CREATIVITY IN EDUCATION

Kreativnost je urođena sposobnost svakog pojedinca da proizvodi određenu novinu na postojeće stanje u materijalnoj ili u duhovnoj sferi, a koja je vrijedna, originalna, ekonomična i primjenjiva unutar određenoga socijalnoga konteksta te pozitivno usmjerena. Od različitih pristupa istraživanju kreativnosti koji su se razvili tijekom 20. stoljeća u suvremenom shvaćanju kreativnosti prevladava konfluentni ili sustavski pristup kreativnosti koji je jedini cjeloviti pristup kreativnosti. Prema sustavskom pristupu, sve važne komponentne kreativnosti (intelektualne sposobnosti, znanje,kognitivni stilovi, ličnost,motivacija i okolina) moraju zajednički djelovati kako bi se javila kreativnost, pa je pojedincu potrebno omogućiti da se te komponente razviju. Četiri su vida kreativnosti: kreativna osoba, kreativni produkt, kreativni proces te kreativna okolina. Budući da je škola potencijalni prostor za razvoj kreativnosti, od učitelja se zahtijeva stvaranje okoline u kojoj će se poticati kreativnost. Stoga su u hrvatskom odgojno-obrazovnom sustavu potrebne promjene koje se odnose na drugačije shvaćanje kreativnosti i razvoj povjerenja u sposobnosti učenika te uključivanje kreativnosti kao ravnopravnog segmenta u nacionalnom kurikulu s drugim sposobnostima koje se njime ciljano razvijaju, kao i spremnost učitelja da rade na razvoju kreativnih potencijala svojih učenika, ali i vlastitih potencijala, što zahtijeva konzistentan sustav njihova cjeloživotnog osposobljavanja. Kreativnost je nužna za razvoj, pa čak i opstanak modernog društva u kojem raste potreba za originalnim idejama i kreativnim rješavanjem sve složenijih problema.Creativity is an innate ability of each individual to produce a certain novelty to the current situation in the material or in the spiritual sphere, which is the original, economical and applicable within a particular social context and positively focused. Of the different approaches to the study of creativity that developed during the 20th century to the contemporary understanding of creativity prevails confluent or systemic approach to creativity that is the only comprehensive approach to creativity. According to the systemic approach, all the important component of creativity (intellectual abilities, knowledge, cognitive styles, personality, motivation and environment) must work together in order to encourage creativity, but the individual should be enabled to develop these components. There are four vision of creativity: creative person, creative product, the creative process and the creative environment, which means schools. Teachers are required to create the environment in which will encourage creativity. Therefore, the Croatian educational system needs changes related to different understanding of creativity and the development of confidence in the ability of students and the inclusion of creativity as an equal segment of the national curriculum with other abilities that it aimed to develop, as well as the willingness of teachers to work on the development of creative potential of their students, but also their potential, which requires a consistent system of their lifelong training. Encouraging creativity should be in the National curriculum equal to targeted development of other skills in children. Creativity is necessary for the development and even the survival of modern society in which is growing need for original ideas and creative solving increasingly complex problems