Мотивационные механизмы творчества как коллективистского процесса, лишенного прагматических целей

Вознюк, О. В. and Аргіропоулос, Д. (2018) Мотивационные механизмы творчества как коллективистского процесса, лишенного прагматических целей. Креативна педагогіка [наук–метод. журнал] / Академія міжнародного співробітництва з креативної педагогіки "Полісся" (13). pp. 41-55.

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The author considers the motivational mechanisms of creativity as a process devoid of pragmatic goals, implemented, like "art for art's sake" in activities regulated by the inner motivation of a person. It is shown that intrinsic motivation reveals “supra-situational”, non-adaptive activity, which is most fully manifested in the conciliar, collective mode of life of the society, which, due to the triumph of collective goals, frees a person from the individual-egocentric attitude. This collectivist model corresponds to the fundamental life values of mankind associated with altruism, mutual aid, empathy, social justice. At the same time, creativity as an intrinsically motivational activity makes a person free from an externally motivational model of behavior, which contributes to the development of the freedom of the human being as a system-forming personality trait – the goals of human development and society. Thus, to be a person – a free entity – means to be a creative being, characterized by collectivist traits and affirming social justice, peace and order in human society. It is shown that for the development of a person as an individual, it should be placed in a developing socio-pedagogical environment, which, firstly, should generate creative activity through the mechanisms of intrinsic motivation. Secondly, this environment should be brought closer to life (which corresponds to the principle of context-based learning, according to which the educational process in the system of vocational education should imitate, in its most essential terms, model the future professional activity of a student). Thirdly, this developmental environment should contribute to the formation of a person's creative, transcendental (supra-situational) position through immersing a person in paradox as a mechanism for freeing human thinking and behavior from the routine-patterned actions that are caused by the external environment.

Item Type: Article
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > L Education (General)
Divisions: Educational and Research Institute of Pedagogics > Department of Preschool Education and Pedagogical Innovations
Depositing User: лаборант І.О. Гогола
Date Deposited: 15 Dec 2018 23:05
Last Modified: 15 Dec 2018 23:05
URI: http://eprints.zu.edu.ua/id/eprint/27839

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