A creative approach to achieving goals. Creative Action What is Creative Activity

  • Specialty HAC RF13.00.01
  • Number of pages 322

Chapter 1

§ 1. Activation of independent productive activity of students as a psychological and pedagogical problem

§2. Cultural grounds modern education

Chapter 2

§ 1. Educational essence of inventive culture

§2. Educational functions of inventive culture

§3. Creative functions of inventive culture

§4. Didactic meaning of the used system of new pedagogical concepts

§5. Conceptual model of the student's personality as a creative active subject of creative activity

§6. Educational content of the concept of development of creative activity of students in the context of inventive culture

Chapter3. DEVELOPMENT OF INVENTION CULTURE AS A DEVELOPMENT FACTOR

CREATIVE ACTIVITIES OF STUDENTS "< * 1 , *

§ I. Educational significance of students' mastering the tool (instrumental) functions of modern methods for creating new ideas

§2. Experimental study of the process of creating new ideas by schoolchildren

§3. Implementation by schoolchildren of instrumental (instrumental) functions of modern methods of creating new ideas. Discussion of the results of experimental work

Chapter 4

§ I. Creative behavior of students in solving problems in the structure of the project method

§2. Brainstorming Strategies for Problem Solving Projects

§3. Functional cost analysis in the structure of the project method

§4. Creative content of assignments for independent work of students performed by the method of projects

§5. Didactic principles of constructing modern educational programs based on the concept of development of creative activity of students in the context of inventive culture and experimental results

Recommended list of dissertations

  • The system of formation of technical invention of students in institutions of additional education: On the material of the Republic of Dagestan 2003, candidate of pedagogical sciences Abdullaev, Abdulla Babaevich

  • Preparing students of secondary vocational schools for rationalization and inventive activities in production 1985, Candidate of Pedagogical Sciences Parkhomenko, Vladimir Pavlovich

  • Scientific and practical foundations for mastering pedagogical culture in the educational process of secondary school 1997, Doctor of Pedagogical Sciences Sedova, Nellya Vladimirovna

  • Organizational and Pedagogical Problems of Increasing the Educational Level of Students in the Conditions of Career Guidance 2001, candidate of pedagogical sciences Sergeev, Oleg Viktorovich

  • Information and analytical support of work to improve the educational process in a secondary school 2002, candidate of pedagogical sciences Kiskaev, Islam Arslanovich

Introduction to the thesis (part of the abstract) on the topic "Creative activity of students in the context of inventive culture: Theory and practice of development"

The relevance of research. To date, the problems of educating students and intensifying the educational process remain the most important for the activities of educational institutions. Of particular importance is the education of students as active subjects of creative activity through the formation of creative ways of thinking and acting.

The dissertation research was carried out on the example of the educational process of general education schools, but, as will be shown below, the results obtained are valid for all types of general education institutions, as well as for all levels of general education. This is the semantic meaning of the generalized concept of "student", introduced in the title of the dissertation.

The educational process implemented in modern educational institutions has a single target orientation - to ensure the socialization of students for the full performance of social and professional functions on a creative basis after graduation. This is consistent with the needs of students, parents, society and the main provisions of the Law Russian Federation"On Education". Modern students can be considered capable of independent living if they are brought up as subjects of creative activity.

To be truly free and socially active, each of the graduates of a general education institution needs to master the technology of labor activity at a professional level, and more than one. To do this, it is necessary to obtain a general secondary pre-professional education, which is the basis for the formation of the personality of a dynamic professional worker. The student must educate (create) himself as a person capable of mastering any creative technology at a professional level. These abilities are possessed only by a diversified personality.

Education has a dual creative beginning - the student, firstly, creates (educates), with the help of a teacher, himself as a subject of creative activity and, secondly, in the process of learning he is the subject of creative activity - his own educational trajectory, educational products, material and spiritual, personally and socially significant values, including those characterized by subjective novelty. The consequence of this is the upbringing of the personality of a cultural person-creator, whose activity has moral grounds. With this understanding of the essence of education, a student of a general education school is an active subject of creative activity.

It can be considered that in the practice of the work of modern general educational institutions the most important problem is the formation of students' orientation towards active creative activity. This problem can and should be solved in all educational areas when studying the fundamentals of the sciences provided for by the Basic Curriculum in the structure of general secondary education, and in general educational institutions of all kinds.

With this in mind, a modern educational institution should provide a new quality of education by strengthening its general cultural content, using a new system for teaching students creative work and new educational technologies. The social function of culture must be fully realized. Full-fledged socialization of young people becomes possible with the development of world and national cultural values. Creative self-realization of students is feasible with a productive (creative) orientation of the structure and content of general secondary education. Educational environment should be a means of providing students with psychological comfort, in the presence of both a compulsory and a student (individual) component in educational programs.

The work of a professional is necessarily creative work. In accordance with the dictionary of the Russian language, to create is to make existing, to produce, to establish (99, p. 684). The creator is considered to be “the creator, the one who created something” (ibid.). The concept of creating in the form of high style means creative work. Using the concept of creative, they mean creating something. Creative activity is the process of producing novelty (new objects).

By emphasizing the concept of creative activity, creation, we orient teachers to the need to form in students such personality traits that ensure the production of novelty in labor activity, including in training. The target orientation to creation, not to destruction, such an understanding of the essence of labor activity should be formed among graduates of educational institutions. Since the actions to produce novelty are fundamental in the system of creative activity, creative activity can rightfully be attributed to the activity containing an inventive component. For the purposes of education, we consider invention as a kind of creative activity. Mastering the inventive culture by students will ensure their understanding of the essence and procedural content of creative activity and can be the backbone of a fundamentally new system of labor training in the process of obtaining a general secondary education. From these positions, the formation of the inventive culture of students should be considered as an integral part of modern education and effective creative activity, which is justified by the educational and creative functions of the inventive culture that we have identified and the fact that the inventive culture functionally includes all psychological signs as an activity regulatory component. works highlighted by Academician E.A. Klimov (54, 55).

It can be noted that the process of learning is characterized by the same psychological characteristics, which makes it justified and understandable to use the concepts of "educational work" and "educational labor activity". It is in this sense that these concepts are used below.

Considering the inventive culture as the basis of free creative activity, we take into account that the semantic content of the concept of "foundation" is "The main thing on which something is built, which is the essence of something." (137, p. 256). Comprehensive implementation of the creative (productive) and educational (creative in the sense of forming the personality of the subject of educational inventive activity) functions of inventive culture in the educational process will ensure the formation of learners' needs and the development of abilities for creative activity. The main attention of teachers should be focused on the formation of a creative way of thinking and actions of students, and not on the training of inventors. Invention, in our understanding, is a means of mastering the creative way of activity, including in teaching. Inventive culture is considered by us as a culture of creation. An integral characteristic of a human creator is significant creative and social activity.

It is advisable to conduct in-depth scientific research on changing the structure and content of all educational programs of general secondary pre-professional education in order to give them a targeted creative orientation that ensures the formation of a creative way of thinking and activity among students. All educational programs should, as a system-forming beginning, have a didactic focus on shaping students' understanding of the need and expediency of mastering theoretical knowledge as a means of creative activity. To do this, in all educational programs, the reference creative points of education (CEP) and the reference creative points of application (CPAP) should be identified (or re-designed). The word "creative" in these terms means that at the named starting points of the educational process there is an active formation of the personality of the creative student, as well as the realization of his creative potentialities in practical activities.

Each educational program should be considered as a structural component in the didactic system of general secondary education, focused on educating the student's personality, capable of carrying out creative activities. Such programs are creative educational programs. They should determine the procedural and content basis of general secondary education, when knowledge provides students with personal freedom of creation. In the learning process, each student should have the opportunity to master the technology of creation. In this sense, the educational process for the formation of an inventive culture of students is not an end in itself, but a means of developing creative activity.

In each educational program, system reference points are designated. STEP are the basic stages of creative educational labor activity, which include the possibility and necessity for the application of the inventive culture and for the realization of the personal potential of the creative student. These stages are the inventive content of educational work. It follows from this that education should be ahead of and determine the creative activity of students. This is the essence of the educational regulators of creation.

OSTO are creative regulators of education. The educational essence of this concept is to identify (or create anew) sections and their content in educational programs that ensure the formation of an inventive culture and a creative way of thinking and acting among students.

The fundamental novelty in the construction of modern educational programs in accordance with the stated concept is contained in the pedagogical expediency of a clear designation in the structure of programs of the system-forming points in the formation of the personality of a creative student. The use of such milestones in the educational process is a didactic condition for the implementation of the principles of creative pedagogy.

This is a direct access to the new content of general secondary education. Knowledge should be acquired to ensure personal freedom of creation, and not as an end in itself. This is the personal meaning of the teachings of modern students.

In this regard, the identification of an invariant creative minimum of knowledge that is mandatory for all students to assimilate (for more details, see below) is an urgent pedagogical problem and is legitimate for all educational areas of the Basic Curriculum. From a methodological point of view, it is necessary to develop a formative creative component of the content of all educational programs. This problem is of particular importance for the profile education of high school students.

The process of invention has much in common with the process of creation, but it also has significant differences. In particular, in creation there are, sometimes quite significant, non-creative activities, while invention is entirely a creative activity.

It should be distinguished that the essence and functions of invention and creative activity are not unambiguous. The semantic educational content of the concept of “creation” is wider both in the procedural and educational sense, and includes many other components besides inventive ones, being a generic concept.

An analysis of numerous studies devoted to the study of creative activity shows that “creativity is a process of human activity that creates qualitatively new material and spiritual values” (1, p. 250). The target orientation of our study does not provide for consideration of the issues of creating "spiritual values", therefore, the problems of creating novelty in the sphere of material (objective) human existence are discussed further.

It is also necessary to distinguish between the concept of "creativity" and the concept of "invention". They have a common beginning associated with the obligatory production of novelty, but they also have pronounced differences.

To invent is, by working creatively, to create something new, previously unknown and meeting some practical needs. ^?, p. 129). Let us pay special attention to the fact that invention, as can be seen from the above quotation, is aimed at satisfying practical needs.

More specifically, the concept of invention is disclosed in the Patent Law of the Russian Federation. Invention is the creation of a new solution to a specific problem that exists in practice, and an indication of ways to achieve it. Creativity is the creation of any novelty, possibly not connected with the material activity of a person.

A new solution is a new idea. “An idea is a thought, intention, plan, . mental image of something. intention that determines the content of something. (99, p. 219).

Creativity is a broader concept than invention. We study the objective activity of students and the processes of creating new ideas in achieving specific practical goals, we consider the problem of developing the ingenuity of students.

A variety of creative activity is project activity. "To design is to suppose, to plan." (99, p.560-561). The project method, which is being reintroduced into the practice of general educational institutions, is based on the regularities of the implementation of project activities. "Design, the process of creating a project - a prototype, a prototype of an alleged or possible object, a state." (6, p. 964). The method of projects in accordance with our concept is an integral reference creative point of application (inventive and creative skills).

The educational efficiency of using the project method increases if its structure actualizes the ingenuity of students at certain stages of solving emerging problems with a target setting for the creation of new ideas and objects. When using this method at separate stages, it is advisable to identify and use specific reference creative points of application (GSP) and reference creative points of formation (CSP).

Man in his development for the intensification of inventive activity developed appropriate auxiliary means - tools. They are called methods of searching and creating new solutions, new ideas. By mastering these tools, students learn new ways of mental action and thereby improve their personality. There is a process of formation of fundamentally new higher mental functions and the creation of a new person, a new personality. The student educates (creates) himself. The problem of students mastering the tool (instrumental) functions of modern methods for creating new ideas requires careful study.

In the process of socio-historical development, a lot of experience in inventive activity has been accumulated, which includes integral part into the general culture.

Culture. a specific way of organizing and developing human life, represented in the products of material and spiritual labor. Culture also characterizes the behavior, consciousness and activities of people in specific areas of public life. (143, p. 292).

In this regard, it is legitimate to raise the question of the purposeful development of inventive culture, which is part of the universal culture. A detailed definition of the educational essence of the concept of "inventive culture", formulated by us, is presented in this dissertation.

