Download Romans Alijevs. Development of the creativeabilities of senior

Thesis for scientific degree of Dr.paed.
Romans Alijevs
DEVELOPMENT OF THE CREATIVE ABILITIES OF SENIOR
STUDENTS IN THE PROCESS OF TEACHING.
University of Latvia, 1998
Summary
The principal renovation in modern pedagogical ideas in Latvia makes the
question of development of individual's creative abilities in existing system of teaching
and education very actual.
The realisation of fundamental importance of common values caused changes in
pedagogical system on the basis of humanistic conception of a person's education.
Pedagogical philosophy formulating nevv ideas about education has started to develop.
Education has to become a process of qualitative changes, the aim of vvhich is to create
conditions for development of a personality's creative potential for development of a
humanistic self-creating personality with true and real human spiritual life.
Deep changes in pedagogical reality define the priority of education and
teaching, demand the new paradigm of pedagogical thinking, which includes scientiflc
foreseeing and creation of the conditions for development of a creative personality,
acknowledgement of both the teacher and the student direct and equally responsible
participants of these changes.
The works of B. AnaiļJeva, L. Merlin, B. Teplor, E. Torems, E. From, E.Erikson
etc. are devoted to the problems of creativity and creative abilities. At the same time
modem pedagogical thought needs principal renovation on the theoretical level.
The research has been developed on three levels:
> psychological, on which the confonnities and the process of development
of person's creative abilities is revealed
.> theoretical - pedagogical, on vvhich the general Iaws of development of
personality's capability are transferred to pedagogical active work in the
reality of a modem school.
practical - empiricaL on which the way of applying theoretical - pedagogical rules under
the precise conditions of real pedagogical process are revealed.
The offered approach opens one of the possible ways of solving the problem of
socio-cultural situation, characterised by contradictions between:
> the functioning of the system of education and teaching, orientated on the standards
and the needs of society and school in free searching of the ways of their development;
> the necessity and ability of a person to unlimited subjective development and
noneffectiveness of realisation of the conception of such development in the frames of
precise - scientific pedagogical knowledge.
>
not still well-developed problem of creative abilities in pedagogical science and
practice and its real importance in new socio-cultural conditions.
The necessity in solving of the contradictions under the conditions of the new social
situation defined the actuality of the theme of the research:
"Development of creative abilities of senior students in the process of teaching."
The object of the research is creative - studying - cognitive activity.
The subject of the research is the development of creative abilities of senior
students in the process of studying - cognitive activity.
The aim of the research - to find out the pedagogical conditions of the
development of the students' abilities in the process of teaching.
The tasks of the research:
1. To analyse the scientific literature and to define the essence of creative abilities of
senior students.
2. To find out the contradictions in the development of creative abilities of
senior students in modem school. 5. To find out the contradictions in the
development of creative abilities of
senior students in the process of teaching.
4. To work out the contents and organisation of the teaching process in order to develop
creative abilities of senior students in the gymnasia.
5. To try in the process of teaching the conception of development of creative
abilities of senior students under the conditions of deepening the creative
professional basis, widening the freedom of choice and freedom of selfcreation.
The hypothesis of the research involve several definitions. The development of
creative abilities can be successfully fulfilled only in the process of teaching if they are:
>
deepening of the creative background, development of studying -cognitive
activity and transforming it into research work, what enables the students to
evristic experience, the development of creative -cognitive potential;
> vvidening of freedom as the possibility of choosing of the individual variant of
teaching and free self-realization, creative self-formation, what also broadens
the possibilities for the development of individual talents;
> in personal professional communication "r'-conception of student develops on the
basis of understanding one's own abilities as an individual's, what helps to
realisation and development of one's individuality, not being like all the others;
> the process of teaching - professional activity, professional interests is being
developed, the realisation of one's abilities in accordance with the chosen
profession comes, which leads to creation of personal -professional model of
development. The philosophical studies about a person, about humane, the
roots of spiritual and freedom of a developing personality have become the
theoretical and methodological basis of the research; the works of philologists,
pedagogs, sociologists about the nature of such definitions as "personality",
"indvidium" , "individuality's quality", conception of development of creative
abilities, being vvorked out in psychology and pedagogis; conclusions of
Latvian and foreign
didactic about personality centralised process of
teaching, about the necessity and possibility of school humanisation.
The main steps and the organisation of research.
The research was held in three steps. The flrst step (1989 - 91) - the problem in
philosophical and psychological - pedagogical literature, the historical school
experience and pedagogics on the problem of creative abilities of students, the
peculiarities and conditions of their forming in senior school age were being analysed;
also the actual condition of realisation of these sides students of different age in mass
practice was being researched.
