Integral-creative thinking style as psychological phenomenon

Abstract

In this article, the authors have made a theoretical review of such a psychological phenomenon as the style of thinking, or rather, the integral-creative style of thinking of students. Thinking style is how a person assimilates, processes and organizes information, as well as forms ideas and attitudes, solves problems, makes decisions and articulates self-expression. Everyone has their own way of thinking when teaching, problem solving, or even product development. The main purpose of the article was to analyze the very concept of "integral creative style of thinking", a brief summary of the history of the emergence and development of this phenomenon, the presentation of the concepts and views of famous psychologists who studied it. After analyzing the available research, various definitions of creativity, integrality in this area were considered, and the factors influencing the development of creativity were described. After exploring various types of thinking skills focused on discerning complex issues and phenomena, this article argues for the need to use a new modality of thinking, defined as integral thinking. Based on the holonic theory and the properties of holons and their interrelations of part and whole, the article proposes and characterizes integral thinking, a type of thinking that is holistic, but also has a scope and depth that goes beyond the traditional Aristotelian epistemological ways. Integral thinking combines in a single model the assets of premodern, modern and postmodern thought systems; and helps to go beyond the modern syncretism of many points of view. Integral thinking is a type of thinking that corresponds to the modern need to think integrally in science, culture, profession, and art or about the evolution of personal consciousness. It is also useful to apply it in various professional fields, especially when complex approaches are needed. Integral thinking can be used in holistic education and pedagogy. Relevance can help characterize the practice and agenda of integral education.