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Kadum, Sandra
Metodički ogledi, 2019, Volume: 26, Issue: 1Journal Article
U radu se govori o divergentnom mišljenju kao temeljnoj karakteristici stvaralaštva. Za razliku od konvergentnog mišljenja u kojemu je sve usmjereno ka jednom rješenju, divergentno mišljenje traži najraznovrsnija rješenja razmatrane problemske situacije (problema) i pritom su misli raspršene na vrlo raznolika moguća rješenja. Po svojoj naravi divergentno je mišljenje prevratničko i rušilačko, i kao takvo odstupa od postojećih misaonih pravila i obrazaca, unoseći pritom nered u postojeću misaonu skladnost i red. Svim učenicima, posebice onima koji mogu i hoće više, onima koji u odnosu prema svojim vršnjacima mnogo toga čine prije, više, brže, uspješnije, bolje i drugačije i koji imaju dosljedno bolja i viša postignuća, u procesu suvremenog odgoja i obrazovanja valja posvetiti posebnu pažnju, što je moguće ostvariti poticanjem divergentnog mišljenja. I stoga se u suvremenom odgoju i obrazovanju, pored znanstveno- konvergentnog oblikovanja mišljenja, mora ostaviti prostora i za divergentno mišljenje. This paper discusses divergent thinking as a fundamental characteristic of creativity. Unlike convergent thinking where everything is focused on one solution, divergent thinking seeks the most varied solutions to the considered problem situation (problem) while thoughts are scattered on a variety of possible solutions. By its nature, divergent thinking is subversive and destructive and, as such, it deviates from the existing thinking rules and patterns, while bringing disorder into the existing harmony and order of thoughts. In the process of modern education, special attention must be dedicated to all students, but especially to those who can and want more, to those who, in relation to their peers, do a lot of things earlier, to a greater extent, faster, more successfully, better and differently and who consistently have better and higher achievements, which is possible to achieve by encouraging divergent thinking. Therefore, in the modern education, apart from the scientific-convergent shaping of thoughts, space for divergent thinking must also be enabled.
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