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., Savvina, J., Cacka, M., & Volonte, I. (2007). Creative activity in conception of sustainable development education. International Journal of Sustainability in Higher Education , 8(2), 142-154. DOI: 10.1108/14676370710726616. Slahova, A., Volonte, I., Cacka, M., & Haw, R. B. H. (2006). Evaluation aspects of creative process. In A. Pipere (Ed.), Education and sustainable development: First steps toward changes (Vol. 1, pp. 149-167). Daugavpils University: Saule. Tan, A.-G. (2004). Singapure's creativity education: A framework of fostering constructive creativity. In S

REFERENCES Abykanova, B., Bilyalova, Z., Makhatova, V., Idrissov, S., & Nugumanova, S. (2016). Psychological and pedagogic conditions of activating creative activity in students for successful learning, International Journal Of Environmental & Science Education , 11 (10), 3333-3343. Althuizen, N., & Reichel, A. (2016). The Effects of IT-Enabled Cognitive Stimulation Tools on Creative Problem Solving: A Dual Pathway to Creativity. Journal of Management Information Systems , 33 (1), 11-44. Amabile, T. M. (1983). The social psychology of creativity. New York

, 11 (3), 325-334. Conner, T. S., DeYoung, C. G., & Silvia, P. J. (2018). Everyday creative activity as a path to flourishing. The Journal of Positive Psychology , 13 (2), 181-189. Conner, T. & Silvia, P. (2015). Creative days: A daily diary study of emotion, personality, and everyday creativity. Psychology of Aesthetics, Creativity, and the Arts, 9 (4), 463-470. Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (2013). Creative learning environments in education. A systematic literature review

A N N A L E S U N I V E R S I T A T I S M A R I A E C U R I E - S K O D O W S K A L U B L I N – P O L O N I A VOL. XII, 1 SECTIO L 2014 Pracownia Pedagogiki Wczesnoszkolnej i Przedszkolnej Uniwersytetu Jana Kochanowskiego w Kielcach, Filia w Piotrkowie Trybunalskim EL BIETA MAREK Rozwijanie twórczej aktywno ci plastycznej uczniów klas pocz tkowych (na podstawie analizy programów kszta cenia zintegrowanego) Developing creative activity in art amongst pupils of elementary classes (Based on the analysis of integrated teaching syllabuses) Wprowadzenie

). Implications of a systems perspective for the study of creativity. In J Robert, & J. Sternberg (Ed.) Handbook of Creativity (297–312). Cambridge: Cambridge University Press. Čačka, M. (2009). The Development of students’ creative activity during the process of art studies (PhD thesis). Daugavpils: Saule. Čačka, M., & Šļahova, A. (2011). Peculiarities of the development of interest towards creative activity. Arts and Skills – Source of Well-being. Third International Journal of Intercultural Arts Education . Ruismaki, H., & Ruokonen, I. (Ed.), Helsinki: University of


This paper made an attempt to indicate the findings of the author’s research from the experiences of the implementation of the project ‘Including disabled senior citizens in creative activities in 2013-2015’. The issues of disabled senior citizens have been an object of interest over the recent years though it still has not had a proper place in science and practice. In the situation of a painful lack of initiatives, the Foundation for Propagation of Disability Art and Culture of the in Warsaw, as the only institution for promoting creative activity of the disabled in Poland, undertook a number of activities in order to include this social group in the world of culture and art. It appears that participation in creative initiatives has a very positive effect on the quality of the social functioning of disabled senior citizens in their isolation from their own families.


Within the frame of the study field of Aesthetics at Faculty of Arts Prešov University in Prešov, the students have an opportunity to acquire abilities and skills also in creative artistic activities. One of the possibilities is to participate in the creative workshops as the part of Academic Prešov Festival that is very popular with the participants. The actors of a creative workshop can experience, in a short period of time (mostly weekly), an intense creative process in which a young undergraduate student headed by a professional, in the amateur communication with a professional, can experience an unrepeatable experience of creativity, creation of theatrical work as well as the distinctive level of theatrical communication on the axis of participant-lecture-process-making-theatrical work-viewer. In this way, he discovers potential artistic, authentic, and generationally specific dispositions.


Creative activity motivators vs. sense of purpose in life in senior managers The motivators being the subject matter of the research conducted in the 1999 and 2010 groups of managers were analysed in the context of the sense of purpose in life. Application of various motivators offers a greater opportunity to achieve better results of subordinates’ work. Strong motivation ensures perseverance in actions taken. A well-motivated employee displays resistance to tiredness and strives to attain goals set by his/her company’s management.

It is worth noting that remuneration, as a motivator, although still mentioned as one of key factors motivating human behaviour, seems to be losing its significance in favour of such criteria as autonomisation of decisions or expecting superiors’ support.

Results of the PIL test examining the sense of purpose in life in group No. 1 and 2 are above average in each category, which indicates a strong sense of purpose in life among respondents who achieved professional success. The research also points to fulfilment of one’s own potential. The values have increased, which means that the subjective sense of purpose in life among managers questioned in recent years has become stronger.

The research and analyses conducted proved that efficient management of employees required deep understanding of research on motivation. The existence of relevant motivation regulators should persuade entrepreneurs to change their methods of activating employees at different stages of their professional development.


In contemporary global knowledge based society there are scorching needs for new knowledge and unprecedented vision of future development. Author is focuses attention to new possibilities of fostering creative abilities and gaining new socio-economic knowledge by the assistance of ICT, Internet and mainly by using products and services of computational intelligence. His method used is prevailingly new knowledge creation by experimentation in virtual laboratories. In using conventional methods, he combines inductive and deductive methods as set up for developing mental models from up to down and bottom to up. Because in socio-economic branches it is very difficult and even almost wholly impossible to do experiments in objective reality the experimentation by the assistance of computational intelligence is promising advance in gaining new socioeconomic knowledge in contemporary complex world. Using such new approaches, methods and tools is the main scientific aim of the author. He uses convictive demonstration of successful using these unprecedented possibilities in gaining deeper knowledge about complex evolutionary phenomena. The distinction of such knowledge is against conventional one is consisting in very deep understanding of complex socio-economic dynamics. Using meant knowledge acquisition approaches is promising in quality and in abiding knowledge and skill of single individuals but the extraordinary progress of creative knowledge based society fostered by using them in advanced webs is useful for whole society.


Space understood as physical environment is the object of research in many fields, including social sciences. Previous studies point to the importance it may have for creative activity. School is one of the spaces where creative activity takes place. School is also supposed to support the development of students’ creativity. The article presents research on school as a physical environment facilitating creativity. The main aim of the presented study was to identify the characteristics of schools that students evaluated as favourable and unfavourable to their creative activity. The following research questions were addressed: What features of school space are evaluated by students as favourable to their creative activity? What features of school space are evaluated by students as unfavourable to their creative activity? The research made it possible to identify the elements of school that students see as support for, or hindrance to, their creative activity.