المشكلات الأساسية في التعليم من أجل الإبداع ٢_a .. كتاب الإبداع وتربية

information and its processing. Therefore, Guilford insists, the training for creativity must be broad, encompassing all useful mental contributions.

From that there is a pattern, and Gilford points out that there are types of problems and different types of abilities related to them, depending on the nature of the problem, but he believes that despite the general problem-solving proceeds according to him. Of course, there is no single unified ability to solve problems, but there is a typical systemic view of a solution, and he believes that what he says is correct and possible because of the existence of general principles for the brain to carry out its functions.

Gilford responds to those who say: If creative thinking is nothing but problem-solving, then why all the fuss about it? He replies to him by asking: Do psychologists know how to solve problems?

Then he turns to the question of some scholars whether all creative thinking is a solution to problems, so he admits that he does not know the correct answer, but he says that it is easy to equate between the two in science, invention, writing and planning, but the equalization is not so clear in the fields of music and visual arts, and he believes that in these The latter can be agreed upon by some psychoanalysts who believe that the problems of artists stem from their own selves, and these are problems that require expression through artistic formulas in order to solve them. This cannot be denied - at least that artists face expressive problems during their artistic production.

Some critical operations

The experience available so far, as well as the observation of creative people, indicates that the basic role in creativity is played by the process of generating ideas. For this reason, the methods of training creativity stress the importance of generating ideas, and if we want to improve these methods and improve their use in education, it is our duty to direct our attention to the basic nature of this process of generating ideas. The issue has two aspects, quantity and quality. This is because the abundance and multiplicity of ideas increases the chances of the emergence of more ideas in general and acceptable ideas in particular. With regard to intellectual abilities, the quantity of production is related to fluency factors, while its quality is related to flexibility factors. In terms of information, the production of ideas is a retrieval of information from the store of memories (if the expression is correct).

1- Information retrieval

When a person tries to understand any of the phenomena, one of the best strategies that can be followed is to determine the conditions in which the phenomenon occurs and how these conditions affect it. Knowing the conditions should suggest that we do in educational processes, including the things we must do, the things we must avoid, and the difficulties we must overcome. In Guilford's opinion, when we look at the output of experimental laboratories on the subject of information retrieval, we feel disappointed, given that most retrieval studies have confirmed non-transitional retrieval, while the important retrieval in solving problems is transitional retrieval. Gilford complains about the lack of studies in this regard, which is He believes that there is an urgent need for further studies and predicts that things will then be reversed.

2- Some traditional conditions for Recall

Among the classical conditions that are known to affect retrieval are cue perfection, exaggeration in learning, novelty of training, and condition. Relax. We will try to quickly turn to the methods that make these conditions effective in producing ideas. As for the completeness of cues, it is more directly related to the non-transitional retrieval, but we can benefit from it if the cues are replaced by what is called (the search model), and we will return to this point later.

As for over-learning, it deserves closer consideration as it relates to the transmission of retrieval, but we cannot do more than reflect in this regard. With regard to non-transitional retrieval, exaggeration in learning has the function of reducing the possibilities of information confusion and interference. Exaggeration in learning deepens discrimination and differentiation, and thus improves the coding of information. This results in reduced risk of negative transmission and increased possibility of positive transmission. The issue of transition. It should be important in the context of creative training.

As for the novelty of training, it is an important condition in favor of retrieving private information, but it may be too strong when we do not want to retrieve that special information between them. It is often an obstacle in the way of retrieving the information we want. Thus, one of the obvious remedies is to introduce a period of time, i.e. to take a period of breeding with regard to the relative special problem of the unwanted idea, which will diminish with the passage of time. As for the condition of relaxation, it may mean many things. One is that relaxation is a general state of reduced muscular tension. Another form is sending in requesting information, then relaxing while waiting for it to be received. A third form is what Osborne calls “suspending judgment,” which means relaxing in running behind the demands of evaluation. Thus, we allow more ideas to come to mind.

