Social mechanisms of formation of intellectual creative ability of students

Context and relevance. In modern society, two opposite trends coexist: creative (focused on innovation, individuality and adaptation to rapid changes) and conservative (aimed at preserving traditions, norms and stabilizing the picture of the world). The formation of creative personality is complicated by the influence of conservative attitudes of some teachers and parents, as well as the psychological characteristics of socialization of the child, where the need for safety and belonging often dominates the need for self-actualization. The relevance of the study is due to the need to understand the mechanisms of choice between these trends and the conditions for the formation of an autonomous creative personality in the face of opposition to innovative and conservative principles. Purpose. Theoretical analysis and substantiation of the relationship between socio-cultural trends (creative and conservative), personal positions of the child (in particular, in the lower school age) and the process of formation of creative abilities. Methods and materials. Theoretical analysis of literary sources on psychology and pedagogy (references to the works of A.N. Leontyev, E.V. Ilyenkova, G.P. Shchedrovitsky, M. Mead, E.B. Vesna, S.L. Rubinstein, A.G. Asmolova, A.I. Herzen, V.V. Davydov, M. Karni, A.V. Rozhkov, A. Maslow, D. Feldshtein Results. It was revealed that the creative cultural tendency is characterized by the ability to adapt, harmonize values, self-improvement, social autonomy and intellectual activity. It was revealed that the conservative cultural tendency is characterized by orientation to traditional values, functional fixation of objects, the desire for unity with the group ("to be like everyone else") and intellectual passivity. It is established that the desire for creativity is associated with a high level of subjective activity and satisfaction of basic security and acceptance needs, although the experience of self-actualization can make the person independent of these factors. In primary school age, two main positions are highlighted: "I am a schoolboy" (orientation to norms, social unity, low creative potential) and "I am a student" (orientation to individualization, self-regulation and initiative), and the second position contributes to the development of creative abilities. It is determined that the key condition for the formation of creative thinking among younger students is the combination of the creative position of the teacher and the formation of the position "I am a student" in the child. Conclusion. The formation of creative intellectual ability in primary school age depends on the interaction of two opposing trends - innovative and conservative. The transition of the child from the position "I am a schoolboy" to the position "I am a student" allows him to become a subject of his own activities and make a conscious choice in favor of creative development, which is largely determined by the support and position of the teacher.