At the second step (1991- 95) the diagnostic methods were being worked out, the
diagnostic experiment was being hold out, in vvhich 2000 students of senior school age
were involved.
At the result the tendencies of senior students, factors and conditions,
influencing the process of developing the abilities and disturbing with this process had
been found out. Conceptual basis of the result of the experiment were being worked out.
Fedagogical strategies in the process of the development of creative abilities of
students were being found out.
The third step (1995-96) - the methodics of construction of real pedagogical
process of development of creative abilities of senior students was created, the
directions of the further research of the problem was defined.
The following methods of research were being used: vvatching, questionaring,
testing, the research of the product of students' activity, experiment, sociomeasurement,
statistic methods. The experimental base of the research were the following schools of
Riga: N° 13, 29, 51, 87, Pushkin Lyceum.
Aprobation and introduction of the results vvere fulfilled via pedagogical
seminars, practical work with teachers, practical-scientific conferences in Fushkin
Lyceum, Riga secondary schools N 51,81, publications.
The Scientific freshness and theoretical importance of the research:
> the conception of development of creative abilities of senior students as an
integrativequality has been formed;
> scientific approach, defining the possibilities of the process of teaching, widening
the student's freedom and understanding their individuality was vvorked out
> the contradictions in the process of developing of creative abilities of contemporar'
senior class student were revealed;
> the conditions stimulating the development of the abilities of senior class students,
their creative cognitive potential were revealed;
> the peculiarities in the organisation of pedagogical process in
development of creative abilities were revealed.
Practical importance of this research is in the following: according to the
conception of development of creative abilities of the student the variants of building up
of the teaching process as a creative teaching-professional activity of the students were
revealed and checked. A block (unit) of programmes, methodical recommendations and
diagnostic methods was created and can be used in school practice.
The short content of the thesis.
In the Introduction the actuality of the theme of the research is pointed out, the
aim of the research is defined as well as its object, hypothesis, tasks, explanation of the
problems which will be defended are revealed, the methods and steps of the theoreticalexperimental work are formulated precisely, the sphere of aprobation of the achieved
results is pointed out.
The flrst chapter "The theoretical basis of the creative abilities of Senior dass
Students" gives the methodological explanation of the research. In this chapter the
different conceptions of creative abilities are performed, the main ideas are defined as
well as contradictions of the development of creative abilities of a person.
In the scientiflc work the essence and nature of abilities are revealed. The abilities are
defined as individual psychological peculiarities,
differentiating one person from another. These peculiarities are the conditions of
successful fulfilment of one or another activity (B.M.Tjeplov).
The attention is fixed on the correlation of inherited skills and abilities and the
achieved ones. (A.Disteverg, V.Blum, M.Rame, E.Torrence, E.Fromm).
The fundamental basis for understanding the nature of the abilities is the
reflectory Theory of the highest nervous activity by I.Sechenor and I.Favlov, the theory
of functional system by P.Anohin, the theory of systematic dynamic localisation of
higher psychological functions by A.LurL the opening of the structure and activity
neurone, the information about functional asymmetry of the persons brain, information
about genetically biological organisation and behaviour of a person, about the
dependence of a person's abilities on the peculiarities of his/her psychological processes
- acceptance, memory-mentality, looking at abilities as the features of a personality.
Being highly important for pedagogics, the problem of development of abilities
is also researched here. The person's abilities open themselves and develop in activity
(A.Leontjev, B.Tjeplov).
In the work the personal-active approach in abilities analysing is given.
The personality is the basis for psychological analyses of abilities (B.Ananjev,
K.Abulhanova-Slavskaja, L.Anciferova, T.Arbenijeva).
The abilities are not formed spontaneously, impersonally.
The personality is not only the carrier, the owner of the abilities but also the
subject responsible for their formations and application.
The research of the personality in the process of lifeactivity allowed to compare
personal and active aspects of the research of abilities.
The abilities are looked upon as a stable and also as a dynamic personal
formation.
The abilities influence the activities in a regulating way and transform it on a
qualitatively new level, but the abilities are connected not only with their usage, they
change the motivation, give emotional colouring to the activity, fulfilling pushing,
predictive function. The purpose of the abilities is in predicting of new activity and in
advancing the last one.
Further on in the chapter the problem of correlation in knowledge, abilities and
skills is researched. Abilities and knowledge, abilities and skills form unity but not
identity.
