Психология и социология / 9. Психология развития
Alexander
Y. Avdeyev
Belgorod
State University, Russia
Adolescents’
Creativity
Adolescence
is the most energetic period of development, ruled by the inquiring mind,
roving curiosity, intellectual robustness and creative energy. It is in this
period where the instinctual creativity of childhood is replaced by the
rational creativity with the help of operational and formal thinking. The
convergent style of childhood will be challenged and divergent options will
start to rule and guide them. This immense productive force in them is of vital
importance to both the individual and society. If these abundant human
resources are properly managed and channelled, the integral development of the
individual and society can be accelerated to a great extent. But unfortunately
in the present educational systems and stressful social setup, this potential
natural grace is not properly developed or constrictively utilised and so is
either wasted or converted into a destructive force.
The
spirit of the present, the emergence of new responsibilities, new social and
cultural needs, and tumultuous social change, has made creativity a rapidly
expanding area of scientific interest. In fact, creative insights are an
essential part of the survival process and may hold the key to the prosperity
and sustainable development of the future society. It its often said that the
potential capacity to be creative is not a characteristic of a selected few,
rather a process that is within everyone. It is a dynamic process in man that
helps him to achieve dignity and meaning during life span. Creativity, at its
highest level, has probably been as important as any human quality in changing
history and in reshaping the world. It might be added that a creative
individual could often accomplish much more at much less expense than other
people.
The
potential creativity becomes functional and productive on the basis of the
self-concept, which enables or disables the functioning of the achievement
motivation, which in turn determines the success or failure of human existence.
In the world of rapid change and growth, existence is to be established in
accordance with the pace of life determined by the informational, technological
and scientific advancements. Currently there is competition for the very minds
of men. Among those factors, which will determine the outcome of this
competition, optimal utilisation of the potential creative capacity is the most
important.
In the
case of adolescents, the significance of development and utilisation of
divergent thinking is very high because it is during this time they bloom out
with their cognitive field through the development of their operational
thinking. If we compare the creative expeditions of children and adolescents,
we understand that the creativity of children is instinctual but the creative
endeavours of adolescents are rational and productive. Once they start to think
rationally and logically, the importance of divergent thinking also increases.
This period also shows a deliberate shift from the instinctual creative
expressions of the childhood to the rational creative functions of the
adolescents, which serve as the basis of their future life and achievements.
This
potential creativity of adolescents is understood as another cognitive capacity
like intellect and is to be functionalised through creative activities like
original, flexible and novel contributions. According to A.C. Pachaury (1986),
creativity like intelligence is also normally distributed among population. The
researches have also ascertained that the creative potential can be made
optimally functional through a planned intervention. The culture, motivation
and personality factors have a dispositional effect in the fictionalisation, as
well as the nurture of the creative capacity of the adolescents. According to
Getzels (1985), creative thinking is the highest of mental functions and
creative production, the highest peak of human achievement. These creative
capacities are the result of the cognitive developments of the particular
period. If appropriate measures are not taken to nurture this potentiality, the
achievements and success in life will badly affected and if so, they becomes
problems to themselves and others in society.
The
self-debasing drive causes an adolescent to regress to primordial states of
behaviour. The self-transcending drive, by contrast, propels an individual to
lofty levels of achievement and self-actualization. It is this supremacy of the
self-transcending drive over the self-debasing drive, which results in the
functional creativity. This is described as “the sublimation of the
self-transcending emotions as transformed into creativity”. The potentially
creative adolescents have the capacity to see new relationships, to produce unusual
ideas and to deviate from traditional patterns of thinking. They have a
generalized constellation of intellectual ability, personality variables and
problem-solving traits. Functionally creative adolescents have a more general
trait that includes not only originality but also flexibility, fluency and
motivational and temperamental traits as well (Guilford, 1959).
For,
Violato Claudio and Travis Leroy (1995) adolescence is a multiplicity of
events, experiences, behaviour, people, and cultural meanings. He emphasized
the importance of creativity, intelligence and achievement of adolescents.
According to him, the creativity of adolescents is very significant to their
future life and appropriate training and caring should be provided to utilise
their creative potentials through fostering their self-concept and autonomy.
They should be properly understood and accepted so that they may work with
their creative talents and attain optimum achievement.
According
to Singer Dorothy and Singer Jerome (1990), self-concept and achievement
motivation are the comprehensive affective correlates of the fictionalisation
of the potential creativity. If the adolescents’ self-concept is good and there
is optimum achievement motivation, the adolescents, who are gifted with the
potential creativity, will utilise them and attain appropriate achievement in
life. On the contrary, if their self-concept and achievement motivation is
below the required, their creative talents will not be utilised and will
further become problems for themselves.
An
adolescent with creative potentials would also be expected to have creative
personality characteristics. They are high intelligent, open to experience,
tolerance to ambiguity and uncertainty (Taylor and Holand, 1964). They promote
imaginative use of disorder, the wise discipline of order, the capacity for the
intuitive mode (Ornstain, 1974) and the holistic capacity for peak experiences
(Maslow, 1964). They will be more willing to take risks but will not be
impulsive (McClelland, 1963); with traits of divergence (Torrance, 1966);
unconventionality, sensitivity to problems and fluency in thinking (Guilford,
1966). They have a tendency to see the not seen, to synthesize more and richer
ideas, to fantasia more richly possible, to be psycho-dynamically more complex
(Barron, 1963); risk takers, meaning makers, question askers,
anti-authoritarian and enduring.
Bibliography:
1. Barron, F. (1963), Creativity and Psychological Health, Princeton: Van Nostrand
2. Guilford, G.F. (1966), The Nature of Human Intelligence: New
York, McGraw Hill
3. Torrance, E.P. (1966), Education and The Creative Potential.
Minneapolis: University of Minnesota Press
4. Runco, Mark, A. and Pritzker, Steven, R.
(1999) Encyclopedia of Creativity.
Vol. I & II. USA: Academic Press
5. Sternberg, R.J. (1999) Handbook of Creativity: Cambridge
University Press.
Добрый день , Авдеев А.Ю. Ваша работа принята! Название секции:
ПСИХОЛОГИЯ. Психология развития Авторы: Авдеев А.Ю. Название работы:
Adolescents Количество страниц: 4 Количество сборников: 1 Страна: Россия
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