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SOCIAL-PHILOSOPHICAL AND PEDAGOGICAL
INTERPRETATION OF THE CONCEPTS OF “CREATIVENESS” AND
“CREATIVE TASK”
Usmonaliyeva Niluzar Yorkinjon kizi
basic doctoral student of Kokand State University
Abstract. This article presents observations on the socio-philosophical and
pedagogical interpretation of the concepts of "creativity" and "creative task". The
article also analyzes the presentation of the concepts of creativity and creative task
in various sources from the author's point of view and presents the author's
definitions of these concepts from a personal point of view.
Keywords: Creativity, creative tasks, development, creative skills, modern
education, educational process, teacher.
СОЦИАЛЬНО-ФИЛОСОФСКАЯ И ПЕДАГОГИЧЕСКАЯ
ИНТЕРПРЕТАЦИЯ ПОНЯТИЙ «ТВОРЧЕСТВО» И «ТВОРЧЕСКОЕ
ЗАДАНИЕ»
Усмоналиева Нилузар Ёркинджон кизи
Базовқй докторант Кокандского государственного университета
Абстрактный. В статье излагаются размышления о социально-
философской и педагогической трактовке понятий «творчество» и
«творческая задача». В статье также анализируется изложение понятий
«творчество» и «творческая задача» в различных источниках с точки
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зрения автора, а также приводятся авторские определения этих понятий с
личной точки зрения.
Ключевые слова. Творчество, творческие задания, развитие,
творческие способности, современное образование, образовательный
процесс, учитель.
Introduction.
Today's developing education system poses a number of tasks
for educators. In the modern educational process, the issue of effective learning,
ensuring students' interest in learning, and increasing educational efficiency is
gaining particular relevance. The creative ability of the teacher plays an important
role in the effective organization of this process, the realization of the individual
abilities of students, their comprehensive support, and the active involvement of
students in the educational process.
The pace and scope of the process of developing creative thinking skills in
future English teachers depends on biological and social factors, the activity and
creative qualities of the individual, as well as existing conditions, vital and
professionally conditioned events. Today's modern education system requires the
teacher to possess creative thinking skills.
Effectively studying the process of developing creative thinking skills in
future English teachers selected as the object of research based on creative tasks,
identifying and isolating concepts that perform the "key" function in scientific
research in order to fully illuminate the essence of the research, and being aware of
how content is covered through them ensures the correct and effective organization
of scientific and pedagogical activity. From this perspective, it was concluded that,
based on the content and essence of the research work, the following key concepts
can be interpreted from a pedagogical point of view to achieve the expected results:
creativity, creative thinking skills, creative task, and improvement.
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Literature analysis and methodology.
Analysis of scientific and
pedagogical sources shows that there is no single, unified definition of the concept
of creativity. The concept of creativity is interpreted differently in different sources.
In particular, the concept of creativity in the pedagogical encyclopedia
(creativity) (lat. creation - creativity, creativity) is defined as 1) the ability to create
something new, unique, a mental process leading to the creation of an artistic form,
thinking, ideas and solutions. 2) creative ability, which characterizes the readiness
of a person to create and accept new ideas [1.B.315]. Thus, in the encyclopedia of
pedagogy, “the presence of creativity in a person’s behavior and activities is
determined by the ability to make independent decisions on solving a problem in a
new approach, in a non-standard way, in contrast to existing traditional situations
and experiences. In fact, everyone may have a tendency to creativity innately.
There are a number of factors that determine the manifestation (or lack thereof) of
creativity. The environment and the content and methodology of education are the
main factors in the manifestation and development of creativity.” [1.B.315] Thus,
creativity is “(creativity) (lat. creation – creativity, creativity) – the ability to create
something new, unique, a mental process leading to the creation of an artistic form,
thinking, ideas and solutions; a creative ability that characterizes a person’s
readiness to create and accept new ideas” [1.B.315].
Discussion and results.
It should be noted that attempts to explain the concept
of creativity are of particular interest to our country and foreign scientists. In
particular, foreign scientists Ken Robinson interprets creativity as “a set of original
ideas that have their own value” [6.B.566], while Gardner defines creativity as “a
practical action carried out by an individual, which must reflect a certain novelty
and have a certain practical value” [7.B.300]. Creativity, says Embile, “is the
possession of highly unusual skills along with thorough knowledge acquired in a
certain field” [8.B.29]. According to T. Lubard, creativity is “the ability to create a
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product that is novel and at the same time appropriate to the context in which it is
located” [9.B.20]. According to P. Torrens, creativity is “the putting forward of a
problem or scientific hypothesis” [9.B.21]. D. Wexler emphasizes that “Creativity
is a type of thinking that requires a person to come up with several solutions to a
problem or issue at once and, unlike stereotyped, boring thinking, helps to
understand the peculiarities and uniqueness of the essence of things and
phenomena” [9.B.21]. A.H. Maslow identified two levels of self-formation in
creativity: the first is “involuntary creativity, in which a person suddenly comes to
his senses, is inspired, and experiences difficult experiences”, “the second is
voluntary, associated with hard work, continuous education, and the desire for
perfection”.
