An updated model of thinking for the formation of creativity in education

In the introduction part of the article the authors give a proof of the topicality issue, define the goal and formulate the problem of the research. As prerequisites for the formation of new educational shifts, large-scale economic and cultural changes are singled out, where the key role is played by the close relationship between thinking and creativity of the subjects of the educational process. According to the authors, the lack of universal -philosophical and methodological - foundations in the construction of a thinking model, including one focused on creating a creative result, does not correspond to the guidelines for the development of modern education. So, the main question that the authors answer is: what is the actualized model of thinking in education that allows to form a creative result in the form of both new and already existing knowledge aimed at solving problems for which traditional methods do not work? To answer the above question, a logical-cognitive approach to the study of thinking was used and emphasis was placed on the actual analysis of the process, structure, elements and levels of mental operations, the result of which is a creative product. The foundation of thinking is a logical pole, manifested in a contradiction, the resolution of which is possible due to a clear fixation (including verbal) of real opposites within the same object under study, and in a logical analysis designed to create such a sign system that would clarify the structure of any language. As a distinctive element of the model of thinking in education, the creation of ideal conceptual images is highlighted, which includes such traditional stages as focusing, processing, choosing and evaluating. However, already at the first stage, the focus is not so much on the object (context, assessment of current barriers), but on the relationship of a person to the object (functional and semantic load). At the intersection of abstract and objective thinking, unique and non-standard solutions with different qualitative characteristics emerge. In conclusion, the authors summarize the results and formulate a conclusion. The author declares no conflicts of interests.

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