Abilities are not only knowledge plus skills. But the development of abilities
demand acquisition of knowledge and skills. Abilities deflne easiness and speed,
quality of the process of cognition. Abilities always cany the trace of individuality.
The problem of the structure of abilities is one of the most complicated. The researchers
point out two components in actual ability: all the operations - ways which are used in
any activity and the qualities of the processes which regulate the functioning of these
operations. (S.Rubinshtein)
Orientation of teaching based on the intellectual abilities is looked upon as a
one-way - limited approach to the child. The approach to a person as to a whole is one
of the main pedagogical principals of humanistic pedagogics.
Humanistic pedagogics looks upon each student as an individuality, something
unique, defined by original multiabilities.
The task of teaching is to help the students to reveal their abilities, to stregthen
their belief (?) and trust into their abilities.
But the development of abilities is not self-aimed. Caring of development of
abilities, it is impossible not to take into consideration the most important of them - the
ability to be a person, on individuality under all circumstances.
Further on in the chapter the conception of students' creative abilities is
analysed. There exists an image of creative abilities as the development of personality's
cognitive aspect. The conception/ where the creative abilities are looked upon as
creative activity of the subject as integral characteristics of a personality but not only as
their cognitive unit, are analysed. (A.Matjushkin)
The creative abilities are also looked upon as a synthes of qualities and
peculiarities of correspondance to the demands of a certain kind of creative activity and
defining the level of its resultiveness. (V. Andrejev)
In this meaning creative abilities are general ability/ defining potential personal
capabilities of a student to be the subject in self-regulating activity.
We look upon creative abilities as an integrative quality of a person, which helps
to open the talants of an individuality, uniqueness.
Creative abilities were looked upon as stable and dynamic personal formation,
reflecting a number of creative ways defining of personal experience and spirit in real
life.
Thus, creative abilities - are individual possibilities of self-realization of
personality in the forms of creativity on the basis teaching - learning activity, the way of
self-expressing.
The process and dynamics of the structure of creative abilities of the
student is equal to the structure of the process of self-regulation of the whole learning cognitive activity, which presents the whole act of a personality's behavior and defines
the peculiarities and the quality of this process.
The presented pedagogical conception of creative abilities allowed to research
the problem of talant. Talant/gift is defined in psychology as individual and original
combination of abilities. The possibility to achieve success in fulfilling certain activity
(B. Teplov) depends on the mentioned above. American psychologists present talant/gift
as the result of combination of characteristic intellectual abilities vvhich are higher than
the average level, creative approach and insistivness. (Q. Renzully)
There are conceptions which connect creativity with the quality of final results.
We keep to the point of view directed to the character of creativity, its process which is
based on humanistic approaches, offered by team, (Maslay Rodgers). We consider that
each child has his/her own specific talants, his/her own uncertain maximum, uniquess of
personality. The specific talant of each individuum is the center around which its
individuality is integrated. Psychological - pedagogical science has defined the main
directions in the working out of the problem/question of talant:
> talant presents the interconnection of natural and social
measurements of personality;
> each child has the right to be an individuality with his/her unique experience
and knowledge, own values, abilities and needs;
> talant is originality of individual basis, on which a person forms his/her abilities.
> abilities are necessary to look upon in connection with other personal qualities;
> the role of the pedagogue to help anybody to deflne his/her abilities and to direct
them to realization of his/her own maximum (PL Heites, P. FidcasistL E. Rabunski,
E. Torrens).
In pedagogics talant is looked at as the originality of student's personal potential,
the combination of his/her individual peculiarities vvhich reflect themselves in creative
activities in learning - cognitive activity and communication.
Special integration of each person's qualities, defined by genetics and social
conditions, gives the originality of personal potential, defines the individuality. In this
connection deep and many-sided analyses of creative abilities is possible in the content
of research of student's personal potential. Fersonal potential presents an interconnection
of abilities defining the cognitive - practical experience, its outer level - creativity, and
the peculiarities of value - motivation sphere. It includes:
> ability to work (psychophisics potential);
> intellectuaL cognitive abilities (educational potential);
> creative abilities (creative potential);
> abilities to cooperate, to work in a team (communicative potential);
> peculiarities of value motivation sphere (intellectual and moral potential).
Creative abilities are the most important part of personal potential. Creative
abilities define the speciflc of personal potential.
The more creative the personality is the more the personality is able to develop in
a certain content. Creative abilities reflect the way of a person's being. Each person is a
whole specific vvorld with its own, characteristic only for him/her peculiarities, abilities
and frames of development. Therefore the content of creative potential of each
individual differs in its abilities.