Each person in ontogenetic development empirically gains a certain experience of inventive activity related to the satisfaction of everyday needs - inventing various devices to facilitate domestic work, teaching, improving tools and household objects, etc. We can assume that such experience of non-professional inventive activity is based on a genetically predetermined quality of a person - ingenuity. Inventiveness is more or less inherent in every person, regardless of origin and social status. The inventive culture can be mastered through the development and cultivation of the innate human quality of the individual - ingenuity in the process of purposeful learning. The problem of the formation of an inventive culture as the basis and means of creation as one of the stages of modern general secondary education is the subject of our work. Since the experience of invention has been accumulated, it is obvious that this experience can be passed on from generation to generation in the process of education.

It should be noted that consideration of only the creation of objects of the material world in the process of invention is undertaken solely for the purposes of scientific research. In practice, non-spiritual invention does not exist, and yet, in accordance with the generally accepted understanding of the essence of invention, we consider it as a creative activity aimed at creating novelty in the material world, in the material existence of a person. Novelty, which has practical significance for a person.

The problem of mastering the inventive culture is broad and multifaceted. The regularities of the development of inventive activity are similar to the regularities of the implementation of creative activity in general. Inventive activity should be studied in the general context of the study of creativity. But it should be borne in mind that, as noted earlier, invention, unlike creativity, has in its structure all the psychological signs of labor activity identified by academician E.A. Klimov (54, 55). In particular, inventive activity is regulated by the goal clearly set by the subject of activity to obtain practical benefits from the invention, etc. The development of inventive creativity technologies in this regard acquires great educational significance from the point of view of teaching students to work in conditions of pre-professional education, including educational work in the development of various educational areas.

Considering the problem of the formation of an inventive culture, we understand it much broader than the formation of the personality of a professional inventor who creates patentable inventions that meet the requirements of the Patent Law of the Russian Federation. For educational purposes, it is important to form the personality of a creative student who creates inventions, including subjective novelty, and invents (creates, educates) his personality in the process of inventive activity. In this sense, inventive activity for students is a personal creative activity.

The creation of patentable inventions by students is not an end in itself for teachers of a general education institution. The main goal is the formation of a creative personality.

Inventive creativity differs from creativity in general in that the products of invention have practical significance for a person, while the result of creativity may not have utilitarian significance. Inventions, even if they are not patentable, in any case should give a useful practical effect for a person.

Invention differs from technical creativity in that in the process of technical creativity new objects of technology are created, and the result of inventive activity is any new objects and technologies that provide solutions to practical problems. Taking into account the fact that invention is one of the types of creativity, some reliable scientific conclusions regarding the technical creativity of students and creativity in general are applicable to the study of the educational essence of inventive creation.

Invention in the educational sense is a way of life activity, a specific way of thinking that creates psychological prerequisites for the subsequent (after graduation) mastering a profession, mastering any progressive technology, which determines the entire educational activity of a student and fills it with semantic content.

A person who owns an inventive culture constantly invents both the world around him and himself, and masters and creates on his own special tools for this, in particular, methods for creating new ideas.

When mastering an inventive culture, as well as when mastering other types of culture, for teachers of a general education institution, the main questions are what to teach (selection of content) and how to teach (didactic learning conditions). It is these questions that our study is devoted to.

In this regard, we introduce the concept of “student who creates” into pedagogical circulation. Forming an inventive culture among young people, a general educational institution should have a targeted focus on shaping the personality of a creative student. It means - an active figure and creator.

It should be noted that the development of culture in its various forms is relevant for both students and teachers themselves. Academician V.A. Slastenin in the book “Formation of a teacher's professional culture” (1983) singles out the formation of a professional culture of teachers based on a creative approach to the implementation of educational activities as the most important cultural aspect of the formation of a teacher's personality. From our point of view, the creation of the personality of a young teacher indirectly through the implementation of his inventive principle in pedagogical technologies is an extremely productive direction. According to V.P. Bespalko, presented in the Russian Pedagogical Encyclopedia (p. 126), “Pedagogical technology (as well as educational technology - A.B.), a set of means and methods for reproducing theoretically based learning and upbringing processes that make it possible to successfully implement set educational goals. And educational goals lie in the transformation of the personality of students.

Dynamism, the ability to quickly change types of labor activity after receiving a general secondary education are formed in the process of mastering technological literacy and the activity essence of psychological signs of labor, common for all types of work. professional activity. In other words, it is necessary to master the culture of work.

In the structure of labor activity, inventive content can be singled out as an obligatory component, which largely determines the effectiveness and quality of labor. In the process of learning to work, including educational work, it is necessary to form the ability of students to identify the inventive content of a particular labor activity (including educational work) and to implement inventive technologies at its individual stages. What is legitimate for the innovative activity of the teacher. Such abilities are possessed by a subject who has mastered the inventive culture.

The inventive culture in the light of the foregoing is a means of providing greater freedom for personal self-realization in terms of improving the psychological mechanisms of adaptation to new labor technologies upon graduation, and the educational process of mastering the inventive culture is a way to increase the social activity of young people.

In modern society, tendencies to destructive activity are sometimes noted. In contrast to this, the formation of the needs for creative activity among the younger generations becomes relevant.

The formation of needs and orientation towards creative activity is feasible in all types of educational activities. You can find time for this in the Core Curriculum. It should be noted that when mastering all educational programs, there is an opportunity to form the needs for creative activity and relevant skills.

Before teachers there is a problem - in what form students should be taught creative activity. We believe that it is expedient to form the needs and abilities for creative activity in the context of mastering the inventive culture by students. A person who has mastered the inventive culture has an orientation towards creation, and not towards destruction. And this will be shown next.

The purpose of the study: to substantiate and formulate a holistic scientific pedagogical concept and didactic system for the development of creative activity of students of general educational institutions in the context of inventive culture.

Object of research: creative activity of students of educational institutions.

Subject of study: didactic conditions that ensure the formation of students' conscious needs and abilities for creative activity.

A contradiction is revealed: between the obvious need to teach students the technologies of creative activity and the modern content of general secondary education.

The research problem lies in overcoming the mismatch between the needs of parents and society in the formation of a creative direction in the activities of graduates of educational institutions and the lack of theoretical and methodological support for the educational process to achieve this goal.

Research objectives:

1) to identify the educational content of inventive culture as a factor in the development of creative activity of students in the modern system of general secondary education;

2) scientifically substantiate the system of new pedagogical concepts that reveal the educational creative functions of inventive culture;

3) to develop a conceptual model of the personality of a creative student - an active subject of creative activity;

4) scientifically substantiate, formulate, test in the conditions of a pedagogical experiment and in practice a scientific pedagogical concept and a didactic system for the development of creative activity of students of educational institutions in the context of inventive culture;

The hypothesis of the study - the personality of a student who is able to carry out creative activity and motivated to this type of productive activity can be brought up if: the teacher is guided by theoretical provisions that are basic in the formation of the concept of development of creative activity of students on the basis of the propaedeutic development of inventive culture; in the educational process, a didactic system for reproducing the pedagogical process is used in accordance with the concept, which includes creative educational programs that contain specialized sections that provide students with an understanding of the creative essence of the theoretical knowledge being mastered and how to apply it in practice, an educational creative minimum of theoretical knowledge and practical skills, the assimilation of which ensures the propaedeutic development of inventive culture, characterized by compactness, contributing to the assimilation of tool (instrumental) functions of modern methods of creating new ideas as an indicative basis for the creative way of thinking and actions, the formation of deductive methods of activity, the development by students of the psychological content of student multifaceted creative activity, similar to the psychological content of labor, a set of tasks for educating the qualities of a creative personality, the method of projects and gaming technologies in the modern sense; provides a differentiated personality - oriented approach as the main system-forming way of organizing the pedagogical process for choosing the goal, objectives and content of multifaceted creative activities in the learning process.

The methodological basis of the study is fundamental works in the field of philosophy, psychology and pedagogy, as well as scientific provisions on the creative role of educational labor activity in the formation of a person's personality (K.D. Ushinsky, Ya.A. Komensky, I.G. Pestalozzi, S.T. Shatsky, P.P. Blonsky, A.G. Kalashnikov), on the formation of a diversified personality, on the personal and activity content of education, on considering the student as an active subject of educational activity (J. Dewey, L. S. Vygotsky, K Rogers, A.N.Leontiev, A.Maslow, M.N.Skatkin), works of domestic and foreign culturologists about the essence of culture, its functions in the life of society and an individual, the ideas of domestic and foreign scientists about socialization in the ontogenetic development of a person ( L.S. Vygotsky, A.N. Leontiev, D.S. Likhachev, M. Cole and others), modern theories of education, training and upbringing.

Important methodological guidelines in our study are the axiological approach, which considers a person as the highest value, the cultural and anthropological concept, which makes it possible to consider the development of the individual in a multifaceted activity.

In accordance with the purpose, objectives, hypothesis and methodology of the study, the following research methods were used: a set of complementary theoretical and empirical research methods - analysis of literature on pedagogical science, psychology, philosophy and methodology of science, activity theory to determine specific research objectives; theoretical research methods (analysis, synthesis, including system analysis, generalization, modeling, extrapolation); experimental-applied methods of ascertaining search nature with the wide use of expert assessments, experimental verification of the results obtained and implementation in practice; analysis of actual phenomena, which contributes to the identification of positive constructive elements in the experience of forming students' needs and abilities for creative activity; study and generalization of pedagogical experience (author's and other teachers); pedagogical observation, interview; planning and conducting a pedagogical experiment, quantitative and qualitative analysis of the results of the experiment, correction of theoretical constructions based on the results of experimental work; element-by-element analysis of the structure of students' activities in the process of mastering and implementing tool (instrumental) functions of modern methods for creating new ideas; system analysis of the structure and content of educational programs, project method, gaming technologies.

Research stages. The study was carried out in stages during the period from 1986 to 2001.

1986 - 1990 Identification of the essential foundations of inventive culture as a factor in the formation of creative activity of students. Approbation of theoretical constructions in the form of publications and scientific reports.

1988 - 1995 Carrying out experimental work, analyzing the results of the experiment, building a model for the formation of creative activity of students in the context of inventive culture.

1995 - 2001 Generalization of pedagogical experience, including the author of the dissertation, analysis of the results of the experiment, conducting additional research, approbation of the developed concept and theoretical conclusions through publications, speeches at conferences, seminars, meetings of departments, laboratories and Academic Councils of pedagogical institutions, correction of theoretical provisions, preparation of a dissertation research.

Research base. Pilot-experimental work was carried out in the Interschool educational complex of the Tushinsky district of Moscow, in the Interschool educational complex "Khamovniki" in Moscow, with students of 8-10 grades of secondary schools in Moscow (11 schools) and Samara (3 schools). The experiment involved 350 students in the experimental and control groups. For 850 students of all levels of education from nine general education institutions and three institutions of additional education in Moscow, pedagogical supervision was carried out in the process of mastering various educational programs.

The following are submitted for defense:

1) Scientific pedagogical concept of the development of creative activity of students of educational institutions in the context of inventive culture.

2) Didactic system for the development of creative activity of students of educational institutions in the context of inventive culture.

3) A conceptual model of the personality of a creative student - an active subject of creative activity.

4) Scientific substantiation of the educational content of inventive culture, its levels, creative and educational functions.

5) Scientific substantiation of the system of new pedagogical concepts that reveal the content of the process of development of the creative activity of students in the context of inventive culture, and the expediency of introducing these concepts into pedagogical science.

6) Scientific substantiation of the educational significance of the assimilation by students of the tool (instrumental) functions of modern methods for creating new ideas as an indicative basis for the creative way of thinking and actions and a system-forming principle in the structure of the propaedeutic level development of inventive culture.

7) Guidelines for reproduction in pedagogical practice based on the author's concept of the didactic system for the development of creative activity of students of educational institutions in the context of inventive culture.

The scientific novelty of the research is as follows:

1) Theoretically substantiated and formulated a holistic scientific pedagogical concept of the development of creative activity of students of educational institutions in the context of inventive culture.

2) A didactic system has been developed, which manifests itself in the formation of a didactic space as a sphere of influence of didactic conditions specially reproduced by the teacher, developing the creative activity of students in the context of inventive culture, in the use of expert-evaluative activity, which consists in diagnosing the levels of formed ™ of the projected personality traits of a schoolchild, motivated and capable to creative activity.

3) A scientific hypothesis was formulated and confirmed (theoretically and experimentally) about the possibility and educational effectiveness of the development of creative activity of students in the context of inventive culture.

4) The educational minimum of theoretical knowledge and practical skills, necessary and sufficient for the effective creative activity of students in general education schools, has been identified.

