For citation:
Shiryaeva V. A. Educator’s Acmeological Development: Theoretical Analysis of the Possibility of Theory of Inventive Problem Solving. Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology, 2018, vol. 7, iss. 4, pp. 313-318. DOI: 10.18500/2304-9790-2018-7-4-313-318
Educator’s Acmeological Development: Theoretical Analysis of the Possibility of Theory of Inventive Problem Solving
The article analyses present-day state of the career development system and takes into account fundamentalization of education. The acmeological approach to the development of fundamental education is considered from the point of view of creating a spiritual product, i.e. solving professional problems. Productivity, where knowledge, competence, skill are compared with physical, mental, acmeological neoplasms in the traits of personalities of the participants in the educational process, is considered to be the main feature of fundamental education. New formations, which appear in the presence of certain factors, are subordinate to the development of the creative readiness of its subjects to a productive solution of problems. The article gives theoretical analysis of data related to integration of pedagogy and engineering methodology of invention, determined by the general orientation of the laws of development. The article analyses the integration directions of TRIZ (theory of inventive problem solving) education. Data regarding TRIZ as a recognized Russian technology of thought activity is presented in the study. The main components of TRIZ are listed from the point of view of its author – G. S. Altshuller. The purpose of the study is to determine the possibilities of structural components of TRIZ in the acmeological development of educators in the process of professional development. The hypothesis of the study is the suggestion that through solving professional problems containing a contradiction, based on the use of a simplified algorithm for solving inventive problems, the subjects of the educational process form a conscious progress to the acme-vertex. Practical implementation of training modules with the use of TRIZ components made it possible to draw a preliminary conclusion about the positive impact on the development of the subject of education in solving professional problems containing a contradiction. The results of this study can be useful in the development of other additional career development programs.
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