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(ISSN
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OCLC
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A
BSTRACT
Thinking or reflection is considered as the highest form of mental activity, intelligence, etiquette and
conscious behavior of a student. Independent thinking is a tool for cognition of the surrounding, social
environment and reality, as well as the main condition for the rational and effective implementation of
large-scale mental activity of a student.
K
EYWORDS
Student, thought, behavior, intellectual, activity, creativity, person, morality, reflection, idea, creativity,
goal, maturity, development, student.
I
NTRODUCTION
The education system faces the task of organizing
the educational process in such a way that each
student is provided with conditions for
discovering contradictions and finding original
ways to achieve the goal. Consideration of the
process of developing creative thinking of a
student in a higher education institution remains
a pedagogical problem, for the solution of which
there are prerequisites.
The most prominent Russian researchers of
creative thinking are Ya.A. Ponomarev, D. B.
Bogoyavlenskaya, V. N. Druzhinin, A. N. Leontiev,
Journal
Website:
http://sciencebring.co
m/index.php/ijasr
Copyright:
Original
content from this work
may be used under the
terms of the creative
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4.0 licence.
Research Article
CONDITIONS FOR THINKING AND INDEPENDENT THINKING
IN STUDENTS
Submission Date:
October 22,
2024,
Accepted Date:
December 24, 2024,
Published Date:
January 14, 2025
Crossref doi:
https://doi.org/10.37547/ijasr-05-01-04
Askarova Nargiza Abdivaliyevna
Doctor of Philosophy in Psychology, Lecturer at the Department of Pedagogy and Psychology of the
Tashkent, Uzbekistan
Ergasheva Kamola
Student of the Tashkent Medical Academy, Faculty of Medicine, Uzbekistan
Volume 05 Issue 01-2025
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International Journal of Advance Scientific Research
(ISSN
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2750-1396)
VOLUME
05
ISSUE
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Pages:
20-25
OCLC
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1368736135
and others. However, the impetus for the
emergence of Russian psychology of creativity in
the late 19th
–
early 20th century was given, first
of all, by philologists, writers, and art historians,
including D. N. Ovsyaniko-Kulikovsky, B. A. Lezin,
P. K. Engelmeyr, M. A. Bloch, O. S. Gruzenberg, and
others. B. A. Lezin, in particular, identified the
personal qualities of the creator (attention and
perception, ability to imagine and invent,
originality, observation and subjectivity, gift of
intuition and premonition) and the stages of the
creative process: labor, unconscious work,
inspiration.
The
following
qualitative
characteristics of creative thinking can be
distinguished:
• divergence –
the ability to go beyond the usual
ideas, to see an object from different sides and to
discover new ways of applying it in practice;
• flexibility –
the ability to find and make many
decisions, to produce many ideas in unexpected
situations; to move easily from one problem to
another, not to be limited to one point of view;
• originality –
the unusualness, originality of the
ideas expressed and the decisions made, their
intellectual novelty and, at the same time,
scientific character, the absence of deviance;
• independence –
the ability to make decisions
without outside help, without relying on
authorities; non-conformity of assessments and
judgments;
• novelty –
the absence of analogues to the
process (result) in objective reality and/or in the
individual experience of the subject.
Conditions stimulating the development of
creative thinking in students. The creative
process is a special form of qualitative transition
from the known to the unknown, which is carried
out through various forms of search activity. As
conditions that contribute to the development of
creative thinking and creativity of the individual,
E.P. Torrens identified the following: the presence
of creative abilities, creative skills and creative
motivation. At the same time, a high level of
manifestation of creative abilities can only be
observed when all three factors coincide. For
example, in the absence of creative motivation, a
high level of creative abilities cannot guarantee
creative achievements in science, art, or other
types of activity, even with full mastery of the
latest technologies. And vice versa, the presence
of appropriate motivation with the necessary
knowledge and skills in the absence of creative
opportunities cannot lead to a creative result,
providing only mastery of performance.
There is a widespread opinion that a person's
creative potential cannot be developed, only its
liberation is possible. However, the experience of
teaching some aspects and methods of creative
behavior and self-expression, modeling creative
actions and abilities in various fields of activity
demonstrates a significant increase in creative
thinking indicators, as well as the emergence and
strengthening of such personal qualities as
independence, openness to new experiences,
sensitivity to problems, and a high need for
creativity.Psychologists have identified a number
of conditions that stimulate and promote the
development of creative thinking:
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- situations of incompleteness or openness, as
opposed to strictly defined and strictly controlled
ones;
- creation, development of techniques and
strategies, objects and tools for subsequent
activities;
- stimulation of responsibility and independence;
- emphasis on independent developments,
observations, feelings, generalizations.
