Developing Creative Abilities in Preschoolers in Painting Classes via the Principles of Neuropedagogy and Psychology of Creativity in Ukraine

The article explains the contradictions in the Ukrainian system for developing creative abilities in preschoolers. It theoretically analyzes neuropedagogical and methodical aspects of developing creative abilities in preschoolers in painting classes. Besides, the article shows how they enhance professional training of fine arts teachers in Ukraine. It also presents and justifies the author’s set of competencies and recommendations for fine arts teachers working with preschoolers in the context of neuropedagogy and psychology of creativity. The article determines neuropedagogical and neuropsychological factors in the artistic creativity of preschoolers. It states that fine arts in preschool age act as a powerful tool for developing the child’s personality, shaping the self-concept and subjective self-identity. The international relevance of the article lies in the need: a) to disclose both destructive and transitional trends in primary school education in Ukraine to enhance its effectiveness; b) to reform the traditional system-centred education in the post-Soviet countries towards a subject-centred one.

Creativity

The study of creativity is about how people generate novel ideas and products, as opposed to reproducing or mimicking things that already exist. In this chapter, the author characterizes the study of creativity as the three Ms of mechanism, modulator, and meme. The mechanisms of creativity include the modification of existing products and the blending of two or more products to create stylistic fusions. Modulators of creativity include both individual-level factors (e.g. personality) and social factors (e.g. political constraints). The notion of a ‘meme’ reflects the cultural evolutionary concept that creative products either flourish or die out as a result of the critical reception they receive. A central question for the psychology of creativity is whether creativity depends more on domain-specific or domain-general mechanisms, or some combination of the two.

Psychology of Creativity and Innovation in Engineering and Business Curriculum

The paper describes the development of a new course. Psychology of innovation, which is in the process of being approved as an elective course for four different majors: engineering, business, psychology, and art. The paper describes the course content, course educational objective, weekly assignments and projects. The new course is expected to be approved and implemented in the Fall 2021 Semester. The Course is expected to strengthen innovative potential of students from four different majors.

The Psychology of Creativity in Dance

Dance science researchers have developed a body of work and knowledge that focuses on understanding physical and psychological skills, leading to performance optimisation in dance. Research has predominantly focused on what constitutes a fit, healthy dancer, but the focus on dance's creative elements has been considerably less. This chapter provides an overview of the place of creativity in the skillset of a training or professional dancer. Several theories of motivation and personality that might be relevant for developing creativity in dance are discussed. Within this chapter, the authors aim to highlight the fundamental role of psychology in dancers' creativity.

Language and Poetics: Analysis of the Conceptions of A. A. Potebnya’s Followers. Part II: D.N. Ovsyaniko-Kulikovsky, A. Gornfeld, T. Raynov, P. Engelmeier

In 1907 – 1923 in Kharkov a non-periodical collection of works of the so-called "Kharkov school" – the followers of A.A. Potebnja and A.N. Veselovskiy – was published. Its title was "Questions of Theory and Psychology of Creativity". This article deals with the works included in this collection and in one way or another connected with the theory of poetic creativity. I show that some ideas of the researchers of the "Kharkov school" are still relevant for the philosophy of poetic creativity and philosophy of education and analyze the relevance of D.N. Ovsyaniko-Kulikovsky’s, A. Gornfeld’s, T. Raynov’s and P. Engelmeier’s works for the contemporary philosophy. These works are examined from the point of view of their modern character and relevance for the philosophy of poetic creativity, as well as usefulness for the philosophy of education. D.N. Ovsyaniko-Kulikovsky analyzes the lyrical feeling that arises in the reader- interpreter reading a poetic work. We emphasize the importance of lyrical feeling in teaching as well. Gornfeld addresses the ideas of Potebnja recognizing any artistic work as symbolic and allegorical, as well as postulating an infinite number of possible interpretations of each artwork. This fact is also important for the education process. T. Raynov writes a chapter called “Lyrics of Scientific and Philosophical Creativity,” which also studies factors important for the philosophy of education. He analyses the factors influencing the way an individual conceives the problem being solved and solved, which may well be a teaching one. Finally, Engelmeyer intends to establish his science of creativity - Evrology. We also show that a reflection on teaching can be developed in parallel with his arguments about creativity.