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To browse Academia. Anastasia Bernardi. Cristina Costa Lobo. Some social and educational dissatisfaction occurs when the school focuses almost exclusively on the development of the convergent thinking of the students, forgetting the creativity in a divergent and contextual sense.
In this debate there is always some tension that occurs under the difficulties of the experts to reach consensus on a definition of creativity, and then to point out guidelines for their evaluation and training. The controversy that surrounds the evaluation of the construct of creativity has justified the search for alternatives, by some authors, to the similar tests of Torrance, in the fluidity, flexibility, originality and elaboration, resorting to stimuli essentially unfamiliar to the individuals Lub It is assumed a theory of evaluation of the creative potential of the students of basic education, based on verbal and graphic subtests that evaluate the main forms of creative cognition: Divergent exploratory and convergent integrative thinking.
Assuming that The article is devoted to the description of a new teaching paradigm, a paradigm of developing creativity in particular. Difference between a new paradigm and the old one is shown. The essence of such concepts as thinking, critical thinking, creative thinking, creativity is analyzed. Peculiarities of thinking of geniuses are described. The author presents critical thinking skills. Special attention is paid to barriers to creativity, essence of creative situations, their most distinctive features, main parameters, key principles of developing creative situations.
Zbigniew Formella. The article is devoted to the consideration of the theoretical aspects of studying the psychologically creative readiness of teachers for innovative activities.