowledge workers and location in Europe and North America: a comparative review

Much of the recent interest in the development of individual creativity has drawn upon Richard Florida's (2002a) book The Rise of the Creative Class. Whereas in the industrial age, classical and neoclassical economic theory told us that ‘people followed jobs’, in the modern knowledge economy Florida describes how ‘jobs follow talented people’. The research reported in this article represents an analysis of quality of place and the dispersion of the creative knowledge workers in seven European countries and builds upon the work that has been undertaken in North American cities in order to understand whether similar processes concerning the relationship between creativity, human capital, and high-technology industries are at work in Europe as claimed is the case within North America. Economic outcomes from creative class location are also reviewed. Finally, we consider the implications for further research, given the evidence presented here suggesting some variation of results by national socio-economic context.

INDIVIDUAL AND CREATIVE DEVELOPMENT OF THE FUTURE TEACHERS - THE WAY TO PREPARE HIGHLY QUALIFIED SPECIALISTS

The article is devoted to individual creative development of future teachers in conditions of professional teaching.

There is no ‘truth’ outside a context: implications for the teaching of analytical psychology in the 21st century

Humans are from birth embedded in a historical and contemporary context of meanings. This always constrains their theoretical and practical activities. In this paper, I will be suggesting that there are no guiding 'truths' outside such contexts. In order to understand the foundations of any concept or new idea, it is important to comprehend the context in which it is embedded. Candidates and some of their teachers have very little knowledge of the intellectual context in which Jung or any other analytic theorist wrote. As a result, the analytic 'founders' are often believed to have discovered 'truths' transcending the context of history and of everyday life. They were, however, as much creative synthesizers as pure originators. I propose that the components of all analytic theories emerge from their embeddedness. I contend, therefore, that the understandings of these components such as psychic causality, epistemology and identity formation were quite differently conceived at the time the analytic founders were working than they are today. I will give examples to show how the acceptance of this attitude is useful in inculcating a discerning approach in candidates towards traditionally accepted analytic theories and practices. This can provide them with a method to promote their individual creative development.

Contexts for Aspiration Development and Self-Fulfillment: International Comparisons

Poverty strongly suppresses the development of an individual’s aspirations, capacities and self-fulfillment. International comparisons of socioeconomic development and policy implications in diverse nations reveal extreme disparities among nations as contexts for child development. These contexts range from affluent to destitute and from egalitarian to highly stratified. An aspiration-development model serves as a lens for analysis of these diverse national contexts and their suppressive or supportive effects on the aspirations, talent development, and self-fulfillment of deprived and affluent children. Evolving trends in these large-scale contexts indicate the likelihood of even more severe aspirational suppression in the near future. Implications for education of the gifted and talented include the need to combat insular dogmatism. Educators of the gifted also must strike a fine balance between the development of individual creativity and the encouragement of relational altruism.

Confusion, Lack of Consensus, and the Definition of Creativity as a Construct

ABSTRACTAmong the changes employers say are needed in the educational preparation of American young people to meet the evolving needs of the workplace is improvement in the development of individual creativity and creative thinking. However, a variety of definitions for creativity exist, hindering a consistent educational response. The major areas of controversy concerning creativity's definition are reviewed here, in roughly chronological order corresponding to the publication of each definition of significant influence. Each definition's reasons for failing to achieve widespread acceptance are analyzed, and a suggestion for a general definition of the sort that should be widely acceptable is provided.