European International Journal of Pedagogics
175
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
175-178
DOI
3
OPEN ACCESS
SUBMITED
28 February 2025
ACCEPTED
29 March 2025
PUBLISHED
30 April 2025
VOLUME
Vol.05 Issue04 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
The Place of Concepts
Such as Creativity and
Intelligence in Divergent
Thinking
Adizova Nigora Bakhtiyorovna
Associate professor of Bukhara state pedagogical institute, Uzbekistan
Abstract:
In this article, on the basis of world
experience, a scientific analysis of the research on
divergent thinking in the modern education system is
carried out.
Keywords:
Divergent,
intellectual,
concept,
identification,
attention,
perception,
association
process, thinking, association, motive, activity,
convergence,
reproductive,
creative
thinking,
independent, heuristic.
Introduction:
In our country, special attention is paid to
the education of the younger generation, in particular,
to improving the theoretical-didactic, methodological
readiness of psychological and pedagogical training of
teachers who teach future students, and creating a
regulatory and legal foundation for organizing primary
education on the principles of consistency, coherence
and systematization.
The possibilities for developing divergent thinking in
students are associated with the need for their
psychological support in the process of school
education. After all, in our country, recently, high
demands have been placed on the mastery of
theoretical subjects in general secondary education by
students. The development of divergent thinking
contributes to the general intellectual development of
the child, especially sensitive to the development of
general intellectual abilities of children of primary
school age. When we talk about tasks of a divergent
type in the education of any subject, it is meant that
they have several solutions, or rather, many correct
answers.
In the current innovative practice of general secondary
education, one of the reserves that allows to increase
the effectiveness of education is the inclusion of special
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European International Journal of Pedagogics
developmental tasks in the content of the educational
process. After all, in scientific research, in the
management system, in politics, in the economy, in
general, in every social sphere, it is natural that most
problems have multiple solutions. Currently, we
observe that the tasks in school textbooks are of a
“convergent” nature, in particular, in most cases t
he
conditions of the tasks imply the presence of a single
solution, and a single correct answer can be obtained
through strict logical reasoning or using rules and
algorithms mastered by the child. Thus, in primary
education, a number of contradictions in the
theoretical and practical description: the need to
organize person-oriented education in practice, the
insufficient development of this process in various
practical aspects, including the lack of a system of tasks
for the development of divergent thinking of the child;
There is a discrepancy between the need to organize
pedagogical influence on the development of
divergent thinking in students and the insufficient
provision of appropriate tasks in school textbooks. This
set of contradictions requires addressing the problems
highlighted by the research.
In the world's leading higher educational institutions,
research is being conducted in the following priority
areas of educational process design: improving
pedagogical mechanisms for organizing and managing
educational activities in the education system on the
basis of diagnostics and correction; improving
students' creative activity; developing mechanisms for
forming the skills of designing pedagogical processes;
modeling the preparation of teachers and students in
the classroom for organizing pedagogical processes
based on the integration of opportunities.
Intelligence, creativity - are considered to be
systematic organizers of the concept of research. Their
structural structures themselves form complex
relationships with each other. This also complicates
the identification of system-forming connections
between these constructs. In many cases, the concepts
of "divergent thinking", "creativity", "intelligence" are
perceived as synonyms or as mutually subordinate or
complementary concepts. In our opinion, in order to
further develop the pedagogical management strategy
for developing students' divergent thinking, we need
to clarify the interconnections between these
concepts.
There are many approaches to the concept of
"creativity", some authors consider creativity as a
specific feature of the cognitive sphere, others as a
specific essence of the individual, and still others as a
synthesis of cognitive and personal characteristics.
Naturally, the question arises: what is the relationship
between
the
concepts
of
"creativity"
and
"intelligence"? This question continues to cause many
discussions.
Three main approaches to solving this problem are
distinguished.
1) Creative abilities do not exist in general, intellectual
development is necessary for the creative activity of an
individual, but it is not a sufficient condition.
The main role in determining creative behavior is
assigned to motivation, personal characteristics, and a
system of subjective values. It is noted that a creative
person is distinguished by such features as high
sensitivity to problems, independence in ambiguous
and complex situations.
