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INTELLECTUAL DEVELOPMENT
OF A CREATIVE PERSONALITY
IN THE CONTINUOUS EDUCATION SYSTEM
M. K. Kalenchuk E. V. Misyuk
This article presents the possible application of the theory of inventive problems solving (TRIZ) as a pedagogical technique, and the didactical basis of the sustainable creative intellectual development of a person in lifelong learning, starting at the pre-school level.
Key words: lifelong learning in the upbringing process, pre-school training, primary school, creativity, TRIZ.
In our opinion, the need for introducing Federal State Educational Standard, retaining the criterion of continuity, and enhancing the cognitive activity and independence of a person at any stage of education, is ensured by a creative approach. It is necessary for both the educators and the learners. Creativity has its own levels and specifics in any age group; however, the authors of this article have repeatedly noticed that the results of creative activity provoke a distinct interest and fascination in creative people, irrespective of their age. Creative works are a link between generations, and a look into the future.
The theory of inventive problem solving (hereinafter, TRIZ) makes it possible to solve complex intellectual, personal, technical and artistic problems with the help of an inventor's algorithm. As children and adults familiarize themselves with its principal substantive elements, they master the universal skill of working according to a rule that leads to obtaining new correct solutions. The creation of an atmosphere of success for learners is a serious problem of the Federal State Educational Standards introduction. Academic programs impose serious requirements, and even the teachers themselves are often unable to analyze the content of universal educational actions (goal setting and reflection). A few correct solutions expand the horizon of possible success for all the participants in the pedagogical process: children, parents and teachers. The educators and the learners choose an optimum solution as they develop analytical and synthesis skills, and assess resources.
TRIZ is taught using the examples of tasks from various branches of knowledge and different historical periods. It broadens the learners' perspectives, and demonstrates universality of the TRIZ inventive techniques (there are more than 50 of them). At the humanities cycle lessons ("Living Word" - a system of supplementary education" dramatic reading, history, literature foreign language) these techniques become fantasizing techniques. Such inventive methods as “Binomial of Fantasies", and "Morphological Box" are successfully used to aid humanitarian development. This gives productive momentum to the development of creative and systemic thinking, logical fantasizing, and builds the potential for a conscious struggle with stereotypes and psychological inertia.
In spite of a new trend in education - the moving away from learning a great number of scientific facts, and the emphasis on data searching skills, there is no
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denying that education presupposes the existence of a system of specific knowledge. Daycare assistants', school teachers' and university professors' complaints of educatees' poor memory give rise to concern. Inventive methods, such as the "Method of Associations", provide students with tools for memorizing the necessary information.
G.S. Altshuler's theory is interesting and useful by itself, but in drawing on our 20 years of experience, we would like to turn your attention to its invaluable usefulness as a pedagogical technique, for which there are no inaccessible themes in the education system, and no age limitations. TRIZ was created for adults. Indeed, such concepts as "field" and "substance", are made fully known to the learners only after the 7th or 8th forms. However, the "Owlet" Russian national intellectual game, and the Saint Petersburg city TRIZ Olympiad, which have been held for many years, prove that it is possible to attain a high level of creative training of the young players themselves.
Contemporary education must be personality oriented. TRIZ develops a "creative personality strategy", which in unison to the Federal Stage Educational Standards, presumes both worthy goal-setting and programming of analysis and result assessment methods. The authors consider bringing up a creator as one of the top-priority upbringing tasks. Such an orientation in education reduces aggression, and enhances tolerance, sociability, and personal cognition interests.
The realization of a creative approach to solving tasks can be the basis for the easy adaptation of preschool children to attending elementary school, elementary school leavers to attending secondary school, secondary school graduates to studying at further or higher educational institutions or a college, graduates and professionals to postgraduate courses, and for retirees who wish to retain their interest in life. All the tools, methods and techniques of TRIZ work in the self-education system as well. There are various websites, books and discs for those who wish to learn them.
Psychological and pedagogical surveys performed from 2006 to 2014 showed that children who attended studies according to the system of continuous creative development with elements of TRIZ from the age of 5 or 6 years old (on courses "Adaptation of Children to School") to the ages of 13 or 14 (8th form in secondary school) have a 0.8 higher average grade than those who did not attend those studies.
Translated from Russian by Znanije Central Translastions Bureas
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