5) A fundamentally new method of teaching is scientifically substantiated, the essence of which is the implementation of the educational functions of inventive culture as an integral component in the structure of educational activities of schoolchildren at all levels of education (learning through invention).

6) The conceptual apparatus of pedagogy has been enriched by introducing and substantiating new pedagogical concepts; the concepts of "inventive culture of the student", "creative activity of students" are formulated.

8) The established essence of the upbringing of creative needs and the development of creative abilities in the context of inventive culture made it possible to systematize empirical knowledge within the framework of the generalized concept of "creative pedagogy", the content component of which should be used to clarify the structure and content of pedagogical science.

Theoretical significance of the study: 1) The pedagogical concept of the development of creative activity of students of educational institutions in the context of inventive culture is based on the implementation of the educational and creative functions of inventive culture, taken as determining factors in the development of a didactic system, the reproduction of which by the teacher ensures the formation of the identity of the creative student (active subject of creative activities).

2) The didactic system for the development of creative activity of students of educational institutions in the context of inventive culture provides for the use of: creative educational programs that provide students with an understanding of the creative essence of the theoretical knowledge being mastered and how to apply it in practice; an educational creative minimum of theoretical knowledge and practical skills, the assimilation of which ensures the propaedeutic development of an inventive culture, characterized by compactness, contributing to the assimilation of tool (instrumental) functions of modern methods of creating new ideas, the formation of deductive methods of activity, the development of the psychological content of creative activity; a set of specialized tasks; the method of projects and gaming technologies in the modern sense; means of testing the stages of development of creative activity of students.

3) The conceptual model of the personality of a creative student - an active subject of creative activity, provides that he is characterized by the following personal qualities: creative needs; humanistic orientation towards identifying human factors of creative activity (ergonomic, environmental, personally and socially significant) and using them as an integral orienting basis for creative actions; the need to master the culture of creative activity, in particular, the instrumental (instrumental) functions of modern methods for creating new ideas; developed productive imagination; developed ingenuity; the need to visualize the sign-shaped regulators of creative activity as an indicative basis for creative actions; motivation to use deductive ways of thinking and acting in the structure of creative activity; orientation towards the creation of new (including subjectively new) methods and technologies of creative activity; motivation for creative anticipation of the projected results of creative activity; developed will, ensuring the obligatory achievement of the projected goals of creative activity; confidence in success; sustained focus on the problem being solved; mobility in changing the strategies of creative mental activity; motivation to master technologies for evaluating the results of creative activity in the context of its essence; the need to master and use the educational creative minimum of knowledge and practical skills; the need for constructive dialogic interaction; stable personal dominant of continuous self-improvement.

4) The educational content of the concept of "inventive culture" and related concepts is scientifically substantiated and formulated. The creative and educational functions of inventive culture are revealed. The effectiveness of the means and methods for the development of creative activity used by the teacher is determined by how fully the creative and educational functions of inventive culture are implemented in the educational process as a factor in the development of creative activity of schoolchildren.

5) Pedagogically expedient propaedeutic level development of inventive culture. The instrumental (instrumental) functions of modern methods of creating new ideas, which fully represent the creative essence of inventive culture, are recommended as the primary level for pedagogical practice to be mastered by students.

6) The developmental effectiveness of mastering the instrumental (instrumental) functions of modern methods for creating new ideas by students as an indicative basis for a creative way of thinking and acting has been revealed. The potential opportunities for mastering creative methods of action for each student were established using the developed didactic system and selective, in accordance with personal characteristics, mastering by schoolchildren of modern methods of creation as tools (tools) of productive activity.

7) There are stable relationships between the level of a student's inventive culture and his motivation and ability for creative activity. It is proved that the inventive culture mastered by schoolchildren at the propaedeutic level is functionally a factor in the development of creative activity.

8) The creative effectiveness of deductive methods of mental activity of students as a procedural component of the creative activity of students who have mastered the inventive culture has been proved. The ideas created by students through the implementation of the tool (instrumental) functions of modern methods of creation are a generalized indicative basis for subsequent concrete creative actions.

9) The interdependences between invention and labor activity, significant for teaching young people to work, have been established. The essential content of student invention and educational creative work is characterized by common psychological foundations - the presence of a goal, the use of appropriate tools (instrumentality), interpersonal communication, the obligation to achieve the goal, therefore, all pedagogical actions aimed at developing an inventive culture among schoolchildren simultaneously form the needs and abilities for creative multifaceted labor activity, including educational.

10) The formation of schoolchildren's needs for creative activity consists in their assimilation of the essence and patterns of development of creative-humane relations in personally and socially significant types of labor. The educational effectiveness of the development of inventive culture by students as a factor in the development of creative activity is found in the formation of a direction towards creation as opposed to destructive activity; the activity of students acquires clearly expressed humanistic features - the created objects are characterized by ergonomic indicators, ensure the safety of the ecological environment and the health of the subjects-users, interpersonal communication skills are formed. Human factors of creation are becoming a stable dominant in the structure of schoolchildren's activities.

11) The educational efficiency of using the project method in the educational process increases if, when solving emerging problems, the inventive culture of students is updated, which ensures the creation of fundamentally new ideas, objects, services with generalized parameters specified at the planning stage.

12) There is an educational expediency of using the following concepts in pedagogical science: creative activity of students, inventive culture of a student, educational functions of inventive culture, creative functions of inventive culture, creative student (active subject of creative activity), creative pedagogy, educational creative minimum of theoretical knowledge and practical skills , reference creative points of education (CPOS), reference creative points of application (CPAP), human factors of creative activity, instrumental (instrumental) functions of modern methods of creating new ideas, deductive creation, inventive content of creative activity of students, educational labor activity (in a new sense in in accordance with the developed pedagogical concept), the inventive content of educational labor activity, the creative content of educational labor activity, the inventive content of the project method.

Practical significance of the study:

1) In order to improve the creative effectiveness of modern pedagogy in shaping the personality of students as active subjects of creative activity, it is advisable to clarify the structure of pedagogical science by introducing the section “Creative Pedagogy” into it as an independent direction and to intensify scientific activity in this relevant and promising direction using scientific provisions, presented in this dissertation.

2) In the educational programs of pedagogical universities and institutions for advanced training of teachers, it is necessary to provide for the study of the special course "Creative Pedagogy".

3) The didactic system for the development of creative activity of students of educational institutions in the context of inventive culture, including educational programs presented in the dissertation and in the published works of the author, can be used directly in pedagogical process in educational institutions and in the system of higher and postgraduate professional education.

4) The results obtained form the basis for the development of educational programs on technology, arts and crafts in order to create a more reasonable continuity between teaching creative work at school and modern work.

5) A pedagogical description of the most significant, in accordance with the author's concept, modern methods for creating new ideas is presented, recommendations are developed for the selection and methodology for their use.

8) The practical results were tested and implemented in the educational process of the Interschool Educational Complex of the Tushinsky District of Moscow, the Interschool Educational Complex "Khamovniki" of Moscow, the MIREA School and Student Design Bureau, as well as through the publication of author's educational programs.

The reliability of the research results is ensured by: initial methodological positions; identifying contradictions in pedagogical practice, research problems, formulating and testing hypotheses, analyzing and scientifically summarizing factual material, demonstrative extrapolation of research results, formulating sound conclusions; building the author's pedagogical concept and didactic system on verifiable data and facts available for analysis and replay; using complementary research methods, consistent with the goals and objectives of the work; conducting experimental work with a representative sample of subjects (students), qualitative and quantitative analysis and generalization of the results of experimental work; approbation of theoretical and methodological developments in various educational institutions, including in the system of additional education.

Approbation and implementation of theoretical and practical results of the study. The conceptual provisions and results of the study were discussed at meetings of the departments: Pedagogy of the Moscow State Open Pedagogical University. M.A. Sholokhov, psychology of the Moscow State Correspondence Pedagogical Institute and the Moscow State Pedagogical Institute, at meetings of laboratories and Academic Councils of the Research Institute of Labor Training and Vocational Guidance of the USSR Academy of Sciences, the Institute of Professional Self-Determination of Youth of the Russian Academy of Education, the Institute of General Secondary Education of the Russian Academy of Education, at the joint Pedagogical Council of Directors of Samara secondary schools.

The theoretical provisions of the dissertation were tested at the All-Russian scientific and practical conference "Labor training of students in the conditions of scientific and technological progress" in Bryansk (1986), at the All-Union scientific and practical conference "Problems of the development of scientific and technical creativity of workers" (Tbilisi , September 30 - October 2, 1987), at the All-Union scientific and practical conference "Methodological problems of scientific and technical creativity" (Jurmala, November 23 - 25, 1988). On the subject of dissertation research published

45 works with a total volume of 43 prints. l., including two monographs and publications in the journals "Soviet Pedagogy", "School and Production", "Physics at School".

Dissertation structure. The 322-page dissertation consists of an introduction, four chapters, a conclusion, a list of references, a list of published works by the author of the dissertation, one diagram, three tables, 11 diagrams, and two appendices that present the author's educational programs.

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Dissertation conclusion on the topic "General Pedagogy, History of Pedagogy and Education", Bychkov, Anatoly Vasilyevich

Based on the results of the dissertation research, the following conclusions can be drawn:

1) The general secondary education of modern students should have a creative basis in the form of creative educational programs and a creative orientation that ensures the formation of the personality of a creative student - an active subject of creative activity.

2) The pedagogical concept of the development of the creative activity of students of educational institutions in the context of inventive culture contains a scientific justification: the educational essence, creative and educational functions of inventive culture; the concept of "creative activity of students" and the system of new pedagogical concepts; personality models of a creative student (an active subject of creative activity); didactic system for the development of modern creative activity of students and methodological recommendations for its practical reproduction in the educational process.

3) The author's concept of the development of students' creative activity is based on the implementation of the educational and creative functions of inventive culture, taken as determining factors in the development of a didactic system, the reproduction of which by the teacher ensures the formation of the student's personality as an active subject of creative activity.

4) The didactic system for the development of creative activity of students of general educational institutions in the context of inventive culture, which ensures the formation of the personality of a creative student - an active subject of creative activity, provides for the use by the teacher of: creative educational programs in which there are specialized sections that ensure that students understand the creative essence of the theoretical knowledge and methods being mastered their application in practice; educational creative minimum of theoretical knowledge and practical skills, the assimilation of which ensures the propaedeutic development of an inventive culture, characterized by compactness, ensuring the development of tool (instrumental) functions of modern methods for creating new ideas (these methods act as tools in the structure of mental activity in the process of creation), the formation of deductive methods creative activity, mastering the psychological content of creative activity; a set of specialized tasks; the method of projects and gaming technologies in the modern sense; means of testing the stages of development of creative activity of students; author's methodical recommendations.

5) The educational essence of the inventive culture is manifested in the creative and educational functions implemented as part of its individual structural levels when the teacher reproduces the author's didactic system for the development of the creative activity of students in educational institutions. Stable relationships have been established between the inventive culture of the student and motivation, and his ability to creative activity. The inventive culture of a student is a component of creative activity, which largely determines its effectiveness.

6) Theoretical and practical grounds for the use of didactic tools in the educational process, which ensure the development of creative activity of students of general educational institutions on the basis of the propaedeutic development of inventive culture, have been identified. Propaedeutic level mastering of inventive culture by students is an obligatory component of modern education and one of the methods of teaching labor. The personality of a creative student is formed in the process of purposeful pedagogically substantiated level mastering of the inventive culture as a factor in the development of creative activity.

7) Confirmation of the correctness of the hypothesis put forward at the beginning of the study, as well as the validity and practical significance of the developed concept and didactic system for the development of creative activity of students in the context of inventive culture, is the formation of the identity of the creative student - an active subject of creative activity in accordance with the conceptual model presented in the dissertation and its effectiveness creative activity, which was found in experimental work.

8) The educational content of the inventive culture is functionally a component of the effective creative activity of students at all levels of general education. The inventive culture of students of educational institutions is a functional component of labor creative activity, since inventive activity is characterized by all the psychological signs of labor. The inventive content of creative activity and the inventive content of educational labor activity of students are equivalent concepts and designate the qualitative and quantitative characteristics of invention in the structure of these types of activity.

9) It seems reasonable to introduce a fundamentally new teaching method into the practice of general education institutions, the essence of which is the implementation of the educational functions of inventive culture as an integral component in the structure of educational activities of students at all levels of education (learning through invention).