In the research the main stress is made on the defining of those results of
development of a student's personality vvhich broaden in the process of teaching. We
use the definition "creative cognitive potential", presenting individual combination of
features (motives, values, positive "I" - conception workability), necessary for creativity
and the ways of cognitive activity in chosen subject area. Creative cognitive potential is
the centre, around vvhich the individuality of a student is integrated. The development
of creative cognitive potential of a student is the foundation for devcelopment of his/her
different creative abilities.
On this basis each student with the help of the teacher fonns the individual model
of development of creative cognitive potential. The teacher looks at each student as at an
individuality, and the speed and level of his/her teaching is defined by the development
of the child.
Adaptability of the teacher to the child, who is realizing him/herself is
characteristic for the process, what in general is different from common practice, when
the child has to adopt himself to the rhythm (speed) and level of his/her classmates.
We look at the creative abilities as at an integral factor which unites all other
personal features into one system thanks to its function - direction to the integration of
all the abilities (actual and potential) for realization in chosen activity giving it
individuality and incredibility.
The development of creative abilities is a multileveled process. Creative abilities
in this process are dominating, deflning individual peculiarities of a personality's
features integration. We underline 5 groups of integrative features of personality which
express creative abilities of students.
The first group is systematic qualities which define the direction of personality
towards creativity in the process of self-realization and self-defining.
Cognitive interest refers to them, also the interest to research activity, the feeling
of new creative hesitation, interest to another person, the desire to cooperate, integrate
into positive attitude to leaming - cognitive activity, positive "I" conception (the feeling
of personal respect self-respect, selfThis group of personal formation is responsible for content - sense side of a
personality's desire to create. These qualities express individual peculiarities of value motivation sphere of a student's personality.
The second group is process - activity gualities of a personality - many-sided
skills. Ambition, ability to work, wide and deep knowledge. self-control, self-esteem,
self-regulation, self-organization, self-definition, ability to be critical, ability to make
analogies, creative imagination, originality of thinking belong to these skills.
The third group is - system^- sti-ucturaLqualities, defining the ability of a person
to be independent in communication, in relationship. To the same group we also refer
punctuality, sympathy, the respect to the position of another person, self-criticisms,
initiative,
professional interest what is integrated in personal - professional selfdetermination.
This block of personal qualities defines the individual dynamic parameters of
self-regulation of personal relations. character, originality of personal attitude to oneself
and to the others. These qualities show the communicative abilities of a student.
The teacher's role is to help each student to define his/her abilities and to direct
them to the realization of the maximum. Therefore it is necessary to define optimal
combination of different kinds of activity, education, which correspond the structure of
individual on each stage of his growth, taking into consideration sensitive periods in this
development. To build up the process of teaching on the basis of mutual cooperation
teacher - student which will help to development of each of them in correspondence with
the logic's of his subjective growth. The leadership of the teacher (from our point of
view) is in providing the universal correspondence between self-determining desires of
the student and social demands.
The aim of the modem school - is many-sided development of student's abilities.
It demanded researching the possibilities and peculiarities of creative learning cognitive activity. Pedagogs - researchers of creative learning -cognitive activity found
out that creative activity is very natural as it meets the interests and demands of the
students in self-determination, self-realization, self-confidence, and in this sense it is
free. The results of modem didactic researches allowed to make a conclusion that the
connection of reproduction and creativity is possible on each step of teaching process (P.
Fidcasisti).
That is the strategic building of the process of teaching when the direction of the
students towards creativity, self-development is the main, when the necessary
reproductive components are understood as part of their own creative process. If the
teaching activity is directed towards the development of the personality, his/her potential
possibilities, then this activity is characterized as creative. it means that creativity in
teaching is understood not only as acquizition of the necessary ways of activity by
students but also as a process of development of important personal qualities (V.
Shybinski).
It is veiy important to know that creative activity is a self-stimulating process
which is characterized by the personality's desire to realize, to achieve oneself. In
creative activity personality creates oneself. Creative activity has got its own
peculiarities and it is also an optimal sphere of senior student's self-development. In
creative cognitive activity two mechanisms are clearly expressed: logical and intuitive.
Creative leaming - cognitive activity represents natural space for development "artists"
and "philosophers" pedagogical process as a peculiar social phenomena finds its ability
to live in
the result of development and deepening of the creative basis with the help of
stabilization of the system of activities in the process of which the potencial abilities of a
person are getting realized and improved (Q. Schukina, T. Shamova).