The concept of creativity has also been studied by a number of scientists of
our Republic. In particular, according to G. Ibragimova, “creativity is manifested
as a set of skills associated with creativity, creative qualities”. Sh. Pozilova
concludes in her research work that “creativity is an activity aimed at creating new,
original ideas as a result of non-standard thinking”. N. Saydullayeva defines
creativity as “a multifaceted concept that includes the ability to create new ideas,
solutions or expressions that are valuable or meaningful in a given context. This
includes the process of abandoning traditional forms of thinking and exploring new
perspectives, connections or combinations. Creativity often includes originality,
imagination, intuition and divergent thinking - thinking that deviates from the norm
or standard solutions” [12.B.13]. According to Y.M. Asadov, one of the most
valuable features of creative abilities is its key role in creating innovation.
Innovation is a product of individual intelligence, manifested as a result of
creativity. A.A. Aripyanova, taking into account the specifics of pedagogical
activity and approaches to the study of creativity, determined the need to consider
the creativity of pedagogical personnel in the following aspects: active, productive,
personal, environmental, problematic. According to N. Muslimov, “Creative
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abilities are reflected as an important factor”. In her research, Z.T. Nishanova
emphasized the need to implement creativity as "creative thinking based on
imagination, understanding, knowledge, skills, ideas, ethics, and motivation." O.I.
Tolipova, speaking about the student's creativity, describes it as follows: "His
unusual ideas, ability to find a creative answer to an unexpected situation, readiness
for any question, and showing the most perfect result compared to others, as well
as his desire to participate in the educational process, are aimed at creating new
ideas." activity”[13.B.22]
In the process of substantiating the research topic, it is also important to clarify
the content of the concept of “creative task”, which is another important aspect of
our research, along with analyzing the essence of the concepts of “creativity” and
“creative thinking skills”.
Creative tasks can be presented based on different approaches. B.G.
Razumovsky understands the algorithm for solving a creative task as a task that is
unknown to students. The conditions of such problems can be masked: with
missing information, with excess information, or not containing information from
the field of knowledge that the teacher expects to solve the problem. The
traditionality of the definition of “creative task” lies in its subjectivity. The
conditions of the problem may include all the information necessary for its solution,
but if the algorithm for solving it is not yet known to students, the problem still
remains “creative”. According to Y.V. Naumenko, creative tasks are understood
not only as highly complex educational tasks used by the teacher at the final stage
of mastering the subject, but also as problem situations related to the perception
and processing of educational information.
A. A. Gin, taking into account the complexity of defining a creative task,
proposes the term “open task”. An open task is an ambiguous condition that the
student must explain, understand and complete himself, it can have many solutions.
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According to R.I. Malafeeva and A.I. Bugaev, the task of creative tasks is a
problem situation, developed on the basis of a certain requirement that can be
fulfilled on the basis of physical laws, in which there are direct or indirect indicators
of physical phenomena, certain laws of which must be used to solve this problem.
The only possible way to convey the experience of I.Ya. Lerner’s creative activity.
Lerner considers pedagogical constructions in the form of creative tasks formulated
by the teacher, in the process of independent solution of which students gain
experience in finding ways to solve them. At the same time, part of the knowledge
is accumulated not in the process of repeating ready-made truths, but as a product
of research. The specifics of creative tasks I.Ya. Lerner says: “The difference
between a creative problem and any stereotypical problem is that the solution to
the stereotypical problem is known, while in a creative one it must be found in the
process of creative search.”
Z.T. Nishanova in her doctoral dissertation “Psychological Foundations of the
Development of Independent Creative Thinking” emphasizes that “creative tasks
are tasks that develop a person’s ability to make correct and quick decisions in
problematic situations.”
U.A.Usmanova is one of the creative speakers in her dissertation on the topic
"Development of creative imagination of primary school students". He brought up
many types and studied the differences of creativity, creativity and creative
thinking from an analytical point of view. B. Adizov also conducted research on
creative tasks and distinguished 3 types of creative tasks:
1. Aimed at solving a problem;
2. Aimed at analyzing a problem;
3. Aimed at increasing activity.
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Based on the above considerations, the concept of a creative task can be
explained as follows: “A creative task is a task that helps to effectively implement
the educational process, helps to develop creative skills in learners, realizes the
individual characteristics of learners, and generates new ideas.”
Conclusion.
In short, from the gnostic point of view, research in the field of
pedagogy has selected the issues of developing creative thinking and creative tasks
in students as objects of one or another independent research. The essence of
scientific and pedagogical processes is revealed on the basis of the concepts of
"creativity", "creative thinking", as well as "creative tasks". However, the concepts
of creative thinking and creative tasks have not been studied in an integral way.
The integral study of the research problem helps to improve the quality of teaching
in the relevant field, increase its efficiency, and effectively prepare future history
teachers for professional activity through the development of creative thinking
skills based on creative tasks. In addition, it serves as a "foundation" for identifying
the content and priority principles of developing creative thinking skills in future
history teachers based on creative tasks.
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