10) A high-quality educational product in a modern educational institution can be obtained on the basis of a developed inventive culture of students, since an inventive culture mastered even at the propaedeutic level contributes to the implementation of a wide range of universal general educational abilities and skills. It is advisable to clarify the structure and content of educational programs from the conceptual standpoint of ensuring the formation of a creative way of thinking and actions of students at all levels of general education, and in the curricula to provide for specialized lessons in the development of inventive culture as a factor in the development of creative activity.

11) Mastering the instrumental (instrumental) functions of modern methods of creating new ideas by students as an indicative basis for a creative way of thinking and acting is the main indicator of the formation of an inventive culture at the propaedeutic level and a condition for productive creative activity, since in the structure of an inventive culture, methods for creating new ideas occupy a backbone position (fundamental level of inventive culture).

12) Creative activity, being a generic concept in relation to inventive activity, may include elements of invention at certain stages (productive activity), but may not include them (reproductive activity). The personality traits of a student capable of creative activity and a student capable of inventive activity coincide in many respects with personal qualities that determine the success of labor activity in accordance with the psychological content of labor. Therefore, the processes of teaching work, creation and invention have the same foundations.

13) Reproductive, as well as productive components, should be in harmonious unity in the educational activities of the developing subject and teachers. Creation according to the model can be an independent didactic means of developing the personality of the subject of educational activity.

14) The educational effectiveness of the method of projects in educational activities is increased if the teacher forms the need for students to implement at certain stages of solving emerging problems the tool functions of modern methods for creating new ideas, as a component of inventive culture, in the process of creating a designed object. Mastering the instrumental (instrumental) functions of methods for creating new ideas in the structure of the project method and purposeful project activity is more productive than with isolated, as an end in itself, mastering these functions.

15) Game pedagogical technologies can be used as a didactic means of forming creative methods of action, providing conditions that are closest to professional work. Game technologies naturally determine the creative actions of students, actualize their inventive culture.

16) Invention becomes an effective educational and creative activity, subject to the implementation of the natural ingenuity of students, the development of an educational creative minimum of theoretical knowledge and practical skills, the development of tool (instrumental) functions of modern methods for creating new ideas, the use of the deductive method of mental activity in the structure of creative activity.

17) The use of an educational creative minimum of theoretical knowledge and practical skills in the learning process is one of the main didactic conditions for educating the personality of a creative student - an active subject of creative activity. The educational creative minimum of knowledge should be considered as one of the invariants in the knowledge system of general secondary education, necessary and sufficient for the successful implementation of creative activities by students of general education institutions. Fundamental to this minimum is knowledge of the functional characteristics of modern methods for generating new ideas.

18) The humanistic meaning of the development of an inventive culture in a general educational institution lies in the formation of the personality of students who are oriented towards creation, and not towards destructive activity.

19) The professional education of a modern teacher should ensure the development of pedagogical technologies based on the assimilation of the educational and creative functions of inventive culture and the development of the system of new pedagogical concepts presented in this dissertation, revealing the patterns of development of modern creative activity of students.

20) The pedagogical activity of a teacher of a general education institution, in accordance with the concept and didactic system presented in this dissertation, in its productive component ensures the implementation of the creative and educational functions of inventive culture, provided that students are involved in active practical activities that have a creative orientation (project method, game technologies). The creative and educational functions of the inventive culture can be considered as an effective factor in the development and improvement of the creative activity of students, and their implementation in the educational process in the development of all educational programs as an obligatory component of modern general secondary education and an indicator of the teacher's professional skills.

21) Mastering the inventive culture by students is the result of the active creative activity of the student and the teacher in the direction of forming the personality of the creative student as a result of the comprehensive improvement of his higher mental functions. This is the educational essence of the process of mastering the inventive culture. The student is an active subject of creative activity, creating both himself and the world around him. Pedagogy, which ensures the education of the personality of a creative student as a potential subject of creative activity, is creative pedagogy.

22) In pedagogical science, it is advisable to have a system of new pedagogical concepts presented in the thesis, revealing the content of the process of development of creative activity of students in the context of inventive culture.

23) In order to improve the creative effectiveness of modern pedagogy in shaping the personality of students as active subjects of creative activity, it is advisable to clarify the structure of pedagogical science by introducing the section “Creative Pedagogy” into it as an independent direction and to intensify scientific activity in this relevant and promising direction using conceptual provisions and system of new pedagogical concepts presented in this dissertation.

24) The theoretical and practical significance of the pedagogical problem solved in the dissertation will over time become increasingly relevant for the practice of general education institutions. There are theoretical and practical grounds for considering the results obtained as a system-forming basis for the emerging theory of the development of the creative activity of students in educational institutions.

CONCLUSION

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Please note that the scientific texts presented above are posted for review and obtained through original dissertation text recognition (OCR). In this connection, they may contain errors related to the imperfection of recognition algorithms. There are no such errors in the PDF files of dissertations and abstracts that we deliver.

Creative activity is when you bring genuine goodness to people: material, technical, handy, for the body, for the soul, for the psyche, for increasing spirituality, for purifying the soul, for developing positive qualities, for expanding consciousness, and so on. That is, if you contribute to the healing or saturation of the human body without any destructive effects in this regard, that is, without harmful chemicals, without eating meat, without taking drugs, alcohol and smoking substances, you are engaged in creative activities. If you, with good intentions, help in the repair and maintenance of technical devices, their improvement and modernization, setting up, maintaining, resolving problems and malfunctions in computer and technical systems, repairing broken equipment or any household items, building houses, inventing auxiliary inventions and means, the creation and distribution of various household items necessary for use in life, which are just not intended specifically for use in terms of a negative nature, for example, hunting rifles, explosives, drugs, then this is also a manifestation of creative activity on your part, but some people may subsequently direct the assistance provided by you, the equipment, devices, household appliances repaired by you to the detriment of yourself or others, that is, in a negative way. But this will already contribute to the development of negative karma by them, and not by you, if you helped them with good intentions, and not in terms of some negative motives. If you help to increase the spirituality of people, develop positive qualities in their souls, you thus perform even more good creative activity, these can be humanitarians of various professions, preachers of spirituality, bringing people the Light of Truth of Higher Knowledge, energy-spiritual healers, providing people with all kinds of help and support, psychologists conducting yoga seminars, spiritual practitioners engaged in various types of creativity that brings positive and soul-elevating energies to the soul, awakens and expands their consciousness in a certain way, causes pure and bright feelings and emotions in them, these can be artists, singers, musicians , lyrics and others. If you contribute in a certain way to the destruction of the body and soul of people, bringing them certain physical, mental, mental or spiritual harm, then you are engaged in destructive activities. It includes the production of alcohol, tobacco, drugs, weapons, pornography, any products containing harmful chemicals, planting low morality and morality, showing films and programs that promote cruelty, violence, immoral behavior, low and rough music, such as techno, metal, rap, punk rock, the distribution of products and drugs that are harmful to health, the poisoning and pollution of nature by malignant chemical and other outpourings, air pollution in the cities themselves from industrial waste and Vehicle, violence and killing of living beings, preaching by the media of false values, preferences, aspirations, lifestyle, contributing to the hardening of people, the recruitment of dark negative energies by their souls, this is all kinds of luring people with material values, career growth, rivalry, powdering and stuffing their heads with all sorts of hard business, legal, formal laws and regulations, the struggle for survival and a place in the sun, so that everyone has only money in their eyes, so that young people are attracted to all sorts of low-moral entertainment, so that their speech is foul-mouthed, so that everyone thinks how to earn more, make more all good for oneself, all beliefs that stereotype the mind and thinking, and most of the professions that exist in the world today are destructive, and most people are now engaged in destructive rather than creative activities. For example, sellers, cooks, waiters, where people are addicted to alcohol, meat-containing food, chemically harmful products, are engaged in destructive activities, because it is both harmful to health and soul, and also generates negative karma for everyone involved in this, or cite as an example the developers of most computer games, where there are elements of cruelty, violence, immorality, greed, a detrimental effect on the psyche, here it’s just a feast of destruction processes and the corresponding consequences for both the souls of developers and avid players, in which they simply whip, seethe and filled with negative energies. In order for your activity to be creative, it must contribute to the true good for people in any respect, both materially, and physically, and mentally, and morally, and morally, and spiritually. Think about what you do by the nature of your activity, what you bring to people with this: the energies of creation or destruction. Maybe you should change your job, than you will change the balance between the creative and destructive processes taking place in the world, and also change your own polarity in terms of your professional business orientation. You should think carefully about this, because both the way of life of this world and your own formation of the soul largely depend on this.

Creative, constructive, creating Dictionary of Russian synonyms. creative see creative Dictionary of synonyms of the Russian language. Practical guide. M.: Russian language. Z. E. Alexandrova ... Synonym dictionary

CREATIVE, oh, oh; flax, flax (high). Creating something, creative. Creative activity. Mirny s. work. | noun creativity, and, wives. Explanatory dictionary of Ozhegov. S.I. Ozhegov, N.Yu. Shvedova. 1949 1992 ... Explanatory dictionary of Ozhegov

creative- oh, oh. High Associated with creation, creative. == Creative work (work). pathet. ◘ The working people of Lithuania have adorned their land with the fruits of creative labor. Owls. Lit., 6. The Soviet Union was free from economic and political ... ... Explanatory Dictionary of the Language of Soviet Deputies

App. 1. ratio with noun. creation associated with it 2. Peculiar to creation, characteristic of it. Explanatory Dictionary of Efremova. T. F. Efremova. 2000... Modern explanatory dictionary of the Russian language Efremova

Creative, creative, creative, creative, creative, creative, creative, creative, creative, creative, creative, creative, creative, creative, creative, creative, creative, creative, ... ... Forms of words

Destructive… Antonym Dictionary

creative- creative; briefly form of linen, linen ... Russian spelling dictionary

creative- kr.f. constructive / telna, constructive / telna, flax, flax; creative / more solid ... Spelling Dictionary of the Russian Language

creative- Syn: creative... Thesaurus of Russian business vocabulary

creative- see create; oh, oh. Creative / productive work. With my strength… Dictionary of many expressions

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  • Creative revenge, Polyakov Yuri Mikhailovich. Yuri Polyakov is not afraid to appear before the reader in development. His mistakes, delusions, throwing, seductions, disappointments do not come from the desire to adapt, cling, "fit in", but from ...
  • Creative revenge, Yury Polyakov. Yuri Polyakov is not afraid to appear before the reader in development. His mistakes, delusions, throwing, seductions, disappointments do not come from the desire to adapt, cling, “fit in”, but from ...