Creativity is looked at as a universal mechanism of personality's development,
providing a dialogue and in this way the personality comes into the world of modern
culture and forms the way of existence in this world and self-determination.
Creative teaching - cognitive activity is characterized by richness of relations. In
teaching process relations "teacher - student" don't mean only cognitive relations, though
it gives birth to it and regulates it. Teaching/learning relations are enriched by moral
relations. Fiot only the marks become valuable but the process of cognition, the person
himself in all the richness of his individuality.
Creative communication, humanistic type of relations in its process creates new
"space" for personality's development, broadens the possibilities for self-realization.
Students build humanistic relations by themselves. Learning - cognitive activity becomes
creative and cooperative not only towards the content of the subject but also towards the
inside world of each student. Each of them works on own wishes, self-improvement,
defines his/her creative destination.
Creative cognitive activity broadens the possibilities of a student in development
of creative abilities.
Creative abilities are the result and the conditions of creative leaming -cognitive
activity. The development of creative abilities is fulfllled on the basis of growing of the
student, deflning subjective freedom in self-revealing and self-achievement.
In the second chapter "Analysis of development of creative abilities of senior
students in modern school"- the main tendencies in the development of creative abilities
of the senior student in modern school are defined; the contradictions in this process are
also revealed; the possibilities of leammg-cognitive activity in formation of senior
student's personality are revealed, the social situation of senior student development was
defined. The analyses of real pedagogical process allow to find out the main
contradictions in development of creative abilities of senior class students:
> the contradiction between the senior class student's need in self-realisation, the desire
to find out and to announce their own individuality and the homorginiousness of the
teaching process, the absence of creative variativity and differentiation in the process of
teaching;
> the contradiction between the desire to be independent, creative and lack of freedom
in the process of learning, limitation of activity and behaviour;
> the contradiction between the need in self-understanding and lack of communication,
where the experience of mutual understanding and empathic filings is being formed.
Conflict between want of self-determination and lack of freedom of choice, of
professional angle in the teaching process and of social creativity.
Investigation of the way how learners manifest themselves in a real pedagogical
process, and analysis of the results given by the establishing experiment allowed to
define major tendencies of personal development of a senior pupil: striving to the future
and the choice of independent activity as one's life programme; readyness to selfdetermination, re-orientation of
juvenile conscious-ness, that of self-evaluation, self-control and social relationship - in
the direction of more self-control, and self-assessment of the degree of proximity to
one's life goal; development of personal reflection, deliberation over one's perspective
and future. ( Q,B, Dragunova, LKon).
The revealed major tendencies of senior leamer development allovved to
characterize a social situation of such senior learner development. This social situation is
the situation of choice of the programme that allows to get oneself prepared to a future
profession/ to anticipated self-determmation, to a growing need in purposeful selfperfection according to his abilities and meaningful future, The social situation of senior
leamer development proposes multidirectional teaching process, specialization within it,
availability of choice of a teaching programme, that allows to make oneself ready to a
future professional and independent life activity,
The period of early youth is a sensitized period during vvhich the attitude to one's future,
abilities and capabilities are actively formed.
The analysis of theoretical fundamentals and that of school practice made it
possible to define the directions in vvhich learners creative abilities develop in a
teaching process:
> pedagogically purposeful organization of a teaching process based on creative
activity that allows a freedom of self-expression and self-determination;
>
forming of a creative cognitive potential of a senior leamer, that prompts the
development of his creative abilities in the process of leaming and teaching;
> establishing of multicourse teaching process directed towards unraveling of pupil's
individuality, its uniqueness, shaping of his own model of professional selfdetermination.
Various methods of pedagogical investigation made it possible to come to the
conclusion that the experimental group was notable for a high level of cognitive
motivation, stable cognitive interest, a tendency to a personal and professional selfdetermination and growth. All these features are subjective conditions for the
development or creative abilities. As it proved in the course of the investigation a
definite level of already developed cognitive potential is prerequisite for the
development of creative abilities.
The followmg criteria were chosen for evaluation of creative cognitive potential
of every leamer (the same criteria were also used as indices of manifestation of creative
abilities):
> knowledge efficiency (ability to transfer knowledge and skills, employment of
analogies); recognition or a new problem in a familiar situation and, in a new one;
ability to define a new function of an object, etc,;
>
attitude to a learning process (inspiration, imagination, desire to learn the
unknown, stable cognitive interest);
> working efficiency (ability to switch into work quickly, a good working pace);
> self-control (ability to compare a received result with set-up aims and tashs, ability
to change aims and tasks according to the received result, ability to propose new goals,
more complicated promismg and anticipating;
> capability of assessment and self-evaluation (critical attitude, self-exacting, rational
attitude to success and failure, coordination of levels of one's claims and
possibilities);
> openness (capability to cooperate, directionality towards another personality,
organizational abilities);
> personal and professional self-determination (upgrading of methods manifestation of
professional interest. one's own programme of training in future profession).
