Розвиток креативності студентів спеціальних факультетів на заняттях іноземної мови в парадигмі диференційної психології та психології управління

The purpose of our research is to show the model of the development of creativity of students of special faculties at foreign language classes in the paradigm of Differential and Management Psychology. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. The experimental method was the method of organizing empirical research. The results of the research. We showed that students in groups E1, C2 had needed help at all stages of solving the problem. We understood that in these groups it was only possible to gradually weaken help and control. Moreover, while working with students of all groups we used such additional methods and techniques of activating the thinking activity of students as: 1) reproduction of certain theoretical material necessary for solving the problem; 2) mastering the ability to expound a number of mental operations: a) from analysis to synthesis (for example, solve subproblems to which the original problem is reduced); b) apply analogies (review a similar, but simpler problem in order to identify a method for solving it). Conclusions. Summarizing the research available in the psychological literature on this problem and considering creativity as a process of solving problems, we distinguish six main groups of definitions of creativity: 1) definitions of the “gestalt” type, which emphasize the creation of a new integrity; 2) definitions oriented to obtaining a “final product”, or “innovative” definitions, which emphasize the production of something new; 3) “aesthetic” or “expressive” definitions, in which self-expression of the individual is dominant. As an example of definitions of this type, the following is given: “The creative process is the ability to think in a completely unexplored (or partially explored) area, not limited by already acquired experience”; 4) “psychoanalytic” or “dynamic” definitions and which define creativity in terms of the interaction of “Me”, “It” and “Superego”; 5) definitions in terms of “solution-oriented thinking”, which emphasize the thought process itself rather than the solution; 6) other miscellaneous definitions that do not fit into any of the above categories.