In the process of studying at a university, there
are practically no tasks that would contribute to
the development of all mental operations and
characteristics of thinking. Basically, tasks that
have an algorithmic solution and an unambiguous
answer prevail. And a student, even with the
necessary knowledge, criticality, flexibility and
depth of thinking, is not always able to solve
problems, since there is a certain kind of
stereotype - all problems are solved using
specifically defined schemes and any solution that
goes beyond this scheme is considered incorrect.
Developing creative thinking means forming and
improving mental operations: analysis, synthesis,
comparison and generalization, classification,
planning, abstraction, and possessing such
characteristics of thinking as criticality, depth,
flexibility, breadth, speed, variability, as well as
developing
imagination
and
possessing
knowledge of various content. Creative
reconstruction
of
the
main
structural
components of the task, their inclusion in new
systems of connections actively contribute to the
formation of independent thinking, develop
originality and resourcefulness of the mind.
Intellectual tasks are characterized by a great
variety and differ in the conditions of the problem
emergence and the nature of the students'
independent work:
1) evaluative choice of the method of action;
2) the presence of facts containing real or
apparent contradictions;
3) different assessments of the same
phenomenon;
4) justification or refutation of some assessment
of the phenomenon;
5) the possibility of making opposite evaluative
conclusions about the phenomenon;
6) a problem arising at the "interdisciplinary
level"
The disclosure of the student's creative
individuality should lead to the formation of his
need for self-education as a personality trait. The
logical result of the pedagogical process -
readiness for self-education - includes not only a
stable interest in scientific knowledge, but also
reliable ways of acquiring it. Psychological and
pedagogical conditions that influence the
formation of creative thinking experience can be
divided into two groups: objective (situational)
and subjective (personal) Subjective conditions
are stable character traits of a person that can
influence states caused by a particular situation.
Objective conditions include such environmental
conditions, such an organization of the
educational process when the initiative of
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students is not suppressed, confidence in their
strengths and capabilities is formed in them,
independence is stimulated, and imagination is
developed. I.Subjective (personal) conditions are
a set of personality characteristics, influencing
which (through pedagogical techniques, methods,
and means) the creative thinking experience of
future specialists is formed. This set includes:
1) Personal qualities of students (traits of a
creative
personality):
non-conformity,
independent thinking; propensity to take risks;
developed
imagination,
fantasizing;
self-
confidence; personal activity; rich subconscious;
desire for self-improvement; professional
ambition, adequate self-esteem; inclinations and
abilities, etc.
2) Stable positive motivation for creative activity,
motivation to achieve success, level of personal
aspirations, need for cognitive activity, self-
realization.
3) Attitude to creativity, including a system of
emotional states: mood (disposition to upcoming
activity); anticipation of satisfaction from
upcoming activity and communication with the
audience; emotional "vision" of upcoming
activity, its main contours; inspiration arising
from emotional passion for the material and
upcoming activity.
4) Necessary and sufficient level of general and
special theoretical training
–
as a substantive
basis for successfully solving professional
problems.
5) Professional orientation of the individual
–
the
basis for the formation of motives, attitudes
towards a professional and creative approach to
solving problems.
6) Goal setting, formed “I
-
concept”. This set of
personal qualities is not a static formation; it can
and should be the subject of formative influence
at the stage of professional education, and then
the dominant role belongs to the processes of self-
education and self-development. In order for
these processes to be successfully implemented,
it is necessary to prepare the consciousness of the
individual. The personality of a professional is not
only a result, but also a process; all professionally
significant qualities must be purposefully
developed and improved, providing the future
specialist with the appropriate objective
(situational) conditions.
S.D. Smirnov divides the factors that negatively
affect the manifestation and development of
creative abilities into situational and personal.
Among the situational negative factors he names:
• time limit
- creative thinking, creative activity
does not tolerate either semantic or time
restrictions. Therefore, when organizing the
educational process, it is necessary to carefully
approach both the distribution of time allocated
for completing tasks, and the content and volume
of tasks.
• a state of stress, a state of increased anxiety, too
strong or too weak motivation, fear and increased
self-censorship;
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OCLC
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1368736135
• the desire to quickly find a solution
- often speed
is achieved at the expense of quality, when there
is a temptation to solve somehow, the main thing
is quickly;
• the presence of a fixed attitude towards a
specific solution method - this can be called a
"spatial limitation", which is unacceptable, since
creative thinking is considered both from the
point of view of the novelty of the product and
from the point of view of the novelty of the
process of mental activity;
• the way of presenting the conditions of the
problem, provoking the wrong path to solution;
• lack of confidence in one's abilities caused by
previous failures.
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