The investigation of personal cultural expanse of each Lyceum pupil made it
possible to classify them according to their inclinations and clear manifestations of their
creative abilities (on the grounds of features indicative of creativity). They were
"researchers" "organizers" and "professionals".
The analysis of the experimental group and detection of conflicts in the teaching
process made it possible to define major guide-lines in organization of the pedagogical
experiment intended to develop the creative cognitive potential of Lyceum pupils which
determined the degree of personal freedom in the pupils' personal development and the
development of creative abilities that had already been singled out. The experimental
organization of the teaching process was based on the objective and subjective
conditions that benefited the expansion of freedom of a learner, which in its turn became
a basis for the development of creative abilities. The abovementioned freedom could be
expanded in two ways ( representing two stages in specific cases) The first stage
corresponded to freedom as possibility of choice. At this stage the learner had the right
to choose resources, to set up tasks and to define working conditions. This possibility to
choose gave ways to creative self-expression and to the development of high levels or
activity. But when a learner had to choose from what was offered to him, the act of
choosing reduced to a necessity, unfreedom, which slowed down the unveiling of
creative potential of a learner and the evolution of his creative abilities. The second stage
corresponded to freedom as creativity and self-creation. There was not only the
opportunity to choose from what was offered from the outside as was the case at the first
stage, but also the possibility to form the activity itself, set goals and choose ways and
scenarios of one's personal development. In the result of such creation the activity was
perceived as free, where in individual peculiarities of a chooser were brightly exhibited.
The creative activity in which a learner proceeds from his needs was truly free as it
presented wide opportunities for personal growth and unhindered development of
learners' creative abilities. The experimental organization of a teaching process involved
generation of such objective and subjective conditions that enhanced the freedom of a
learner, which in its tum provided a basis for the development of his creative abilities.
The objective conditions were the following:
> expansion of creative, moral and professional elements in a teaching process;
> developing such relationship between learners that would be humanistic in character;
> determination by each gimnasia pupil of his own personal and
professional model of self-development.
The subjective conditions were the following:
> development of creative cognitive potential;
> development of cognitive and professionally-oriented interests and
inclinations.
> development of a positive "true self'-conception.
We assumed that purposeful organization of a teaching process in terms of given
conditions would promote the formation of creative cognitive and professionallyoriented activity, which in its turn would facilitate the
development or self-determination; perception of oneself as a unique personality. In the
context of this purposeful organization of a teaching process, creativity was viewed as a
way of self-expression, self-realization and self-perfection of one's individual
possibilities and peculiarities as his creative abilities.
The third chapter "Development of creative abilities of gimnasia pupils"
represents the materials of the forming experiment and shows the act of elaboration of
the process of teaching by the teachers of the Lyceum.
The logic's of elaboration of experimental teaching was determined by the
development of new aspects of personal growth characteristic of early juvenile period.
One of the major features of this new growth was readiness to a vitaL personal and
professional self-determination, This major new growth was conditioned by the
development of self-consciousness and above all by personal reflection as realization
and prediction of one's place in his future and his life prospects on the basis of
interpretation of his inner world.
Organizing the experiment we started from taking into account the social
situation of learner's development. We assumed that this situation could be deterrnined
by way of organizing multicourse specialization in teaching, Thus a situation of choice
was created: the choice of specialization, the choice or teaching programme - things, that
would provide a background for a future profession. When a Lyceum pupil makes his
choice he proceeds from his interests, needs and inclinations and, therefore, this act of
choice is a situation of freedom and self-realization, when not only a freedom to choose
from recommended from the outside was provided, but also a freedom to create new
opportunities for his development according to his self-determined tendencies. There
were also created opportunities to trap these tendencies and to develop and realize then
in specially created conditions.
In organizing the experiment we proceeded from a pre-established point in the
are a of immediate development of a senior Lyceum pupil. We assumed that this area
involved some research activity connected with' professionally oriented interests and
aptitudes of pupils. Research (exploration) activity was seen as ths highest level of
creativity, This activity was seen as virtually an infinite expanse of self-knowledge and
self-advancement and without these "selves", as will readily be understood, any external
pedagogical influence will be meaningless and hopeless.
