Dear author, colleague!
I am happy to welcome you to the Interuniversity platform "Methodology, content, practice of creative education", created on the initiative and on the basis of the Belarusian State University as one of the important mechanisms for developing the educational environment, intensifying the interaction between higher educational institutions of the country at the transitional stage of the transformation of the modern university model. The choice of the platform form is based on the fact that in today's distributed communicative world, the collective product is always more accurate and in-depth than the sum of individual products of the participants.
Dozens of millions of works have been written about creativity, which describe theoretical and practical foundations of one of the two poles of human nature - to create. The other pole is the stereotype - a person’s desire to act according to a conventional, stereotyped pattern and model.
However, millions of books about creativity have not made a person more creative. The increasing use of other people's quotes, the stereotyped and monologue manner of thinking, behaving and communicating prove the opposite. It can be argued with a high degree of probability that the introduction of just another subject "Creativity" or "Education" into school or university curriculum will not make a student more creative or educated, either.
What do we have in practice? The content of education is viewed as the transfer to a student of the "sum" of experience (information) of mankind with its subsequent "reflection" – check-up. We have an informational approach in education, when a student is viewed as a clean sheet of paper that must be filled in.
However, do we always take what we are given? Do we always gain by taking? Does what we take always become truly ours? Do we not lose what is ours, adding someone else’s to ourselves? And finally, does what we receive always reflects what meant to be given to us?
Such transfer of information does not take into account the goals, senses, personal, cultural, historical and religious characteristics of students, and therefore education may have a monologue character. After all, it is not the experience that is transmitted, but information - someone else's, nobody's, alienated from the student, in a “ready-made dish” (laws, theorems, postulates, etc.), and the student does not participate in preparing this “dish”. This does not contribute to the motivation of learning, the development of personal qualities that determine competence to the desire of self-change in our rapidly changing world.
The translational character of education is a way to the “closure” of personality, to the loss of such personal “navigational” qualities as dialogism, competence in organizing one's activities (goal-setting, reflexivity), creativity, cognition, which creates the problem of cognition motivation and focuses education on training a "storekeeper" of someone else's "warehouse", and not a "builder" of one’s own way.
Why do we have so many high school leavers with gold medals, university graduates with honors, but there is a shortage of new projects, initiatives, breakthrough and non-standard solutions in economy and other areas of human activity?
Mastering of someone else's external and "correct" information does not change a person, it allows looking at the world with someone else's eyes. It acts as a factor producing stereotypes of thinking, communication and behavior.
Man is a "seed" that cannot be molded from clay or filled with someone else's ideas - you need to create conditions for the seed to grow. A creative education system is needed to produce something new. The transformation of the character of education from monologue and informational to dialogical is based on a completely different teaching methodology. Its essence is to teach students not to take "someone else's" - the achievements of mankind in a ready-made form, but, relying on their potential, to create "their own": their own product compared to the achievements of mankind on each specific topic.
In other words, the way to the outside world is the way to oneself. The meaning of discoveries does not lie in the search for new lands, but in filling them with one’s own meaning and content. This way is called heuristic (heuristic - from the Greek word “heurisko” - discover, find, open).
At the heart of the problematic field of the platform is the issue of designing and implementing the education system (its goals, content, forms and methods, assessment criteria), based on the possibility of students’ creative self-realization. We will consider the issues of internetworking, combined distributed distant classes, that give some gain in the quality of training a future specialist.
The implementation of the modern university mission requires the development of heuristic qualities of the teacher's personality, who is able of acting in the situation of uncertainty, when there are no ready-made decisions, who is able to create conditions for the individual educational trajectory for each student, to help identify, disclose and realize the potential of students.
The interuniversity platform "Methodology, content, practice of creative education" is an important element of the project on innovative pedagogical teaching technologies, which is based on the experience and practices of the full-time and distant learning organizational activity course "Teaching through discovery: how to teach everybody in a different but similar way. "
The author of the project and scientific editor of the Interuniversity platform "Methodology, content and practice of creative education"
Rector of the Belarusian State University,
Doctor of Pedagogics, Professor,
Andrey Dmitrievich Korol