Volume 04 Issue 07-2024
76
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
07
P
AGES
:
76-80
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article provides a psychological analysis of the concept of creativity. The opinions of foreign scientists about
creativity are systematized. Various psychological approaches to creativity are analyzed.
KEYWORDS
Creativity, psychoanalysis, behaviorism, multifactor theory.
INTRODUCTION
Creativity is a very complex term that has been defined
using various theories (philosophical, psychoanalytic,
behavioral, developmental, evolutionary, clinical,
social, organizational, educational, historical-cultural).
We can trace ideas about creativity as a philosophical
category in the manuscripts of the ancient Greek
philosophers Plato and Aristotle. According to Plato,
creativity is a God-given gift that comes when
"Inspiration" comes. On the contrary, according to
Aristotle, creativity arises as a result of the
manifestation of rationality.
The creative process is a source of life, and a person
who has experienced it once will not be able to live
again. It is like a source of power in personal
development. Living without a creative process is like a
disease for a creative person.
In major schools of psychology, the reasons for the
emergence of personal creativity were expressed in
Research Article
CREATIVITY AS A RESEARCH SUBJECT IN PSYCHOLOGICAL RESEARCH
Submission Date:
July 21, 2024,
Accepted Date:
July 26, 2024,
Published Date:
July 31, 2024
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume04Issue07-11
Qayumov Baxtiyor
Doctoral student at NamSU, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 07-2024
77
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
07
P
AGES
:
76-80
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
different ways. In these classifications they derive from
the structure of their theories.
In the theory of psychoanalysis, Z. Freud and K. Jung
highlighted two (motivational and unconscious)
aspects of creativity. According to S.Freud, creative
motives are related to eros (attraction to life) and arise
from sexual desires. Creativity is desexualization, that
is, the process of creative constructive activity of
sexual energy. Transfer of repressed aspirations and
experiences to creative activity, that is, the process of
sublimation takes place. According to the theory of S.
Freud, the most important source of creativity is the
unconscious. According to Z. Freud, the unconscious is
the most "creative" part of the psyche.
K. Jung used the concept of the unconscious to
interpret creativity. According to him, the unconscious
is the basis of new ideas, thoughts and reflections. It is
considered to be the driving force of creativity and
inspiration. K. Jung identified two structures in a
person: one is personal, the other is creative. Creative
structure develops a person at the level of
unconsciousness and encourages him to make
decisions based on inner spiritual experiences in
perceiving life and solving problems. The internal
structure of the individual always exists as a collective
consciousness. In the theory of psychoanalysis,
creativity is considered as a natural, unconscious
structure.
Skinner, a representative of the behaviorist theory,
evaluated creativity as an individual activity and
believed that it occurs as a result of stimulus and
reaction. In addition, according to Skinner's
interpretation, he believed that creativity is not the
emergence of a new idea in a person, but, on the
contrary, the manifestation of existing ideas.
Dj. Kelly, a representative of cognitive theory, defined
creativity in a person without using the term
"creativity". According to him, a person is a researcher,
a scientist, who interacts with the world effectively and
creatively. He says that while mastering the universe,
he processes information, interprets the environment
and can predict the future. Human life is always
research, which puts forward hypotheses about reality
and thereby controls events. The image of the universe
is based on hypotheses for humans, who, like
scientists, make predictions and try to implement
them. In this way, they perform mental activity. Life is
a process of creative exploration.
According to A. Adler, a representative of the
humanistic theory, every person first has creative
power. As a result, he can lead a life of his own style. A.
Adler tried to explain creativity with "compensation
theory". According to him, a person views any type of
culture (art, science, etc.) as a means of filling a
deficiency in himself. If the creative "I" exists in the
person, he can use his experiences to be the creator of
his life and to develop himself.
Volume 04 Issue 07-2024
78
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
07
P
AGES
:
76-80
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
According to E. Fromm and G. Allports, creativity is not
only a solution to a problem, but also a way of
personality. They also explained the personality as the
quality of the creator of his life. According to E.
Fromm's interpretation, creativity is the ability to be
interested in non-standard situations, to find solutions
and to be frustrated.