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The creative activity of people is an important resource for modernization. None. Since ancient times, the wording has been known: "The voice of the people is the voice of God." Sociologists are engaged in the study of public opinion of the inhabitants of any of the developed modern states. What role does the opinion of the people play in determining the internal policy of the state? How changeable are the moods of citizens and how to navigate in polyphony modern society ? The journalists of the newspaper talked about this during the next meeting of the “From the First Person” club with the Director General of the All-Russian Public Opinion Research Center (VTsIOM), Professor of the Higher School of Economics Valery Fedorov. Valery Valeryevich visited Tyumen as the main speaker of the fifth Governor's readings. We bring to the attention of readers the text of the conversation, given in abbreviation. Alexander Skorbenko: - More than two thousand years ago, Pythagoras argued that the world is ruled by numbers. Tell me, can everything nowadays be calculated, expressed in numbers so that the existing reality is completely understandable and rationalized? Valery Fedorov: - I must say that sociologists are often confused with statisticians - it is the latter who are responsible for digital calculations. It is assumed that all data determined by statisticians have absolute accuracy. No one really thinks. Only statistical departments are capable, for example, of the state population census. By the way, one can treat the results of the last all-Russian census differently, but the paradox is that no one has more accurate data. No institution has the resources and therefore the ability to conduct an alternative count. Sociological research, in turn, deals with certain errors. Unlike statisticians, we do not claim that our figures are the most accurate. They are accurate, but with some "interval". For example, the error in the data of all-Russian sociological surveys is 3.4 percent. In other words, if we say that “15 percent of voters can vote for a given politician,” this means that in reality, from 12.6 to 18.4 percent of voters can vote for him. Sociological studies do not claim to contain absolute truth. At the same time, we can say with some accuracy what people think and how they plan to act in the future. Alexander Skorbenko: - However, sociologists, with the help of research results, have the opportunity to influence public opinion ... Valery Fedorov: - There is even such a joke: "Public opinion is studied in order to tell the people what they really think." In fact, poll results are reported not by sociologists, but by journalists - we do not have our own mass media. The official website of VTsIOM is working: www.wciom.ru, where the results of the research are presented as fully, in detail and with all notes and reservations. The site is actively visited by analysts and media observers. At the same time, each newspaper, radio and TV channel has its own genre of news reporting and event analysis. Therefore, they convey to the audience those figures and data that they consider necessary and important. Sociologists are not responsible for this. Journalists like to operate with numbers from the results of sociological surveys, because the numbers give the illusion of clarity. A person, say, has some kind of opinion that is not formed into a clear thought, it cannot be confirmed by anything. Numerical data confirm this opinion, being a "reinforced concrete argument". Therefore, sociological data is sometimes seen as something that corresponds to the inner convictions of certain interpreters. In fact, the numbers are different, including "evil". But it's better than no clear data at all. That is why society and the state have a request for the activities of sociological services. It’s just that “you need to see the forest behind the trees”, and behind the numbers – the essence of the processes taking place in society. Denis Fateev: – Another problem is how sincerely people answer the questions posed by sociologists. Of course, this factor can be neutralized by a well-composed sample, but still, what determines the nature of citizens' answers in the course of a sociological survey? Valery Fedorov: - You know, a person's opinion depends on the situation. When it is bad, painful, hungry, he wants only a piece of bread for happiness. But as soon as he gets bread, it immediately becomes insufficient. And the mood may not improve, but worsen. As sociologists, we measure the mood of the population by the answers to our questions. And the mood of people is very changeable. How can it be explained? Weather, strife in the family, internal accumulated irritation. Or vice versa, spiritual uplift. The sun came out - and it seems that life is not so sad. One example: surveys were conducted in all regions of the Ural Federal District in April and June 2011. Specific questions were asked: how satisfied is the healthcare system? Estimates obtained with an interval of three months, for many indicators in different regions, have changed above the statistical error - by 5-10 percent. What could change radically in three months? Never mind! Health care and medical care is a serious system, and it will take a long time for something to change significantly in it. It's just that in June people started vacations, other worries appeared. Summing up, I will say that sociologists provide data that the authorities, the governing structures should take into account. People can also take note. A third of the respondents said that they listen to the data of sociological research, which they receive from the media. This served as the basis for the whole concept of our sociological science, which is called "Let's return public opinion to the people." That is, let's ask not for the authorities, but for the people themselves. Alexander Skorbenko: – In everyday consciousness, the opinion prevails that the whole society can be “calculated”, its thoughts, habits and aspirations can be clarified, right down to the passions of each person. From this you will hide only on a desert island. Is this idea of ​​the capabilities of sociologists and statisticians correct, in your opinion? Valery Fedorov: – The opinion that supposedly everything can be calculated does not correspond to the real state of affairs. Moreover, quantitative sociology is only a small branch of the sociology of public opinion. There are also so-called qualitative methods of sociological science. They do not operate with numbers, but they give more interesting and meaningful answers to questions that interest us. The specifics of the work of sociologists is as follows: everything they know, they know from people thanks to public opinion polls. In other words, if we don’t know something, then we go and ask, and people answer. But do people themselves know everything? that is the question! In sociological science, a paradox has long been defined, which indicates the fact that people tend to say one thing, think another, and act in a completely different way. Moreover, they do not dissemble and do not lie, this is how the human brain and personal behavior are arranged. Therefore, I am convinced that sociological data, expressed in figures, must be treated with attention, but not considered as "the ultimate truth." This is just one of the research tools. Raisa Kovdenko: – In Soviet times, there was, at least on a visible level, “popular approval” of the measures taken by the party and the government. 99.9 percent of voters always came to the elections. Are there currently mechanisms for managing public opinion? Valery Fedorov: - Sociological research was also carried out in Soviet times. Another thing is that their results were not published, since the party bodies and special services acted as customers. These polls showed that no "monolithic unity of the Soviet people" actually existed. The decomposition of Soviet society into social, professional and other strata or groups began in the mid-1960s and early 1970s. In 1967, the famous Soviet, Russian sociologist Boris Grushin published a book. By the way, by the fact of its publication, it approved both the phenomenon of public opinion in the USSR and the science for its study. Prior to this, nothing like this could have happened within the framework of the dominant Marxist-Leninist ideology in our country. The studies of Boris Grushin showed with all clarity that there was no unity in Soviet society. There is a complex society, which, moreover, has become more and more differentiated. Moreover, each social group of the population had its own interests and beliefs. So the current Russian society is maximally individualized. And if in response to a number of questions the population speaks unambiguously “for”, this does not mean that there is no pluralism of opinions in society. On the contrary, it is very large. People understand this, but I cannot say that they really like it - after all, a significant part of Russian citizens were brought up in a collectivist culture. There is nostalgia for the times when everyone was united, were together - at least outwardly. But collectivism no longer exists, and it cannot be returned. Of course, today there are various modern control techniques. A complex informational post-industrial society is unthinkable without modern management techniques. An important of them is television, which introduces collective interests and attitudes into the public consciousness. Oleg Bannykh, managing partner of the West-Siberian Project Center, Yekaterinburg: – Why then measure people’s opinion if it is the result of a certain manipulation? over the past 50 years. There are different points of view. Someone says that a person today is a robot controlled by TV, the Internet. Our sociologists put forward another theory: there is a part of people who are really amenable to manipulation, but there is a part that is informationally insensitive. That is, whatever you say to them, they have their own point of view on everything. There are a lot of such people in Russia. Take the same communist electorate. Under any conditions, they will vote for their ideas. Here is an example of the fact that manipulation does not take place always and not everywhere. Therefore, of course, it is necessary to measure public opinion. Alexander Skorbenko: – Valery Valeryevich, does the state intrude into a person's personal life and to what extent? Or vice versa: the farther, the more personal space will be won back? Valery Fedorov: - In my opinion, convergence is taking place. Twenty years ago the world was divided by an iron curtain into west and east. The West was considered the free world, where the state acted as a night watchman. In our country, there was an opinion that the state and the person are one and the same, but this is a thing of the past, now they exist separately. The state does not seek to interfere in private life; each individual person is not particularly interesting to him. Moreover, it tries to relieve itself of unnecessary responsibility. From here come social reforms, rationalization of the public sector and more. Thus, a private space is created where a person is free to do what he pleases. However, many are not accustomed to this state of affairs and are waiting for instructions, which is quite understandable: seven dozen marched in a single formation in the direction indicated by the party and the government. When there was no direction, there was a feeling of abandonment, depression, disorientation. This is the bitter price of freedom. We got it, but we often do not know how to dispose of it, because there are no techniques, strategies, a culture of disposing of freedom, resources. At the same time, Russia, in a sense, is one of the freest countries in the world, because laws do not work in it, customs, traditions have died, and new rules have practically not been developed. In the West, the trend is opposite: society is becoming more complex, new technical means are being created (the Internet, smartphones, and much more), which dramatically simplify and reduce the cost of state control over a person. At the same time, the risks of terrorists, global warming, man-made disasters, and epidemics are increasing in parallel. As a result, I repeat, we become more free, moving away from a totalitarian society, while in the West the process goes in the opposite direction - towards a more manageable system. In my opinion, we are moving forward. Question: at what point will we converge and will we converge? Konstantin Eliseev: You vividly described the atomization of Russian society. The authorities are trying to put forward some common goals, realizing that the country needs a technological, social breakthrough ... But people, apparently, overstrained themselves during previous mobilizations and are rather cool about calls. Or am I wrong? What personal interest can help a person to join, for example, in the same modernization program? Valery Fedorov: - As for personal interest, in my opinion, this is the only thing we have been living in the last two decades. Of course, everyone understands it in their own way and lives according to the principle "my hut is on the edge" or "my shirt is closer to the body." If earlier the party and the government were responsible for everyone, now the person himself must bear the responsibility. Of course, any society will not be able to exist for a long time in a state of general discord, when everyone is only for himself, so some kind of braces are needed. This is, first of all, universal respect for the law and a system of measures that supports this respect. By the way, in the West the law works much tougher than in our country. The system of measures includes the punitive apparatus, that is, the police, the prosecutor's office do not work for their own pocket, but to ensure that everyone understands that the operation of the law is inevitable. From the independence of the judiciary and the priority of law, the concept of a rule of law state just comes - a kind of "sacred cow" of modern Western societies. In Russia, however, such an internal attitude towards the law as the highest judge has not yet developed - remember the saying "the law is like a drawbar ...". Another bond is the so-called national ideology. It is known that the Constitution of the Russian Federation prohibits any national ideology, which was recorded in 1993 in order to make it impossible to return to the communist past. At the same time, it is clear that in any society, as long as it remains a society, there are unshakable establishments that are universally valid for everyone. Let's take the USA for example. Yes, there are liberals and conservatives, Republicans and Democrats, Bush and Obama, that is, certain poles. But at the same time, there are things that, in principle, are not discussed and are the same for everyone. For example, “all Americans are patriots”: as soon as the anthem sounds, everyone gets up, sings and even cries. They have a national shrine, a shared vision that America is the best country in the world and always will be. Americans are convinced that only they know how to really live and are ready to teach others. It may not be spoken out loud, but it is present in the minds of everyone. Good or bad, but this is in fact the national ideology. Our country, having emerged from the communist period and having imposed a taboo on a single ideology, has not concluded a certain convention, has not created a common field beyond which it is impossible to go. What can be the basis of this convention? Some believe that our “religion” is the Constitution, everyone should follow it and then everything will be fine. I think this is also an option. For Americans, the basis of their "civil religion" is also the US constitution. It is known that it has existed for two hundred years, has never changed - only amendments fit into it. It is quite obvious that our attitude to the Basic Law of the country is somewhat different, so to speak, instrumental. Before the Yeltsin Constitution was Brezhnev's, until then Stalin's. Most importantly, none of them was implemented, so the attitude to the Basic Law of the country is the same as to any law. There are no general rules and values ​​that could harmonize personal wills and strategies, but only if they were present, it would not be an internally contradictory society, but synergy, a general movement forward. Of course, the problem of modernization cannot be solved unless a compromise is found - a way to link personal strategies and the strategy of the country as a whole. This is the main path to successful modernization. Otherwise, everyone who can modernize, that is, the youngest, most active, educated, with material resources, will implement plans for "personal modernization", that is, act individually. This means the following: either they will move to the West, because there is a better system for personal well-being and prosperity, there are traditions, relevant institutions work, etc., or they will physically remain in Russia, but their thoughts will be there. Alexander Skorbenko: - In your opinion, will the upcoming elections harmonize the situation in the foreseeable future? Valery Fyodorov: - The situation with the elections is rather complicated. Twenty years ago, when many parties and candidates first appeared, the population had high hopes for elections. This capital of people's hopes was enough for about four years. Elected politicians began to implement a course that led to radical changes in society. I mean price liberalization, voucher privatization and a number of other painful reforms. It turned out that most expected something else. Left a bitter aftertaste after the 90s of the XX century. The events of almost twenty years ago left, unfortunately, a significant negative experience of the electoral behavior of citizens. Since then, the attitude towards elections in society has been rather skeptical. If two decades ago they chose according to the principle of who is better, now “no matter what happens” or “the lesser of two evils”. This is also an element of atomization. Ideally, they go to elections to hire a government that will work for the people and improve life. In reality, it turns out that we are going to the elections, but we are not expecting anything good. The authorities have a completely different attitude towards elections. It is clear that in any democratic society elections are the only legitimate basis for the activities of the authorities. In particular, therefore, she is interested in approving this institution, in ensuring that the electoral process comes with a large turnout. This is a paradox: society does not believe in elections, but the authorities care about them. Margarita Shamanenko: - We are used to the fact that the interest in political life among Russians wakes up only on the eve of the elections. And how are things in this sense with the electorate of Western countries? Valery Fedorov: - In most Western countries, people look at elections as a tool. This power does not suit me - I have to go to vote and change it to another one that will suit me. And the government itself treats this as a tool. Yes, today the government, and tomorrow the opposition, that's okay. I will sit in the opposition for four to eight years, then I will come to power again. That is, there are no emotions. Elections for them are not a war, but a game, a sport. Everyone understands what they are for, and use it. In Russia, elections are more of a ritual than a rational way to solve a problem. Our elections are war. All or nothing. Therefore, the one who came to power tends to stay there forever. And anyone who takes part in the voting understands that this is more of an imitation than a real choice. Such a deformation has occurred. I think someday we'll get out of it. Timur Khakimov: – Does the authorities react to your work, to the results of your research? Valeriy Fedorov: – Of course, the authorities work very carefully with our data, precisely because they are authorities in a democratic society. There is simply no other source of legitimacy. Our government is not a monarchy. A person becomes president because people elect him, even if they do not believe in elections as an institution. He simply has nothing else to rely on, except for the people's will. Therefore, he always looks carefully: if the elections took place tomorrow, how many people would vote for me? Sometimes it even turns into paranoia. For example, in the United States, the president does not make a single decision without finding out how the Americans feel about it. Konstantin Eliseev: This is not the first year that the center has been conducting research in the Tyumen region. What advantages do you see in the region in the light of the research? Valery Fedorov: - Indeed, by order of the regional government, we quite often organize public opinion polls in the Tyumen region. Against the general background, Tyumen looks better. The strengths include the resource base and the established tradition of management: it is obvious that the last decade of the region has been lucky with leadership. The stability of the socio-economic situation serves as the basis for work for the future. There is attention to the region from the federal authorities and, which is undoubtedly important, the active work of the leadership of the Tyumen region in line with the socio-economic development of the region. According to the results of public opinion surveys, the living conditions in the region, in comparison with many other subjects of the Russian Federation, satisfy the population. This is a good factor of competitiveness among regions. There is a high activity of residents in the region - 50 percent of respondents associate the improvement of life with their own work. Every second Tyumen citizen does not rely on the state, but on himself. For Russia, this is a very high indicator. There is also a factor in the perception of the history of the development of the territory - and this history is alive in the perception of the Tyumen people today. The theme of modernization and discoveries is not alien to the inhabitants of the region - the descendants of the pioneers of Siberia. Another important factor of modernization is that a large proportion of citizens with higher education (11 percent) are employed in the fields of education, science and culture. In addition, 8 percent of the population is young students. Both together form an impressive basis for the innovative development of the region. The following indicator is also associated with this factor - satisfaction of the bulk of the population of the Tyumen region with the quality of educational services. According to VTsIOM, from 70 to 80 percent of the region's population gives high marks to the quality of education. This allows us to hope that young people will stay in the region, as well as come from other regions of the country. The quality of educational services is the first factor in the list of the possibility of modernization in the region, the Tyumen region has good potential in this sense. Vladimir Polishchuk: - At one time there were big talks about the national idea, now they somehow subsided. Are you an informed person, perhaps there is some kind of working group that continues this work? Alexander Skorbenko: – What about the regional ideas of the Urals region? Is there a corporate connection of ideas? Small ideas of a small district - region - state. Valery Fedorov: - As far as I know, there is no working group at the federal level. Searches are going on, as they say, in everyone's head. And it seems to me that in the next 15-20 years they will not succeed. Because our nation and people are now in a rather difficult phase - in the phase of realizing that the former way of development, our former behavior as a nation no longer works. Russia was an extensively developing state, expanding within its borders at a tremendous pace. It is no coincidence that they became the largest country in the world, it did not happen “by itself”. Any historian will tell you that the colonization of the same Siberia looked somewhat different than the myth of the voluntary annexation of the Chukchi and Eskimos. But the state has reached some limits. Moreover, 1991 marked a reverse movement. We began to lose territory. We lost Kazakhstan, Ukraine, in terms of population, half the country in general. Where to go next? Trying to return to the traditional, natural for Russia way of territorial expansion, expansion? In what ways? Especially in a situation where we are weak. Other powers are much more powerful. Or change this national code. Realize our boundaries and understand that we need to equip life here and now. It is necessary, in the words of Vladimir Putin, "like St. Francis of Assisi, to cultivate your garden every day, to hoe it." This, it would seem, is a simple idea, but for many Russians, unfortunately, it is still very difficult. All the time we lived for the sake of a great goal and did not notice small difficulties like the lack of improvement in residential buildings, did not pay attention to it. And now they have to deal with the arrangement of their lives, but they are not used to this yet. So for the time being it is difficult with the national idea. As for the regional idea, I think that at the regional level it is much more difficult than at the settlement level. The most lively theme is when a city or a village comes up with an idea, a brand. Tourists go to places where residents love their city. It is cherished, cultivated, decorated, improved. For something, residents should love their city, this is the brand. When the leadership of the city and its residents see that the population is declining, leaving, and the city will conditionally disappear by 2015, it becomes a shock. They start thinking about how to stop such dynamics, interesting projects appear. Everyone now knows about Veliky Ustyug - the birthplace of Father Frost. And 15 years ago there was no homeland of Santa Claus. This is a completely handmade story. In the mid-1990s, a crisis reigned. People thought about how to survive, there are no resources, there are no unique industries. They came up with this brand and began to promote it. Now in Veliky Ustyug they are trying to convert a military airfield into a civilian one, because trains and buses cannot cope with the delivery of tourists. This is an example, of course, not of a national or regional idea. But such an urban idea makes its way and really changes the quality of life, dramatically improving it. The quality of life and worldview of people has grown. There is a huge space for such ideas in Russia. Denis Fateev: - Tell us about at least one unusual study that VTsIOM plans to conduct in the near future. Valery Fedorov: - Together with the National Olympic Committee, we are developing an ambitious program of research related to sports issues. Today, sport in Russia is developing mainly at the expense of the state or some near-state sponsors. This is a very expensive toy, which, unfortunately, does not work the way it does in the West, when the sport itself makes a lot of money. With us, he only consumes them. It is necessary to find a formula how to remove this gigantic burden from the shoulders of the state, how to come up with a self-propelled mechanism for sports. Alexander Skorbenko: – Will VTsIOM surveys take place in the Tyumen region in the near future? Valery Fedorov: – We recently completed a large study on the socio-political situation in the Tyumen region, which was commissioned by the regional government. In October, we plan to conduct a district-wide study throughout the Ural Federal District, including in the Tyumen region. About 50 key parameters will be measured, including how the population evaluates the quality of public services and the effectiveness of government. ---quick survey– Do you have authorities in science? If so, who? - Russian sociologist Boris Grushin and George Gallup, founder of the scientific sociology of public opinion. - How do you like to spend your free time? - I go to Tyumen. - The most unusual gift you have ever received? - My wife gave me for the 14th wedding anniversary 14 bottles of red wine. I'm still trying to drink it. - And the most unusual gift that you made yourself? - It's still ahead. - Do you have a favorite dish and do you know how to cook it yourself? - No, and again no. - Favorite writer and poet? - Lev Tolstoy. I read "War and Peace" at school, read it for three months, it made a very deep impression on me. But there is no favorite poet. I have a hard time with poets. Only prose. - Do you like opera? - Yes. I prefer Italian, mostly Puccini. – What about your favorite performers? – There are many of them. Of the living ones - Jose Carreras. - Are you friends with sports? - Only in the category of physical exercises. - Do you like to drive? If yes, for what? - Every day I drive - I manage VTsIOM. It's been eight years now. “But you still have to drive a car?” “Of course. But I prefer walking. - Tell us about your family. - Two daughters, the youngest went to school this year. The eldest is in the eighth grade. - Do you read fairy tales to children at night? - I read the younger one, of course. - Does your family support you in work and life? – Of course, he does. – Fedorov is a well-known surname. Did you keep track of who your ancestors were? - I have such an idea. In November, there will be a presentation of a documentary about the Fedorovs at the Film Actor's House. I was invited to his presentation, I will speak for 40 minutes before the film. There are a lot of Fedorovs, and it is quite difficult to trace your own. But maybe that's a matter for the future. When I retire, I will.

