In this article, the social order to research the creative possibilities of a person determines the special importance of the problem of creativity. The dynamic (developing and growing) classification of personal creativity is reflected in creativity and its main aspects. However, although creativity is a defined scientific category of psychology and pedagogy, the concept of "creativity" has not found a suitable definition in the relevant dictionaries and is not sufficiently defined in the psychology of creativity. Despite the fact that one or another aspect of scientific creativity is approached in different ways and covered at different levels in dozens of scientific works, it has been highlighted that there is no single solution to the problem itself or to the practical questions related to it
This research paper investigates creativity in students' learning styles across various high schools in Iran. Creativity plays a crucial role in fostering innovative thinking and problem-solving abilities among students, contributing to their overall academic and personal development. By examining how learning styles influence creativity in the context of Iranian high schools, this study aims to provide insights into the educational practices that best nurture creative potential. The research involves a comparative analysis of learning preferences, teaching methodologies, and the impact of cultural and contextual factors on creativity. The findings are expected to contribute to the enhancement of teaching strategies and curriculum design to promote creativity and optimize learning outcomes in Iranian high schools.
The article substantiates the relevance of the development of creativity in the context of modern cultural and technological challenges of modern society. Various approaches to the interpretation of the concept of “creativity” are presented. The relationship between the definitions of “creativity” and “creativity” is determined. Their main functions are revealed. An analysis of foreign and domestic research has been carried out, revealing the multidimensionality of the phenomenon of creativity. The role of an interdisciplinary approach to the development of creativity of students of higher educational institutions is considered. A comparative analysis of the concepts of “creativity” and “creativity” was carried out. The expediency of using an interdisciplinary approach to the development of creativity of students of higher educational institutions in the educational space of the disciplines “psychology” and “pedagogy” is outlined.
The article explores new opportunities for the development of educational services based on the pedagogy of creativity. As the education sector undergoes transformational changes, there is growing recognition of the importance of developing students' creativity. This topic delves into the theoretical foundations of creativity pedagogy, explores its practical applications, and examines potential ways to expand educational services in which creativity is a cornerstone. The goal is to shed light on how using creativity in education can lead to more dynamic and effective learning environments.
Creativity is a complex area that is explored and discussed from many different perspectives. This is one of the reasons why there is no universally accepted definition, and we must always know from what point of view we define creativity. A creative approach to language teaching is an approach that presents creativity as one of our many innate skills, a talent that every person and every language learner possesses. This approach is based on the idea that we can all be creative under certain conditions; that we all have many different forms and levels of creativity, and that it is the teacher's job to stimulate the creativity of students. This is why this article presents theories on this topic.
In the article, in the process of higher education, students can have creative thinking, create an environment for the formation of independent creative activities in them, enrich the qualities of creativity, and creative-pedagogical skills, students can fully demonstrate their creative thinking abilities in a comfortable environment, creative thinking can only be done by making creativity a habit in students. as a result of successful formation of the skill, practicing the skill of creative thinking, students can not only rely on established connections but also have the opportunity to establish new, meaningful connections in the brain, develop new ideas and think in a new way. all answers can be correct in the process of students' defense of their views, to immerse themselves in the environment of creativity, to turn creative thinking into a habit, students must look at this process with confidence It is recognized that it is necessary, that it is possible to achieve the effectiveness of activities directed to a specific goal based on the priority principles aimed at developing the qualities of creativity in students.
The article deals with concept and purpose of examination, official and unofficial examination of draft of laws, legal bases of passing the draft of laws through examination, legal aspects of expert provision of law creativity process.
In this article, the teacher's creativity is his ability to find all kinds of original ideas in strict, limited, or loosely limited conditions. Creativity can be called a desire for creativity, a creative approach to life, a constant critical look at oneself, and analysis. Based on the modern dictionaries of psychology and pedagogy, the creativity of a teacher can be defined as the level of knowledge in his thoughts, communication, special activity, creative approach.
Creativity requires a safe environment in which to play, exercise autonomy, and take risks. As teachers, it’s up to us to establish this kind of supportive classroom. Creativity is the interaction between the learning environment, both physical and social, the attitudes and attributes of both teachers and students, and a clear problem-solving process which produces a perceptible product (that can be an idea or a process as well as a tangible physical object).
This article describes the approximate parts of the development of the student's creativity, i.e. creative abilities, fluency of thinking, flexibility of thinking, technologies for the development of creative thinking, using modern methods, based on SMART technology, examples of creativity development in circles, technologies of creativity development is explained.
This article presents analytical ideas about the creativity of the future teacher. In particular, it is the ability to find various original ideas in limited or weakly limited conditions. Teacher creativity can be called striving for creativity, creative approach to life, constant critical look at oneself and analysis.
This scientific article explores the essential role of creativity in the professional development of pedagogues working in preschool educational institutions. Creativity is a multifaceted trait that has a profound impact on the quality of early childhood education. This article delves into the significance of nurturing and enhancing creative qualities in educators, focusing on the methods and strategies that can be employed to promote creativity among pedagogues. It also highlights the benefits of a creative pedagogical approach for young children's holistic development.
This research project focuses on the development of entrepreneurship textbooks tailored to support the vision of Universitas Jambi (UNJA) and enhance creativity among Civics Study students. The objective is to inspire innovators by integrating entrepreneurial principles into the Civics curriculum, providing students with practical knowledge and skills to foster creativity. The study employs a comprehensive approach, combining curriculum analysis, textbook development, and program implementation. Through this initiative, the research aims to contribute to UNJA's vision of producing socially responsible entrepreneurs capable of driving positive change in their communities.
Creativity in a continuous education system is a process that involves direct innovation. This article discusses the specifics of developing the creativity of prospective primary school teachers.
This article discusses the creativity of students in problem-solving experiments in physics, the cybernetic, psychological, pedagogical nature of the experiment, as well as types of creative situations, criteria for assessing student creativity in problem-solving experiments in physics and their logical relationship.
In this article, Abdulla Aripov’s literary and aesthetic views the role of folklore traditions is explored. The question of the impact of folk oral creativity on the rise of the artist’s artistic and aesthetic thinking is an- alyzed in three stages: 1) appeal to folk oral creativity in the first period of the poet’s work; 2) the place of the artistic synthesis of motives of folk oral creativity in the improvement of the poetic thinking of the creator; 3) poetic renewal of folk oral traditions in poems created at the end of life. As a result of the analysis, scientific conclusions were drawn that the creative approach to folklore traditions, their poetic renewal and improvement are the main factors that ensure the immortality of Abdulla Aripov’s poetry.
In cognitive pedagogy, activating the future teacher, forming an active attitude towards the educational process, has become one of the leading issues. Special attention is paid to the development of the qualities of professional creativity by accelerating the cognitive activity of the future teacher. This article talks about the educational reforms carried out in our country, the issues of developing students' talents in the process of specialized education, cognitive approach to education in the modern educational technologies, and the importance of cognitive pedagogy.