Creative potential

This paper will justify and outline a systematic approach for the design of Fluid Pedagogy Negotiated Curriculum (F.P.N.C.). F.P.N.C is structured to support the development of creative potential in secondary school music students, thus attaining master student outcomes at various stages of development. Fluid Pedagogy is a responsive student centred organic teaching method I have designed to nurture creative potential with intrinsically motivated experiences that create master student outcomes. This paper establishes that the process of experiencing such student outcomes is essential and informs unique Negotiated Curriculum from students' formative self-evaluations and teacher formative assessments. The paper will align relative curriculum models, ethical philosophies, pedagogical theories, instructional methods, formative self-evaluation and intervention with Fluid Pedagogy Negotiated Curriculum. A critical view of the definition of 'Master Student Outcomes' is explored and contextualised for the purpose of this model as well as what Master Students look like at various stages of development through Secondary School. The tension from navigating between fluid student centric organic scaffolding, and measurable summation of Master Student Outcomes, that align with mandatory curriculum, are addressed with formative teacher intervention and formative student self-evaluation.

(One can find PDF-file with correct pagination at: https://www.jour.isras.ru/upload/journals/1/articles/483/submission/original/483-876-1-SM.pdf  )
The thesis touches upon the issue of first persons of the state authorities influence to the processes of Russian socium generation dynamics forming. It is demonstrated that in post-monarchy period in Russia there was an alternation of fulfilled generations relating to the groups of supreme dignitaries with demographic emptiness noting the place of frustrated generations. Thereby in the period after 1917 the chance to create his own mass generation and realize corresponding creativity of Russian socium belonged only to one of each pair of potential groups of supreme dignities.
MAIN DETAILS. From 1917 on, all supreme leaders of state formed three generations: those ruling in 1917-1953 (Lvov, Kerensky, Lenin, Stalin) were born in 1861-1881; those ruling in 1953-1985 (Malenkov, Khruschev, Brezhnev, Chernenko, Andropov) were born in 1894-1914; those ruling after 1985 (Gorbachev, Yeltsin, Putin), in 1931-1952. The three generations are separated by the intervals of 13 (1881-1894) and 17 years (1914-1931).
The only exception is Medvedev who was born in 1965 and was President in 2008-2012. However, Medvedev was not an independent ruler and Medvedev’s generation may come to power after Putin only.
The generations of 1861-1881, 1894-1914 and 1931-1952 are regarded in the article as the fulfilled generations of Russian rulers. The lacoons between the fulfilled generations are interpreted as frustrated generations of rulers. If we take the duration of fulfilled and frustrated generations as equal (approx. 20-21 years), the frustrated generations date back as follows: 1879-1899, 1911-1932 and 1948-1969. Fulfilled and frustrated generation are partially overlap.
The generalization of this law enables to describe the generations of Russian post-monarchy history as follows:
1861–1881 (first, fulfilled);
1879–1899  (second, frustrated);
1894–1914  (third, fulfilled);
1911–1932  (fourth, frustrated);
1931–1952  (fifth, fulfilled);
1948–1969  (sixth, frustrated);
1966–1987  (seventh, fulfilled);
1985–2005  (eighth, probably, frustrated);
2001/2005–2021/2025  (ninth, probably fulfilled).
Thus, one in two generations of potential Russian leaders (and the respective mass generations) were unable to realize their creative potential.
There are no lacoons in presidents’ or vice presidents’ birth dates in the U.S.A. Thus, each generation of leaders in U.S. history and each generation of the society were able to realize their human potential.
These findings suggest that the Russian political system is extremely inefficient.
KEY WORDS: generation, creative potential, supreme leaders, supreme leaders generation, political system, efficiency.
РАСШИРЕННОЕ РЕЗЮМЕ. (Текст с корректной пагинацией можно найти на: https://www.jour.isras.ru/upload/journals/1/articles/483/submission/original/483-876-1-SM.pdf  )
В статье описаны особенности организации российской власти после краха Российской империи (1917 г.). Начиная с 1917 г. все первые лица образуют три поколения: правящие в 1917-1953 гг. (Львов, Керенский, Ленин, Сталин) родились в 1861-1881 гг., правящие в 1953-1985 гг. (Маленков, Хрущев, Брежнев, Черненко, Андропов) родились в 1894-1914 гг., правящие после 1985 г.(Горбачев, Ельцин, Путин), родились в 1931-1952 гг. Три поколения разделены интервалами в 13 (1881-1894 гг.) и 17 лет (1914-1931 гг.).
Исключением является Медведев, который родился в 1965 г., а президентом был в 2008-2012 гг. Однако Медведев не был самостоятельным правителем. Поколение Медведева может придти к власти только после Путина.
Поколения 1861-1881, 1894-1914 и 1931-1952 гг. рассматриваются в статье как “состоявшиеся” поколения правителей России. Лакуны между “состоявшимися” поколениями интерпретируются как “несостоявшиеся” поколения правителей. Если длительность “состоявшихся” и “несостоявшихся” поколений считать одинаковой (примерно 20-21 год), то датировка “несостоявшихся” поколений такова: 1879-1899, 1911-1932 и 1948-1969 гг. “Состоявшиеся” и “несостоявшиеся” поколения частично перекрываются.
Обобщение этой закономерности позволяет описать следующие поколения в постмонархической истории России:
1861–1881 годы рождения (первое, состоявшееся);
1879–1899 г. р. (второе, несостоявшееся);
1894–1914 г. р. (третье, состоявшееся);
1911–1932 г. р. (четвертое, несостоявшееся);
1931–1952 г. р. (пятое, состоявшееся);
1948–1969 г. р. (шестое, несостоявшееся);
1966–1987 г. р. (седьмое, состоявшееся);
1985–2005 г. р. (восьмое, вероятно, несостоявшееся);
2001/2005–2021/2025 г. р. (девятое, которое, вероятно, состоится).
Таким образом, каждое второе поколение потенциальных лидеров России (и соответствующие массовые поколения) не смогли реализовать свой творческий потенциал.
В истории США нет лакун в датах рождения ни президентов, ни вице-президентов. Тем самым в истории США каждое поколение лидеров и каждое поколение общества получили возможность реализовать свой человеческий потенциал.
Эти результаты свидетельствуют о крайней неэффективности российской политической системы.
КЛЮЧЕВЫЕ СЛОВА: поколение, творческий потенциал, первые лица власти, поколение первых лиц, политическая система, эффективность.