Since ancient times, the wording has been known: "The voice of the people is the voice of God." Sociologists are engaged in the study of public opinion of the inhabitants of any of the developed modern states. What role does the opinion of the people play in determining the internal policy of the state? How changeable are the moods of citizens and how to navigate in the polyphony of modern society? The journalists of the newspaper talked about this during the next meeting of the “From the First Person” club with the Director General of the All-Russian Public Opinion Research Center (VTsIOM), Professor of the Higher School of Economics Valery Fedorov. Valery Valeryevich visited Tyumen as the main speaker of the fifth Governor's readings. We bring to the attention of the readers the text of the conversation, given in abbreviation.
Alexander Skorbenko:
“More than two millennia ago, Pythagoras claimed that numbers ruled the world. Tell me, can everything nowadays be calculated, expressed in numbers so that the existing reality is completely understandable and rationalized?
Valery Fedorov:

- I must say that sociologists are often confused with statisticians - it is the latter who are responsible for digital calculations. It is assumed that all data determined by statisticians have absolute accuracy. No one really thinks. Only statistical departments are capable, for example, of the state population census. By the way, one can treat the results of the last all-Russian census differently, but the paradox is that no one has more accurate data. No institution has the resources and therefore the ability to conduct an alternative count.

Sociological research, in turn, deals with certain errors. Unlike statisticians, we do not claim that our figures are the most accurate. They are accurate, but with some "interval". For example, the error in the data of all-Russian sociological surveys is 3.4 percent. In other words, if we say that “15 percent of voters can vote for a given politician,” this means that in reality, from 12.6 to 18.4 percent of voters can vote for him.

Sociological studies do not claim to contain absolute truth. At the same time, we can say with some accuracy what people think and how they plan to act in the future.

Alexander Skorbenko:
– However, sociologists, with the help of research results, have the opportunity to influence public opinion...
Valery Fedorov:

- There is even such a joke: "Public opinion is studied in order to tell the people what they really think." In fact, poll results are reported not by sociologists, but by journalists - we do not have our own mass media. The official website of VTsIOM is working: www.wciom.ru, where the results of the research are presented as fully, in detail and with all notes and reservations. The site is actively visited by analysts and media observers. At the same time, each newspaper, radio and TV channel has its own genre of news reporting and event analysis.

Therefore, they convey to the audience those figures and data that they consider necessary and important. Sociologists are not responsible for this.

Journalists like to operate with numbers from the results of sociological surveys, because the numbers give the illusion of clarity. A person, say, has some kind of opinion that is not formed into a clear thought, it cannot be confirmed by anything. Numerical data confirm this opinion, being a "reinforced concrete argument". Therefore, sociological data is sometimes seen as something that corresponds to the inner convictions of certain interpreters. In fact, the numbers are different, including "evil". But it's better than no clear data at all. That is why society and the state have a request for the activities of sociological services. It’s just that “you need to see the forest behind the trees”, and behind the numbers – the essence of the processes taking place in society.

Denis Fateev:
– Another problem is how sincerely people answer the questions posed by sociologists. Of course, this factor can be neutralized by a well-composed sample, but still, what determines the nature of citizens' answers in the course of a sociological survey?
Valery Fedorov:

– You know, a person's opinion depends on the situation. When it is bad, painful, hungry, he wants only a piece of bread for happiness. But as soon as he gets bread, it immediately becomes insufficient. And the mood may not improve, but worsen. As sociologists, we measure the mood of the population by the answers to our questions. And the mood of people is very changeable. How can it be explained? Weather, strife in the family, internal accumulated irritation. Or vice versa, spiritual uplift. The sun came out - and it seems that life is not so sad.

One example: surveys were conducted in all regions of the Ural Federal District in April and June 2011. Specific questions were asked: how satisfied is the healthcare system? Estimates obtained at intervals of three months, for many indicators in different regions, have changed above the statistical
errors - by 5-10 percent. What could change radically in three months? Never mind! Health care and medical care is a serious system, and it will take a long time for something to change significantly in it. It's just that in June people started vacations, other worries appeared.

Summing up, I will say that sociologists provide data that the authorities, the governing structures should take into account. People can also take note. A third of the respondents said that they listen to the data of sociological research, which they receive from the media. This served as the basis for the whole concept of our sociological science, which is called "Let's return public opinion to the people." That is, let's ask not for the authorities, but for the people themselves.

Alexander Skorbenko:
– In ordinary consciousness, the opinion prevails that the whole society can be “calculated”, its thoughts, habits and aspirations can be clarified, right down to the passions of each person. From this you will hide only on a desert island. Is this idea of ​​the capabilities of sociologists and statisticians correct, in your opinion?
Valery Fedorov:

– The opinion that supposedly everything can be calculated does not correspond to the real state of affairs. Moreover, quantitative sociology is only a small branch of the sociology of public opinion. There are also so-called qualitative methods of sociological science. They do not operate with numbers, but they give more interesting and meaningful answers to questions that interest us.