The experiment pursued a goal to develop creative abilities of Lyceum pupils on
the basis of creative investigational principles of leaming and cognitive activity that
transformed into educationally professional on the grounds of awakening in the pupils a
feeling of their potential ego, realization of their creative cognitive potential, confidence
in their capabilities and abilities, aspiration to realize them and self-perfection.
In the course of the experiment the following problems were being solved:
> the elaboration of educational contents of the teaching process by the Department
of Psychology and Pedagogic, organizing educational and professional activity of
Lyceum pupils, creative and explorational by character;
> organizing or research work of Lyceum pupils, analysis of its results in the aspect
of further development of their creative abilities;
> the elaboration of fonns of professional and personal communication between
Lyceum pupils, aimed at the expansion of the free humanistic medium for
actualization of potential capabilities of every "self " and development of a
model for personal and professional refinement.
The pedagogical experiment involved the elaboration of two interrelated trends in
organization of a teaching process. The first direction concerned organization of creative
leaming and cognitive activity and its outgrowth into explorational (investigational) in
the field of a chosen profession. The second direction concerned elaboration of terms of
personal and professional communication between Lyceum pupils and teachers and the
outgrowth of learning and cognitive activity into learning-professionaL These directions
were interrelated and correlated between themselves. Another essential direction of the
experiment was conditioned by the changed self-consciousness of a Lyceum pupil. As
the result of a deepened self-awareness and attention to his inner world, a Lyceum pupil
came to awareness of himself as a personality different from others and self-valuable in
its unique peculiarity. That required to expand the individualization of a teaching process
with an aim of optimum development of everyone with regard to their peculiarities and
abilities. This individual approach was implemented through the wīdening of the
freedom to choose and create and through the evolution of a personality. The basis for
individual approach to teaching was the study of individual peculiarities of pupils, of
motivation innate to each pupil, his individual working efficiency, pace and cognitive
experience.
The maintenance of a high working speed in accordance with an individual pace
was achieved by way or flexible combination of actual and promising motivation and
support of positive professional motivation. We viewed the essence of pedagogical
guidance in presenting freedom for self-consciousness, in setting conditions for
enrichment of intellectual, moral and heuristic experience of pupils, and in differentiated
assistance to the development of their cognitive potential and creative abilities. The
methodical solution of the goals and. tasks of the experiment comprised:
> the elaboration of the educational contents by the LU Department of Fsychology and
Pedagogic and Lyceum students, following the principle of freedom of choice in shaping
the educational programme;
> organization of uninterrupted psychological and pedagogical practice;
> purposeful selection of teaching materials wherein moral values were embedded, free
participation of the Lyceum pupils in that process;
> systematic employment of methods that were stimulating the pupils to explore and
create;
>
realization of dialectics in positions of teachers and pupils as co-authors of a
teaching process;
> such organization of Learning and professional activity, where in the accumulation of
moral and professional experience would take place as a result of expansion of
communication and chance of positions;
> changing of the character or pupils' original works by way or imparting them a
researching character, orientation the leamers to creativity, independence in judgements
and correct assessment or conclusions and behavior; and development of heuristic
experience against this background.
In the thesis the problem of developing of the cognitive potential as a basis for
developing creative abilities is considered. The major strategy involved the developing
of creative cognitive studying activity up to the level explorational and analytical.
Systematical research work fostered criticism, reflection, methods of scientific cognition
and aspiration to personal and professional growth.
At the close of the 12th drade the Lyceum pupils were noted for the presence of creative
cognitive potentiaL manifestation of expediency of
knowledge (ability to transfer), ability to apply methods of sdentific cognition, stable
cognitive interest, advanced self-control and self-evaluation. This process was especially
vvell-marked in pupils-"researchers": there was evident an extended generalized
theoretical interest approximation of approaches to the scientific methods of cognition,
such as analogy, abstraction. This advancement in the development of creative abilities
and cognitive potential of pupils was confirmed by the mathematical treatment of
collected materials. A coefficient of creative cognitive potential development was
defined for each pupil. The level of this creative cognitive potential and abilities became
higher for all Lyceum pupils at the closing stage of the experimental work. The
experiment demonstrated the deficiency of the traditional school teaching for developing
creative abilities of senior pupils. It was necessary to create a free expanse for creative
self-realization. Introduction of specialized multicourse teaching in Lyceum contributed
to this. We believe that multicourse specialized teaching at the senior school age is in
conformity with nature because it corresponds to the major new grovvth, at this age, i.e.
readiness to a personal and professional self-detennination. This consistency appears to
be a factor responsible for the development of a senior pupil's personality and his
creative abilities. The progression of studying activity into learning-professional defined
the attitude of Lyceum pupils to the process of study itself and to the teacher to the
relationship between them and themselves.