2) Creative abilities are considered independent of
intelligence.
It is also believed that there is a slight correlation
between creativity and the level of intellectual
development.
3) A high level of intellectual development provides a
high level of creative abilities and vice versa.
J. Guilford explains creativity as a set of the following
abilities:
the ability to pose and identify problems;
–
the ability to
generate a large number of ideas;
–
the ability to present
a variety of ideas;
the ability to respond non-standardly to various
situations;
the ability to perfect an object based on filling it with
details;
the ability to solve problems.
Thus, it is clear that in this approach “creativity” and
“intelligence” are considered almost synonymous.
According to J.P. Guilford, creativity is more of an
intellectual nature than a personal quality.
“The word creativity in
a narrow sense is divergent
thinking.” Creativity is one of the four aspects of
intellectual activity (since the other aspects are called
convergent ability, learning ability and cognitive style).
It has been proposed to take into account some features
of intellectual activity as criteria for creativity:
fluency (the number of thoughts per unit of time);
originality (the ability to propose “unique” ideas that
differ from generally accepted, typical answers);
intelligence
(sensitivity
to
unusual
details,
contradictions, and ambiguities, as well as the ability to
flexibly and quickly switch from one idea to another);
metaphorical (readiness to work in an imaginary,
“impossible” context, the ability to use associative
means and symbolism to express one’s thoughts, as well
as the ability to distinguish the simple from the complex
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European International Journal of Pedagogics
and vice versa, the complex from the simple).
Divergent thinking is not synonymous with creative
thinking. First, creativity can be studied from a
different perspective, using different explanatory
schemes. Second, divergent thinking is not always
creative.
It should be noted that ordinary logical thinking is not
opposed to creative (divergent) thinking “on different
sides”, but is a product of deep thinking. Creativity is a
natural result of the development of theoretical
thinking.
In some literature, authors prefer to use the term
“creativity” instead of the word “creativity”. They
studied the relationship between divergent thinking
and creativity and came to the following conclusions:
1. An important feature of creativity is the
fundamental novelty of its product, that is, creative
thinking is characterized by the search for
fundamentally new solutions that do not meet the
definitions of convergent or divergent thinking.
In addition to both types of thinking, it is
recommended to highlight creative thinking, which is
associated with finding fundamentally new solutions
based on uncertain information, that is, it does not
depend on the nature of the information (there may be
no information at all).
2. The tests of Guilford, Torrens, and others study
convergent and divergent thinking, since they are
based on the search for predictable solutions in given
conditions.
Russian psychologist A.I. Siravin noted in his article that
“If it is possible to identify carriers of unique creative
abilities among several tens of thousands of
schoolchildren and students, reliable predictive results
in the field of creative research can be achieved”.
In the process of studying creativity, an unusual
confusion of the meaning of concepts is observed:
creativity is equated with non-standard, non-standard
with originality, and the latter is determined by the
rare response in this group of subjects. As a result, any
deviation can be considered as a manifestation of this
creativity (if you use the criterion of non-standardity).
In fact, behind non-
standardity or “uniqueness”
are
completely different psychological phenomena: in fact,
originality can be a manifestation of the creative and
productive abilities of the subject, personal
hypercompensation, intellectual incompetence, or
psychological inadequacy of the subject.
In determining the traditional indicators of creativity,
we can see it in the performance of our daily tasks, in
finding a solution when we encounter a problem.
Usually, it is difficult to predict the real creative
achievements of a person in his daily and professional
activities, but based on some features of the problem,
we can find a solution by creatively approaching it.
It has been shown that the interaction between the
development of intelligence and creativity is not direct,
but indirect, and intelligence and creativity can be
measured at the same age, the correlation between
them is less observed. It is precisely the level of
intelligence in adulthood that depends on the level of
creativity in childhood, but not vice versa. Creativity in
adulthood does not depend on intelligence in
childhood. Therefore, if an individual is given the same
attention to the formation of various skills and the
development of creative abilities in youth, then the full
development of the individual's intelligence is possible.
In addition, it is advisable to pay special attention to the
development of creativity during the primary school
age, since the level of development of a primary school
student's creativity is related to the level of
development of the adolescent's intelligence.
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