Home – Home – Jornals – "Philosophy of Education" 2022 number 1

Introduction. The conditions of the socio-cultural reforms and the increasing scale and complexity of the tasks facing society at the turn of the epochs require the education of critical thinking, socially active, creative people capable of producing innovative ideas, ideas, initiatives. The extreme importance of the problem of educating a creative personality predetermined the intensive scientific development of the problem of innovation, creativity and creativity in the Western and domestic philosophy of education in the second half of the twentieth century. Despite a large body of theoretical and experimental data, researchers still failed to develop a unified view of the nature of creativity. Is this socio-cultural phenomenon so complex? In order to determine the essence and specificity of the concept of “creativity”, it is necessary to prove the validity of its introduction into the conceptual apparatus of the philosophy of education, to find out the reasons that make it difficult for researchers to unambiguously understand it, to determine the signs and criteria of creativity. The methodological basis of the research was the theory of cognition and the theory of creativity. The analysis of the literature on the philosophy of creativity pointed to the correlation of different points of view on the essence of creativity, signs and criteria of its formation. Discussion. Based on the study of scientific literature on the theory of creativity, the correlation of various approaches to understanding the essence of creativity, the study gives a subjective interpretation of the concept of “creativity”, proves the importance of unambiguous interpretation for research purposes. The factors generating the polysemy of this concept are analyzed. Conclusion. The theoretical and practical significance of the methodological analysis of the interdisciplinary concept of “creativity” consists in the desire to streamline the conceptual and terminological apparatus of the theory of creativity. To conceptualize the meanings of the activity foundations of human activity, it is necessary to recognize creativity as a subjective motivational determinant of creativity, as something that precedes and motivates the creative process.