At the closing stage of the experimental vvork all Lyceum pupil were notable for
clear manifestation of their creative abilities: pupils-organizers, pupils-researchers and
pupils-professionals. Them creative abilities developed and emphasized the endowments
of every Lyceum pupil. The development of creative abilities released potential
capabilities of everyone, resources and originality of their ways and attitudes. Creative
abilities were viewed as a way of expression of one's own experience and spirituality.
Pupils - " researcher " vvere noted for their ability to set forth promising goals,
interesting projects and ideals. They realized them and obtained highly effective results.
Their research papers excelled in depth and practical value. Teachers of the primary
school employed the obtained results in their work with children and parents. Pupils - "
organizers " were notable for their vvell-marked communicative abilities, They
displayed initiative, unconventional approach to ways of organizing cooperation and
determined the character of cooperation. They were "geniuses of communication",
participants of concerts, performances and show.
The activity was directed to the development of the group and of oneself as a
personality. Pupils-"professionals" were close to the "organizers" in their qualities, a bit
lacking in ease and ingenuity of communication. They aimed at the development of
professional qualities of the teacher, were creative in practice when giving lessons and
organizing communication betv/een children and classmates. They showed interest to
research work.
In the course of investigation the following dialectics of the development of creative
abilities was established: the development of creative cognitive potential led to the
development of creative abilities and the other way round, the advance in creative
abilities enhanced the creative cognitive potential.
The forming stage of the investigation allowed the following conclusion:
the developing of creative abilities in pupils and humanization of a teaching process
were essentially interrelated and correlated processes. Humanization of a teaching
process was determined by its purposeful organization on the basis of continuous
enrichment of cognitive and leaning activity and its progressing into researching and
professional; ennobling of needs,development of cognitive interest and heuristic
experience
of Lyceum pupils. The interplay of these subjective and objective
conditions provided a free way for creativity and transformed the process of study into a
free and creative realm, optimal for self-realization, self-assertion and self-determination
of those who participate in that process, as well as developing creative cognitive
potential and on its basis of creative abilities of Lyceum pupils.
The conclusion of the thesis reviews the general implications and shapes major
directions of the work done: the investigation was concerned vvith the determination of
objective conditions for developing of creative abilities in senior pupils, with
advancement of studying and cognitive activity, its progression into researching and
professional, which provided a free way for self-expression, with expansion of freedom
as opportunity or choice, self-realization, creative self-making and development of
individual endowments. The investigation also concentrated on a subjective factor that
conditioned the development of creative abilities, i.e. formation of creative cognitive
potential in the senior pupils, vvhich enlarged subjective opportunities for selfrealization and actualization of one's natural gifts.
The investigation allowed to go to the heart of the problem of specialized
multicourse teaching in the secondary school, which benefited the development of
creative abilities of senior pupils.
Hence, it may be safely suggested that the hypothesis of the investigation was
proved by all obtained scientific and practical data that allovved to resolve the problem
of developing creative abilities of senior pupils on the basis of specialized multicourse
teaching at a qualitatively new level.
> The following propositions are submitted to the defence:
the conceptual understanding of creative abilities as integrating quality
of a personality allows to (isolate)- the invariant of its structure that
represents in itself a combination of creative ways for self-realization,
thus defining the character or self-expression;
> organization of a teaching process on the basis of variable and
humanistic approach to education helps pupils to discover their
endovvments, become aware of them, to afflrm and develop them.
> in the process of multicourse specialization in teaching the pupil
catches the logics of subjective self-determination and develops his
abilities in accordance with it;
> the leading role of a teacher implies the provision of universal
suspended consistency between aspirations of a senior pupil and
actual demands.
The main contents and results of the investigation are reflected in the follovving
publications:
1. The idea of creative abilities of a pupils (pedagogical aspect) (Collection of scientific
articles). The ministry of Education of LR. Rīga, 1995.
2. Major tendencies in development of creative abilities of a senior pupil in
the process of education (Joumal of Psychology "Alta Ego", N1
Rīga, 1995. 5. Attention to the development of creative abilities at school
"Skolotajs", N3
Rīga, 1997.
Aliev. "The school to the creative", RaKe Riga, 1998