The specifics of the work of sociologists is as follows: everything they know, they know from people thanks to public opinion polls. In other words, if we don’t know something, then we go and ask, and people answer. But do people themselves know everything? that is the question!

In sociological science, a paradox has long been defined, which indicates the fact that people tend to say one thing, think another, and act in a completely different way. Moreover, they do not dissemble and do not lie, this is how the human brain and personal behavior are arranged. Therefore, I am convinced that sociological data, expressed in figures, must be treated with attention, but not considered as "the ultimate truth." This is just one of the research tools.

Raisa Kovdenko:
– In the days of the USSR, there was, at least on a visible level, “popular approval” of the measures of the party and government. 99.9 percent of voters always came to the elections. Are there currently mechanisms for managing public opinion?
Valery Fedorov:

– Sociological research was also carried out in Soviet times. Another thing is that their results were not published, since the party bodies and special services acted as customers. These polls showed that no "monolithic unity of the Soviet people" actually existed.

The decomposition of Soviet society into social, professional and other strata or groups began in the mid-1960s and early 1970s. In 1967, the famous Soviet, Russian sociologist Boris Grushin published a book. By the way, by the fact of its publication, it approved both the phenomenon of public opinion in the USSR and the science for its study. Prior to this, nothing like this could have happened within the framework of the dominant Marxist-Leninist ideology in our country.

The studies of Boris Grushin showed with all clarity that there was no unity in Soviet society. There is a complex society, which, moreover, has become more and more differentiated. Moreover, each social group of the population had its own interests and beliefs.

So the current Russian society is maximally individualized. And if in response to a number of questions the population speaks unambiguously “for”, this does not mean that there is no pluralism of opinions in society. On the contrary, it is very large.

People understand this, but I cannot say that they really like it - after all, a significant part of Russian citizens were brought up in a collectivist culture. There is nostalgia for the times when everyone was united, were together - at least outwardly. But collectivism no longer exists, and it cannot be returned.

Of course, today there are various modern control techniques. A complex information post-industrial society is unthinkable without
modern control techniques. An important of them is television, which introduces collective interests and attitudes into the public consciousness.

Oleg Bannykh, Managing Partner of the West Siberian Design Center, Yekaterinburg:
Why, then, measure popular opinion if it is the result of a certain manipulation?
Valery Fedorov:

- In world sociology, the topic of how man can be manipulated is one of the most popular over the past 50 years. There are different points of view. Someone says that a person today is a robot controlled by TV, the Internet. Our sociologists put forward another theory: there is a part of people who are really amenable to manipulation, but there is a part that is informationally insensitive. That is, whatever you say to them, they have their own point of view on everything. There are a lot of such people in Russia. Take the same communist electorate. Under any conditions, they will vote for their ideas. Here is an example of the fact that manipulation does not take place always and not everywhere. Therefore, of course, it is necessary to measure public opinion.

Alexander Skorbenko:
- Valery Valeryevich, does the state intrude into a person's personal life and to what extent? Or vice versa: the further, the more personal space will be won back?
Valery Fedorov:

- In my opinion, there is a convergence. Twenty years ago the world was divided by an iron curtain into west and east. The West was considered the free world, where the state acted as a night watchman. In our country, there was an opinion that the state and the person are one and the same, but this is a thing of the past, now they exist separately. The state does not seek to interfere in private life; each individual person is not particularly interesting to him. Moreover, it tries to relieve itself of unnecessary responsibility. From here come social reforms, rationalization of the public sector and more. Thus, a private space is created where a person is free to do what he pleases. However, many are not accustomed to this state of affairs and are waiting for instructions, which is quite understandable: seven dozen marched in a single formation in the direction indicated by the party and the government.

When there was no direction, there was a feeling of abandonment, depression, disorientation. This is the bitter price of freedom. We got it, but we often do not know how to dispose of it, because there are no techniques, strategies, a culture of disposing of freedom, resources. At the same time, Russia, in a sense, is one of the freest countries in the world, because laws do not work in it, customs, traditions have died, and new rules have practically not been developed.

In the West, the trend is opposite: society is becoming more complex, new technical means are being created (the Internet, smartphones, and much more), which dramatically simplify and reduce the cost of state control over a person. At the same time, the risks of terrorists, global warming, man-made disasters, and epidemics are increasing in parallel.

As a result, I repeat, we become more free, moving away from a totalitarian society, while in the West the process goes in the opposite direction - towards a more manageable system. In my opinion, we are moving forward. Question: at what point will we converge and will we converge?

Konstantin Eliseev:
– You vividly described the atomization of Russian society. The authorities are trying to put forward some common goals, realizing that the country needs a technological, social breakthrough ... But people, apparently, overstrained themselves during previous mobilizations and are rather cool about calls. Or am I wrong? What personal interest can help a person to join, for example, in the same modernization program?
Valery Fedorov:

- As for personal interest, in my opinion, this is the only thing we have been living in the last two decades. Of course, everyone understands it in their own way and lives according to the principle "my hut is on the edge" or "my shirt is closer to the body." If earlier the party and the government were responsible for everyone, now the person himself must bear the responsibility. Of course, any society will not be able to exist for a long time in a state of general discord, when everyone is only for himself, so some kind of braces are needed. This is, first of all, universal respect for the law and a system of measures that supports this respect. By the way, in the West the law works much tougher than in our country.

The system of measures includes the punitive apparatus, that is, the police, the prosecutor's office do not work for their own pocket, but to ensure that everyone understands that the operation of the law is inevitable. From the independence of the judiciary and the priority of law, the concept of a rule of law state just comes - a kind of "sacred cow" of modern Western societies. In Russia, however, such an internal attitude towards the law as the highest judge has not yet developed - remember the saying "the law is like a drawbar ...".

Another bond is the so-called national ideology. It is known that the Constitution of the Russian Federation prohibits any national ideology, which was recorded in 1993 in order to make it impossible to return to the communist past. At the same time, it is clear that in any society, as long as it remains a society, there are unshakable establishments that are universally valid for everyone. Let's take the USA for example. Yes, there are liberals and conservatives, Republicans and Democrats, Bush and Obama, that is, certain poles. But at the same time, there are things that, in principle, are not discussed and are the same for everyone.

For example, “all Americans are patriots”: as soon as the anthem sounds, everyone gets up, sings and even cries. They have a national shrine, a shared vision that America is the best country in the world and always will be. Americans are convinced that only they know how to really live and are ready to teach others. It may not be spoken out loud, but it is present in the minds of everyone. Good or bad, but this is in fact the national ideology.

Our country, having emerged from the communist period and having imposed a taboo on a single ideology, has not concluded a certain convention, has not created a common field beyond which it is impossible to go. What can be the basis of this convention? Some believe that our “religion” is the Constitution, everyone should follow it and then everything will be fine. I think this is also an option. For Americans, the basis of their "civil religion" is also the US constitution. It is known that it has existed for two hundred years, has never changed - only amendments fit into it.

It is quite obvious that our attitude to the Basic Law of the country is somewhat different, so to speak, instrumental. Before the Yeltsin Constitution was Brezhnev's, until then Stalin's. Most importantly, none of them was implemented, so the attitude to the Basic Law of the country is the same as to any law. There are no common norms and values ​​in the state that could harmonize personal wills and strategies, and only if they were present, it would not be an internally contradictory society, but synergy, a general movement forward.

Of course, the problem of modernization cannot be solved unless a compromise is found - a way to link personal strategies and the strategy of the country as a whole. This is the main path to successful modernization. Otherwise, everyone who can modernize, that is, the youngest, most active, educated, with material resources, will implement plans for "personal modernization", that is, act individually. This means the following: either they will move to the West, because there is a better system for personal well-being and prosperity, there are traditions, relevant institutions work, etc., or they will physically remain in Russia, but their thoughts will be there.

Alexander Skorbenko:
­
- In your opinion, will the upcoming elections harmonize the situation in the foreseeable future?
Valery Fedorov:

- The situation with the elections is rather complicated. Twenty years ago, when many parties and candidates first appeared, the population had high hopes for elections. This capital of people's hopes was enough for about four years. Elected politicians began to implement a course that led to radical changes in society. I mean price liberalization, voucher privatization and a number of other painful reforms. It turned out that most expected something else. Left a bitter aftertaste after the 90s of the XX century.

The events of almost twenty years ago left, unfortunately, a significant negative experience of the electoral behavior of citizens. Since then, the attitude towards elections in society has been rather skeptical. If two decades ago they chose according to the principle of who is better, now “no matter what happens” or “the lesser of two evils”. This is also an element of atomization.

Ideally, they go to elections to hire a government that will work for the people and improve life. In reality, it turns out that we are going to the elections, but we are not expecting anything good.

The authorities have a completely different attitude towards elections. It is clear that in any democratic society elections are the only legitimate basis for the activities of the authorities. In particular, therefore, she is interested in approving this institution, in ensuring that the electoral process comes with a large turnout. This is a paradox: society does not believe in elections, but the authorities care about them.

Margarita Shamanenko:
- We are used to the fact that the Russians awaken their interest in political life only on the eve of the elections. And how are things in this sense with the electorate of Western countries?
Valery Fedorov:

– In most Western countries, people look at elections as a tool. This power does not suit me - I have to go to vote and change it to another one that will suit me. And the government itself treats this as a tool. Yes, today the government, and tomorrow the opposition, that's okay. I will sit in the opposition for four to eight years, then I will come to power again. That is, there are no emotions. Elections for them are not a war, but a game, a sport. Everyone understands what they are for, and use it.

In Russia, elections are more of a ritual than a rational way to solve a problem. Our elections are war. All or nothing. Therefore, the one who came to power tends to stay there forever. And anyone who takes part in the voting understands that this is more of an imitation than a real choice. Such a deformation has occurred. I think someday we'll get out of it.

Timur Khakimov:
- Does the government react to your work, to the results of your research?
Valery Fedorov:

– Of course, the authorities work very carefully with our data, precisely because they are authorities in a democratic society. There is simply no other source of legitimacy. Our government is not a monarchy. A person becomes president because people elect him, even if they do not believe in elections as an institution. He simply has nothing else to rely on, except for the people's will. Therefore, he always looks carefully: if the elections took place tomorrow, how many people would vote for me? Sometimes it even turns into paranoia. For example, in the United States, the president does not make a single decision without finding out how the Americans feel about it.

Konstantin Eliseev:
– This is not the first year that the center has been conducting research in the Tyumen region. What advantages do you see in the region in the light of the research?
Valery Fedorov:

– Indeed, by order of the regional government, we often organize public opinion polls in the Tyumen region. Against the general background, Tyumen looks better. The strengths include the resource base and the established tradition of management: it is obvious that the last decade of the region has been lucky with leadership. The stability of the socio-economic situation serves as the basis for work for the future. There is attention to the region from the federal authorities and, which is undoubtedly important, the active work of the leadership of the Tyumen region in line with the socio-economic development of the region.

According to the results of public opinion surveys, the living conditions in the region, in comparison with many other subjects of the Russian Federation, satisfy the population.

This is a good factor of competitiveness among regions. There is a high activity of residents in the region - 50 percent of respondents associate the improvement of life with their own work. Every second Tyumen citizen does not rely on the state, but on himself. For Russia, this is a very high figure.
There is also a factor in the perception of the history of the development of the territory - and this history is alive in the perception of the Tyumen people today. The theme of modernization and discoveries is not alien to the inhabitants of the region - the descendants of the pioneers of Siberia.

Another important factor of modernization is that a large proportion of citizens with higher education (11 percent) are employed in the fields of education, science and culture. In addition, 8 percent of the population is young students. Both together form an impressive basis for the innovative development of the region.

The following indicator is also associated with this factor - satisfaction of the bulk of the population of the Tyumen region with the quality of educational services.

According to VTsIOM, from 70 to 80 percent of the region's population gives high marks to the quality of education. This allows us to hope that young people will stay in the region, as well as come from other regions of the country. The quality of educational services is the first factor in the list of the possibility of modernization in the region, the Tyumen region has good potential in this sense.

