In the conditions of high instability, uncertainty and changing of environment of contemporary organizations, management of changes and knowledge become priority social strategies, and readiness for changes, flexible usage of knowledge and creativity become the most important competences of people in contemporary organizations. Knowledge, creativity, taking initiative and readiness for changes are the condition of development, survival and success of organizations, but of individuals as well. Our basic question is aimed at the possibilities of the contribution of basic education to the preparation of the young for working in turbulent environment, where work and professional competences involve readiness for changes and innovativeness. In terms of educational policy it implies the need for the creation of upbringing- educational model which will be capable of providing optimal answers to the changes in environment. The key notion of pluralist educational concept, based on democratic values, is the acceptance of the plurality of ideas. Our researches suggest a significant positive correlation between the variables tolerance of independence and the acceptance of the plurality of ideas. Based on that fact, using the theoretical analytical method, this paper argues the compatibility of pluralist concept in education with the demands of contemporary organizations from the perspective of preparing the young for the inclusion in work in the uncertain, changeable organizational environment of knowledge society
In the process of education the knowledge is acquired which is a necessary base for creativity. The problem of relations between creativity and knowledge in school context is posed as a problem of relations between creativity and academic performance due to the influence it has on personal and professional development of an individual. The paper presents the results of survey on relations between creativity, academic performance and academic preferences. Creativity was measured by the test for creative thinking - drawing production of Urban and Jellen, academic performance by general achievement, and academic preferences by a questionnaire. The sample comprised final primary school graders. Low and statistically significant positive correlation was found between creativity and school achievement in the sub-sample of girls. However, girls have a significantly better school achievement and prefer art as a school subject and the test administered demands visual art expression. Hence, it can not be claimed for sure that the obtained results reflect realistic differences in creativity between boys and girls. It is of vital importance for work in school the data that high creativity can be possessed by students who are failures at school. It has been concluded that initial step in the acquisition of knowledge that will contribute to student creative thinking and behavior is the development of cognitive flexibility
After over a 50-year permanent development of tests designed to measure creativity and the results they produced, a question is raised if creativity can be measured by tests at all. A special problem are procedures for measuring creative potential in younger children because children, unlike adults, do not possess creative products that are a single reliable evidence of creativity in the real world. The paper considers test reliability and validity in measuring creativity as well as the dilemma: how much justifiable it is to measure children's creativity by tests if it is not clear what they measure and if there is not a significant relationship between creativity scores and creativity in life. Unsatisfactory creativity test reliability and validity does not mean those tests should be given up the majority of researchers agree. Of the tests of creativity administered in work with the young, the status of Urban-Jellen Test of Creative Thinking - Drawing Production (TCT-DP) is given prominence due to the fact that over the past ten years or so it has been used in a larger number of studies as well as in some studies carried out in this country. In TCT-DP scoring is not based on statistical uncommonness of the figures produced but on a number of criteria derived from Gestalt psychology. The factor analyses of the defined criteria of creativity, applied on samples in various settings yielded that the test contains an essential factor of creativity "novelty"
Education for democracy is of particular importance for a society undergoing democratization. The paper investigates a cognitive aspect of education for democracy, and identifies psychological predispositions for the acceptance of plurality of ideas as a central indicator of democratic thinking. The acceptance of plurality is defined as the ability of an individual to consider different arguments in controversial topics, to accept the existence of different ideas in a discussion as well as different explanations. This psychological phenomenon integrates certain cognitive affective and conative characteristics. The acceptance of plurality of ideas is a fundamental prerequisite for democratic communication, therefore a prerequisite for the creation of democratic climate in a society. The concept of cognitive style has been examined from the perspective of different research traditions in an attempt to identify a psychological profile of cognitive style, provisionally named pluralist profile, which would help an individual behave democratically. The paper also studies the connection between the manner of thinking, personality characteristics and cognitive style. It is the author’s conclusion that it is reasonable to assume that there are ways to encourage the development of pluralistic cognitive style by practicing the acceptance of different ideas through teaching process which would significantly improve the effectiveness of education for democracy
Filozofski fakultet, Univerzitet u Beogradu Efekti vežbanja kreativnog rešavanja problema 3 Apstrakt: U radu je testiran efekat vežbanja kreativnog rešavanja biznis problema. Ispitivanje je rađeno na uzorku studenata završnih godina osnovnih studija na Filozofskom fakultetu Univerziteta u Beogradu (N = 90). Ispitanici su rešavali inicijalni i završni test kreativnog rešavanja problema u biznisu i test kreativnosti. Vežbanje u kreativnom rešavanju biznis problema trajalo je četiri meseca (oko 40 minuta nedeljno). Metod vežbanja kombinovao je nominalni metod grupnog odlučivanja i Ozbornov metod kreativnosti. Osnovni metodološki nacrt bio je test-retest. Polazne pretpostavke su bile da će pod uticajem vežbanja grupa u celini povećati procenat kreativnih rešenja biznis problema. Druga hipoteza je bila da vežbanje kreativnog rešavanja biznis problema neće povećati kreativni potencijal studenata. Obe hipoteze su potvrđene. Potvrda druge hipoteze tumačena je stavom da vežbanje u kreativnom rešavanju biznis problema i kreativnost nisu isti fenomen. Autori su predložili nekoliko poboljšanja nacrta istraživanja za rešavanje tog problema. Ključne reči: kreativnost, vežbanje kreativnog rešavanja biznis problema, metodi vežbanja. Uvod Poslednje dve decenije treninzi u kreativnom rešavanju biznis problema postaju ustaljena praksa u velikim zapadnim kompanijama. Polazi se od pretpostavke da će treninzi doprineti uspešnosti i konkurentnosti kompanija. Međutim, pitanje je koliko su ti kursevi efikasni. Pitanje je i kakva je veza između kurseva za razvi
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