According to A. Maslow, creativity is one of the
universal functions affecting the self-expression of a
person. Just as birds can fly, and trees can grow leaves,
humans have a natural basis for expressing creativity.
According to the scientist, creativity does not require
special talent and it is present in every person. In his
opinion, a housewife, entrepreneur, professor can also
be a creative person. But they lose these abilities in the
process of "cultivation", and then they need special
education.
In the above information, we tried to illuminate the
tradition of the concept of creativity in science. Now
we aim to describe in detail the psychological content
and mechanisms of the concept of intelligence.
The term "intellect" entered science later than
creativity. D. Simpson used this term for the first time
in 1922. According to him, the intellect is told to
abandon the stereotypical way of thinking.
E. Chris first interpreted intelligence as a regression
serving the Ego. This approach is psychoanalytic, and
they recognize that the basis of intelligence is
conscious processes.
According to S. Arietti, intelligence is a new level that
is present from the mutual synthesis of unconscious
processes and logical thinking. As a result of these
conclusions, science began to consider intelligence as
a higher mental process.
In general, creativity is understood as an individual's
ability to be creative.
Creativity is derived from the Latin word, which means
to create. To define it, creativity is the ability of a
person to come up with unusual ideas, original
decisions, and to deviate from the usual structure of
thinking.
Despite the fact that theoretical and practical
definitions and interpretations of creativity are
presented in science, its single definition and clear
psychodiagnostic method have not been determined.
Taylor mentioned that more than 60 definitions of
creativity were given in his research in the 60s of the
20th century. He divided them into 6 major schools of
thought:
1. According to the gestalt approach, the creative
process is to destroy the existing gestalt to build a
better one;
Volume 04 Issue 07-2024
79
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
07
P
AGES
:
76-80
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
2. In the innovative direction, aimed at evaluating
creativity based on the novelty of the final product;
3. In creativity in the aesthetic or expressive direction,
attention is paid to the self-expression of the creative
person;
4. In psychoanalytical or dynamic creativity, the
interaction of "I, He, Higher Self" is assumed.
5. In the direction of the problem view, creativity is
considered as a mental process that manifests itself
during problem solving. Gilford considered creativity to
be the same thing as divergent thinking.
6. Creativity functions as a single integrated system.
Several factors contribute to the development of
creativity. First, it is determined by the social factor
(macro, meso, micro), secondly, by specific objective
factors (type, type, field of creativity), and thirdly, by
the interaction of conscious (reflexive) and
unconscious (intuitive) processes.
The multifactorial theory of creativity appeared in the
1980s. According to him, creativity results from the
combination of mental abilities and personal
characteristics and environmental factors. The nature
of these factors and their possible interactions vary
depending on the proposed theory. For example,
according to Amabile, there are three components
underlying creativity: motivation, domain-specific
abilities, and processes related to creativity.
Motivation includes the internal and external reasons
that motivate a person to solve a problem and the
person's attitude towards the task. The author calls
being competent in a certain field the existence of
knowledge, skills and talent in this field.
Thus, there are many theories and approaches to
creativity in psychology. Creativity is one of the
important problems of general psychology and
pedagogical psychology. Educating the young
generation with developed creativity is the basis for
the prosperity of the society.
REFERENCES
1.
Илинь
И.П.
Психология
творчества,
креативности, одаренности . : Питер; СПб.; 2009
ISBN 978-5-49807-239-5
2.
Корнилов С. А. Вербальный интеллект и
вербальная креативность как предикторы
успешности обучения. Психология XXI века:
Материалы научно
-
практической конференции
студентов, аспирантов и молодых ученых. СПб.,
2008. С. 271.
3.
Крутецкий В.А. Психология математических
способностей школьников.
-
М.: Просвещение,
1968. -
432 с.
4.
Пономарев
Я.А.
Психология
творческого
мышления.
-
М.: Просвещение, 1960.
-
167 с.
Volume 04 Issue 07-2024
80
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
07
P
AGES
:
76-80
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
5.
Z.T.Nishanova, N.G.Kamilova, D.U.Abdullayeva.
‘‘Rivojlanish psixalogiyasi. Pedagogik psixalogiya”.
Toshkent
–
2018.