Vladimir Polishchuk:
- At one time there were big talks about the national idea, now they somehow subsided. You are an informed person, perhaps there is some kind of working group that continues this work?
Alexander Skorbenko:
– What about the regional ideas of the Urals region? Is there a corporate connection of ideas? Small ideas of a small district - region - state.
Valery Fedorov:

- As far as I know, there is no working group at the federal level. Searches are going on, as they say, in everyone's head. And it seems to me that in the next 15-20 years they will not succeed. Because our nation and people are now in a rather difficult phase - in the phase of realizing that the former way of development, our former behavior as a nation no longer works. Russia was an extensively developing state, expanding within its borders at a tremendous pace. It is no coincidence that they became the largest country in the world, it did not happen “by itself”.

Any historian will tell you that the colonization of the same Siberia looked somewhat different than the myth of the voluntary annexation of the Chukchi and Eskimos. But the state has reached some limits.

Moreover, 1991 marked a reverse movement. We began to lose territory. We lost Kazakhstan, Ukraine, in terms of population, half the country in general. Where to go next? Trying to return to the traditional, natural for Russia way of territorial expansion, expansion? In what ways? Especially in a situation where we are weak. Other powers are much more powerful. Or change this national code. Realize our boundaries and understand that we need to equip life here and now. It is necessary, in the words of Vladimir Putin, "like St. Francis of Assisi, to cultivate your garden every day, to hoe it."

This, it would seem, is a simple idea, but for many Russians, unfortunately, it is still very difficult. All the time we lived for the sake of a great goal and did not notice small difficulties like the lack of improvement in residential buildings, did not pay attention to it. And now they have to deal with the arrangement of their lives, but they are not used to this yet. So for the time being it is difficult with the national idea.

As for the regional idea, I think that at the regional level it is much more difficult than at the settlement level. The most lively theme is when a city or a village comes up with an idea, a brand.

Tourists go to places where residents love their city. It is cherished, cultivated, decorated, improved. For something, residents should love their city, this is the brand.

When the leadership of the city and its residents see that the population is declining, leaving, and the city will conditionally disappear by 2015, it becomes a shock. They start thinking about how to stop such dynamics, interesting projects appear. Everyone now knows about Veliky Ustyug - the birthplace of Father Frost. And 15 years ago there was no homeland of Santa Claus. This is a completely handmade story.

In the mid-1990s, a crisis reigned. People thought about how to survive, there are no resources, there are no unique industries. They came up with this brand and began to promote it. Now in Veliky Ustyug they are trying to convert a military airfield into a civilian one, because trains and buses cannot cope with the delivery of tourists.

This is an example, of course, not of a national or regional idea. But such an urban idea makes its way and really changes the quality of life, dramatically improving it. The quality of life and worldview of people has grown. There is a huge space for such ideas in Russia.

Denis Fateev:
– Tell us about at least one unusual study that VTsIOM is planning to conduct in the near future.
Valery Fedorov:

“Together with the National Olympic Committee, we are developing an ambitious program of research related to sports issues. Today, sport in Russia is developing mainly at the expense of the state or some near-state sponsors. This is a very expensive toy, which, unfortunately, does not work the way it does in the West, when the sport itself makes a lot of money. With us, he only consumes them. It is necessary to find a formula how to remove this gigantic burden from the shoulders of the state, how to come up with a self-propelled mechanism for sports.

Alexander Skorbenko:
– Will VTsIOM research be carried out in the Tyumen region in the near future?
Valery Fedorov:

- We recently completed a large study on the socio-political situation in the Tyumen region, which was commissioned by the regional government. In October, we plan to conduct a district-wide study throughout the Ural Federal District, including in the Tyumen region. About 50 key parameters will be measured, including how the population evaluates the quality of public services and the effectiveness of government.

The child saves money and I give a certain amount every month

In the strict sense of the word, creation means the creation of all material or physical reality, as well as all spiritual beings besides God Himself, but it also implies further production from the created material. We see an indication of this already in the story of the book of Genesis: "Let the water bring forth ..." (Gen. 1:20) or: "Let the earth bring forth ..." (Gen. 1:24). The description of the creation of man shows that


a certain material was used - "the dust of the earth" (Gen. 2:7). Eve was created from Adam's rib (Gen. 2:21). God also formed all the animals of the field and all the birds of the air from the earth (Gen. 2:19). It is quite possible that at first God simply created matter out of nothing, and then he gave form to everything from the atoms He created. The various kinds produced later were as much God's work as the creation of the original matter. Therefore, if God is constantly at work, His creative works include the creation of genetic species that arose later, even such as modern varieties of roses, hybrid types of grain, cattle, dogs. In these last cases, man acts as a partner of God. Keep in mind, however, that man is working with what God has already created. Therefore, even the species created today are also the work of God, for everything is done on the basis of the material created by Him and the genetic laws established by Him.

Theological meaning of the doctrine

Let us now turn to the consideration of the theological meaning of the doctrine of creation. What is it that they are essentially asserting? And, for us it is no less important, what is rejected by him?

1. First of all, the doctrine of creation clearly means that everything that is not God originates from Him. In other words, the idea that there is another ultimate reality besides God is rejected. There is no place for dualism. In dualism, by definition, there are two ultimate principles. There is the Lord, the Creator, the Creator. And there is what the Creator uses, what He works on, the material with which He creates. Greek ideas were in one sense or another dualistic. A typical example is the dualism of matter and form. There is an order, a structure or a scheme to everything - Forms or Ideas. And there is something that needs to be put in order, structured or organized - matter. The process of creation, therefore, consists of someone or something connecting these two categories.

together or impresses the form on matter. But Christian teaching advocates a different approach. God was not working on something that already existed. He created the raw material, which he then used. If it were not so, God would not be infinite. It would mean the existence of something that has always been. And God's work would depend on the intrinsic properties of the material He used. According to Christian teaching, God Himself created this material and from the very beginning endowed it with the properties that He wanted.

2. The original act of divine creation is unique. It is not like the human "creative" business of processing and modeling improvised materials. When creating a work of art, the artist depends on the properties of the material used, whether it be the malleability of the metal, the characteristics of the paints, the language he uses, or the speed and clarity of the frames in the film. Moreover, the thoughts expressed by the artist depend on his previous experience. His work can either be a direct reflection personal experience, or an expression of previously experienced in some other form; genuinely new and fresh ideas are extremely rare. Even if a writer tries to create a new language to convey his ideas, he is still bound by language restrictions as such. God is not bound by any external circumstances. His only limitations relate to His own nature and the choice He has made. God does not


no materials needed. Therefore, unlike human "creations", His works cannot be frustrated by the inherent properties of the material used.

3. The doctrine of creation also means that nothing internally vicious has been created. Everything comes from God, and in the story of creation it is repeated five times: God saw that it was good (Gen. 1:10,12,18, 21, 25). Then, after completing the creation of man, God saw everything He had created and found it to be very good (Gen. 1:31). There was nothing corrupt in God's original creation.

In any variety of dualism, an internal distinction is made between high and low principles or elements. Since the higher realm is divine and the lower is not, the former is thought to be more real than the latter. Ultimately, this metaphysical difference begins to be considered as a moral one - the higher belongs to the sphere of good, and the lower to the sphere of evil. This distinction is made in the later

Platonism. Plato taught that Ideas and Forms, invisible concepts, are more real. For their part, tangible or experiential objects are but shadows cast by the Forms. In Neoplatonism, a moral distinction began to be made. The material or visible sphere is considered vicious, and the spiritual or invisible is moral. Under the influence of Neoplatonism and other varieties of dualism such as Manichaeism, some Christians also began to view the material world as inherently corrupt.

If, however, all reality owes its origin to God, and if everything God did was "good," we cannot regard matter as inherently and organically evil. Here a problem arises: Christianity, like any other worldview system, must reckon with the presence of evil in the world. Dualistic theories solve this question very simply. Since God is good, He cannot be the source of evil.

Therefore, everything that is not God, such as the matter with which He had to work, is a haven of evil. But consistent creationism cannot resort to such a trick, because it starts from the premise that nature does not have such an independent status. At the same time, according to the biblical story, God, who created everything, cannot be held responsible for the presence of evil and sin in the world. And not because He did not create the world, but because He created it good, and even very good. Therefore, evil is not the result of an imperfect creation, a marriage in work. Where does evil come from? We will return to this issue in Chapter 19.

4. The doctrine of creation places responsibility on man. He cannot justify his behavior by referring to the presence of evil in the material realm. There is no organic evil in the material world. Man's sin is a manifestation of his own freedom. He cannot escape responsibility for his deeds. Nor can he pass it on to society. The sins of a particular individual are often explained by the influence of society. The matter is presented in such a way that a person is a moral being, and an immoral society pushes him to sin. But human society is also part of God's creation, and it was very good. Therefore, the idea of ​​society as a source of sin is wrong and


erroneously. If society was originally good, we should ask ourselves: why has it become so today?

5. The doctrine of creation prevents us from underestimating the incarnation of Christ. If evil were organically inherent in the material world , it would be difficult to explain the fact that the second Person of the Trinity bound the human form, including the physical body. Indeed, there were people who proceeded from the idea of ​​the depravity of matter and, on this basis, denied the reality of the physical body of Jesus. He just "appeared" in human flesh. They were called "docetics" from the Greek word dokew ("to appear"). On the other hand, a correct understanding of the doctrine of creation - everything created by God was good - allows us to affirm the fullness of the incarnation of Jesus Christ - with the assumption of human flesh.

The doctrine of creation keeps us from asceticism. Belief in the depravity of material nature induces many, including Christians, to suppress the physical body and give up all pleasures. The spiritual realm, being more divine, appears to be the only bearer of goodness and righteousness. Such people are engaged in meditation, and the conditions of spirituality are considered a strict diet and abstinence from sexual life. But the doctrine of creation states that God created everything, and made everything good. Everything is redeemable. Salvation and spirituality are achieved not by escaping from the material world, but by sanctifying it.

6. If the whole creation is done by God, there is a similarity and connection between its various parts. I am a brother to all other people, for God created us all and takes care of all of us.

Since inanimate matter also comes from God, I am essentially one with nature, for we are members of the same family. Between us can; conflicts arise, but these are rather family quarrels, and not a fight with an external enemy. All creation belongs to God and matters to Him. We humans tend to consider ourselves the only children of God, and therefore the only objects of His paternal love. But Jesus made it clear that God loves and cares for all of His creation (Matthew 6:26-30; 10:29). Everything belongs to Him, and everything is as important to Him as we are.

7. The doctrine of creation excludes not only any form of dualism, but also a type of monism that considers the world as an emanation of God. According to the doctrine of creation, God simply creates from nothing. The various objects and beings that make up creation do not come from God. According to the supporters of the theory of emanation, we are dealing with the outpouring of God's nature, with the separation from Him of a part of His essence. This implies that emanation preserves Divinity, so such views usually lead to pantheism. According to such notions, we are talking about a change in position, and not about the beginning of a new being.

It could be assumed that such a view of the world as an emanation of God should greatly enhance the idea of ​​the status of its constituent parts, since they all come from the divine nature. In practice, the opposite often happens. The result is a belittling of the independent status of individual


objects or even the thesis about the illusory nature of independent existence. Since all objects and beings are part of God, it is important to close the distance between them and God as much as possible. Personality should be kept to a minimum. The goal is to join together. From nouns with their own status, the constituent parts of the world turn into adjectives for the ultimate reality, God.

The Christian doctrine of creation from nothing rejects all this. The constituent parts of the world are genuine creations that depend on God the Creator. They are clearly separated from Him (they are not an emanation of His nature) and are finite, dependent creations. Sin does not come from limitation and finitude, it is not an evil that must simply be separated and limited. Sin comes from man's misuse of his limited freedom, from the desire to be independent of God (and therefore equal to Him). Further, limitation does not disappear in the process of salvation. Salvation does not consist in the negation of created humanity, it is essentially the fulfillment, the restoration of created humanity.

Further, the doctrine of creation points to the limitations inherent in creation. No being or group of beings can be equal to God. He always rises above them as the Creator, they never were and never will be God. Therefore, there is no basis for idolatry - the worship of nature or man. Nature and man are lower than God, one should never forget about the distance between Him and God's creations. God is in a unique position and only He should be worshiped (Ex. 20:2-3).

We sometimes think of a huge metaphysical gap in the universe as a quantitative gap between man and the rest of creation. In fact, there is an enormous metaphysical quantitative And a qualitative gap between God and everything else517. He alone must be worshipped, praised and

obey. All other beings have only to demonstrate to Him these acts of obedience.