3- Some new conditions that need to be considered

With regard to the problems of transitional retrieval, we must pay attention to two conditions, although we acknowledge the existence of other conditions. We have already referred to the search model, which acts as signals in the excitation of transitional retrieval. There is no need to say that the clearer and more accurate the definition of the target idea, with regard to the required output, the easier and more accurate it is to retrieve the required type of information. Collective production, memory, and discrimination, and from six products: units, classes, relationships, systems, transformations, and inclusions. It has four contents: the figurative, the symbolic, the behavioral, and the semantic (semantic).

Gilford says that the research model is information that has a certain shape and other characteristics, and that one of the distinguishing characteristics is that this information must fall within one of the four basic information groups, another characteristic that it falls within one of the six production groups. In addition to these broad classifications, other distinguishing characteristics must be added in order to give the search model its unique distinctive characteristics, and in order for us to easily reach what is stored in memory through the specific search model, the stored information must be encoded and classified in similar ways. So a lot depends on the way the information is stored. Then the method of teaching and memorizing information is important. There is no doubt that the deaf Rote Learning has been condemned a lot, but Guilford believes that he has not been sufficiently condemned, and Guilford believes that the learner should take the initiative in identifying matters and discovering them himself as much as possible. The things that the learner discovers for himself is rarely forgotten. It is expected to be summoned easily and quickly, if other considerations are equal. In order to make the acquired information transferable, we must not make the information isolated, but rather it must be linked to other information by means of inclusions, relationships, classification, organization and unification into colleges -

4 - Intuition

To retrieve an amount of necessary information in your memory according to a form Search, even if it is a matter of transmission, is one thing, and retrieving information in an organized manner is another. This latest incident involves more than mere recollection. Sometimes the resulting information is so different from what was previously known that the process must be called intuition. Undoubtedly, there is a high degree of novelty apparent. At other times, the matter is not a matter of changing the known information, but it is not a distant link between a signal and information.

Considering that a large part of the intuition process is subconscious, some psychologists shake their hands of the matter and believe that they cannot know what is happening in intuition. In Guilford's opinion, such scientists are wrong. What can be said is that a new product of information may be, and the problem in essence is the same problem of finding how a mental product occurs in any other circumstances.. That is, the psychologist must deduce how this process occurs, just like any other process. Some other scholars have tried to study insight (clairvoyance) and intuition, and have reached acceptable results.

Whatever it is, it is clear that there must be information that is used according to new methods to carry out unfamiliar jobs. Guilford believes that in such cases, the product of transformation plays a key role. We will come back to talking about conversion or modification later. The amount of information provided by the experimenter can be diversified, as well as the organization of information and the timing of its submission. It is then possible to observe whether the intuition will happen or not, as well as the extent of its occurrence, then the size of the intuition gap that must be filled can be diversified and the gap can be narrowed systematically. Scientists such as (Westcott & Ranzoni) studied in 1963 the personality traits that determine intuition, just as Gilford himself studied the issue of intuition.

E - expansion

The enlargement process is sometimes mentioned as the final step in the overall creative output. Expanding means finding the details of the total product. From the point of view of information, expansion is a matter of producing various implications. It is a proposal for supplements, beautifications, and increases that may lead to other increases. The observation of more creative children indicates that they tend to add a lot of unnecessary details to their drawings and stories (Torrance 1963).

6 - Transformation (modification)

We talked about conversion when we talked about intuition, but it is possible to add other things about this product, its nature, and its relationship to special training.

Modulation is a type of change in information. It is a redefinition (for example, giving something a different meaning or using a different one) and it is a review (for example, reorganizing a system (and it may be a reformulation) and an example of that is reviewing a theory, and so we may increase, decrease, transform, invert, or other operations. .

7- Building a system

One of the processes that is usually neglected in the present training on creative thinking processes, despite being one of the most important processes, is the process of building systems. This process is the backbone of creativity. These systems may take the form of musical pieces, poems, mathematical equations, or other parts of these systems in various fields.

Hence the importance of educators' attention to building these systems and how this happens and its steps at the present time, the methods used differ from one field to another.