June 14, 2014
June 14, 2014
June 14, 2014
20.27.1 - 20.27.10
Methodology of Creativity and Creative Thinking: Structure and Content of Educational ClusterThe contemporary world society have a necessity of higher qualified, and competentspecialists, who have developed creative abilities and able to make inventive solutions in allspheres of human activity. We need for this purpose the corresponding high qualification,dynamic thinking educational specialists (especially, it’s actually in engineering education).Training so specialists in traditional higher educational system need many time and financialresources. But, modern society needs this specialists today, tomorrow it will be late, at lastcase it’s mean noncompetitive educational system. For solving this problem it necessity toproject the integrative system of higher, post-higher, and additional professional educationfor training creative thinking educational specialists. That’s why, in Kazan National ResearchTechnological University (KNRTU, Russian Federation) is developed the project ofeducational cluster of Mental Integrative Metasystemic (Transdimension) Innovative(Inventive) Methodology (MIMIM).The key categories of MIMIM are "creativity" and "thinking". MIMIM is based on thetemporal unity of scientific knowledge, spiritual values, art, describing the transdisciplinarycharacter of thinking (cognition) of a person. The emphasis is put on a "strong", effectivesolution with the high level of novelty, patentability and reliability, funded by principle ofresponsibility. In this case the solution is located in the plane of the metasystemic dimensionas a result of the integration (synergy) of binitarian (linear), triune (nonlinear recursivecontinual) and quaternary (metasystemic) principles (styles) of thinking. The main content ofMIMIM is contemporary scientific outlook, its interconnection with goal-setting, sense,values, character, direction of life activity of a person (the essence of which is concentratedon creative activity and creative thinking), as well as filling the conception of creativity anddedicated modalities (styles) of thinking by scientific structural components, and definitionthe mechanism of its functioning in the unity and integrity of historical and logicalapproaches.In general, the deductive approach as a cognition of universal principles (transdisciplinaryapproach) is lied in base during project the creative educational cluster. The main chapters(modules, elements) of educational courses of this cluster, which format its sense arepresented in paper.In this case clusters are concentrations of interconnections particular disciplines with highlevel of systemic interconnections. Level of systemic interconnections graduate degree ofinformativity any element of system about state of another element of system. The high levelof system interconnection supply with principle of transdisciplinarity.The content of educational courses of formation the creative abilities is analyzed in theirunity. First of all, emphasize the necessity of paradigm shift, basic scientific principles, whichhave universal (transdisciplinary) meaning, definition of the category “creativity” and itselements, transition from linear to nonlinear thinking, mutual roots of ecology, ethics, andaesthetics and their meaning for thinking formation, actual change in economics from linear(rational) models to nonlinear (irrational), theory of complex systems, models of emotional,motivational, cognitive resonance in psychology of creativity, rule of intellectual property incontemporary and future economics, problems of formation, development, and rating ofcreative abilities in education.
Redin, L. V. (2014, June), Methodology of Creativity and Creative Thinking: Structure and Content of Educational Cluster Paper presented at 2014 ASEE International Forum, Indianapolis, Indiana. https://peer.asee.org/17190
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