This paper investigates the position of 'creativity' within graphic design education in general, and within the Omani educational context in specific. Creativity is defined within this research and in relation to graphic design education as 'problem solving', which is explained also as a cultural activity, or a cultural production. Graphic designers can involve themselves effectively in solving communication, social, and cultural problems that are classified as 'wicked problems', which usually require creative solutions. It is argued that Omani graphic designers should be creative problem solvers and able to find effective solutions for these problems. Yet this is not the case in Oman, at least from the perspective of this paper. A qualitative interpretative methodology was used for this purpose. A survey approach was used, implementing two methods: questionnaires and interviews. The online questionnaire was conducted with 33 international participants. It investigated how creativity is defined within graphic design contexts; whether creativity can be taught or enhanced. The same set of questions was asked in face-to-face interviews conducted with 39 design lecturers. The interviewees were local lecturers who teach graphic design courses at some Omani institutions. All of the collected data was analyzed through a thematic analysis. As a result this paper has defined the concept of 'creativity' from design educational perspective, collected ideas, insights and trends about creativity in graphic design education, and has advanced knowledge of the relationships among graphic design, creativity, within Omani education system.

This paper investigates the position of ‘creativity’ within graphic design education in general, and within the Omani educational context in specific. Creativity is defined within this research and in relation to graphic design education as ‘problem solving’, which is explained also as a cultural activity, or a cultural production. Graphic designers can involve themselves effectively in solving communication, social, and cultural problems that are classified as ‘wicked problems’, which usually require creative solutions. It is argued that Omani graphic designers should be creative problem solvers and able to find effective solutions for these problems. Yet this is not the case in Oman, at least from the perspective of this paper. A qualitative interpretative methodology was used for this purpose. A survey approach was used, implementing two methods: questionnaires and interviews. The online questionnaire was conducted with 33 international participants. It investigated how creativit...

Reforming higher education in Ukraine is part of the process of European integration, modernizing educational activities in the context of European requirements. These changes also apply to the professional training of future teachers of educational institutions, who will be able not only to adapt to modern realities, but also to act creatively and think, strive for self-development and self-improvement. The need for innovative approaches to the training of future teachers is determined by the renewal and creation of the content of the educational process in higher education institutions, taking into account the creative development of the individual. Unfortunately, the traditional methods and forms of teaching used in higher education do not provide full and continuous effectiveness of professional training of future teachers. While the specialists of the new formation are required to acquire thorough professional knowledge and skills, a high level of intellectual development and civic position, the ability to constant personal and professional self-improvement. The purpose of the study is to reveal the essence of the creative potential of future teachers as a mental basis for professional self-improvement of high school teachers and experimental analysis of the components of the creative potential of future teachers, the study of teachers' attitudes to professional development. Based on the results of the research, the criteria and indicators of the formation of the creative potential of future teachers were determined; developed diagnostic and methodological tools for certain criteria and indicators. Psychological and pedagogical diagnostics were carried out to differentiate the levels of formation of the creative potential of students of pedagogical specialties.

Praca recenzowana / Peer-reviewed paperPublikacja, którą Państwu przedstawiamy stanowi kolejne, drugie z kolei kompendium wiedzy oparte na badaniach i doświadczeniach naukowych polskich i ukraińskich naukowców. Pierwsza część publikacji została wydana w 2010 roku i ukazywała chęć rozwinięcia tematu wsparcia dziecka i młodzieży zdolnej przedstawionego w badaniach europejskiej sieci Eurydyce. Badania te ukazały się w 2008 roku i dotyczyły ustalenia terminologii tego problemu, ustalenia specjalnych rozwiązań edukacyjnych i ich rodzajów oraz kwestii kształcenia i dokształcania nauczycieli do pracy z uczniami zdolnymi/ utalentowanymi