Part 1. Meta-skills:

Pass preliminary test by means of Kettel's 16-factor questionnaire (form C), test your IQ (Intelligence Quotient) using Aizenc's test. Undergo testing for operative and long-term memory, attention distribution, noise immunity and will. Plan the development of these qualities in your character.

Methods of work with the text

(W. Tuckman “Educational Psychology. From Theory to Application”. Florida. State University. 1992):

1. Look through the text before reading it in detail to determine what it is about.

2. Focus your attention on the most significant places (semantic nodes) in the text.

3. Keep short record (summary/synopsis) of the most significant facts.

4. Keep close watch of understanding of what you read. If something appears not quite understood, re-read the paragraph once again.

5. Check up and generalize (analyze) what you have read in respect to the purpose of your reading.

6. Check up the correctness of understanding of separate words and thoughts in reference literature.

7. Quickly resume the work (reading) if you have been interrupted.

Training of fast reading - “Fast Reader 32” Program. Download the program: http://www.nodevice.ru/soft/windows/education/trenning/5072.html http://kornjakov.ru/index.htm, http://www.freesoft.ru/? id=670591 - for handheld computer. Plan 2-week “result-oriented” trainings - your current maximum is + 50%.

Methods of critical and creative thinking

Critical thinking:

1. Analytical thinking (information analysis, selection of necessary facts, comparison, collation of facts, phenomena). Useful questions in this connection are “who?”, “what?”, “where?”, “when?”, “why?”, “where?”, “what for?”, “how?”, “how many/much?”, “what?”(“which?”) to be asked in the most unusual combinations, while trying to find (to suppose) all options of answers.

2. Associative thinking (determination of associations with the previously studied familiar facts, phenomena, determination of associations with new qualities of a subject, phenomenon, etc.).

3. Independence of thinking (the absence of dependence on authorities and/or stereotypes, prejudices, etc.).

4. Logic thinking (the ability to build the logic of provability of the decision made, the internal logic of a problem being solved, the logic of sequence of actions undertaken for the solution of the problem, etc.).

5. Systemic thinking (the ability to consider the object, the problem in question within the integrity of their ties/relations and characteristics).

Creative thinking:

1. Ability of mental experimentation, spatial imagination.

2. Ability of independent transfer of knowledge for the decision of new problem, task, search of new decisions.

3. Combinatory abilities (the ability to combine the earlier known methods, ways of task/problem solution in a new combined, complex way - the morphological analysis).

4. Prognostic abilities (the ability to anticipate possible consequences of the decisions made, ability to establish cause-and-effect relations).

5. Heuristic way of thinking, intuitive inspiration, insight. The above stated abilities can be supplemented by specific abilities to work with information, for which purpose it is important to be able to select required (for specific goals) information from various sources to analyze it, systematize and generalize the data obtained in accordance with the cognitive task set forth, the ability to reveal problems in various fields of knowledge, in the surrounding reality, to make grounded hypotheses for their solution. It is also necessary to be able to put experiments (not only mental, but also natural), make well-reasoned conclusions, build the system of proofs, to be able to process statistically the data obtained from test and experimental checks, to be able to generate new ideas, possible ways of search of decisions, registration of results, to be able to work in the collective, while solving cognitive, creative tasks in cooperation with others, at that playing different social roles, as well as to be master of art and culture of communication.

Research and search methods of information processing:

1. Independent search and selection of information on specific problem.

2. Information analysis for the purpose of selection of facts, data necessary for the description of the object of study, its characteristics, qualities; for selection of facts conducive to the provability and/or refutation of the vision of the task/problem solution; building of facts, data analyzed in the logical sequence of proofs, etc.

3. Definition, vision of problems that need examination and solution.

4. Making hypotheses with definition of ways to check (solve) them.

5. Determination of methods, ways of solution of the investigated problem, stages of its solution by an individual or joint, group effort.

6. Registration of results of research or search activity.

7. Argumentation of the results achieved.

8. Projecting the occurrence of new problems in the given area of knowledge, practical activities.

Universal plan of scientific management (SM)

1. Statement of an overall goal (task) - minimum, optimum and maximum.

2. Setting of intermediate goals (tasks), their prioritization, time-frames of implementation.

3. Mechanisms (methods, schemes) of their achievement.

4. Required logistical, informational and financial support.

5. Personnel (including statement of problem before each employee following detailed instructional advice and determination of implementation time-frames).

6. Ways and means of control, possible failures and disturbances, methods, time-frames, personnel, materials, equipment, information and finance to rectify the latter.

7. Task adjustment in case of changes of situation, adaptation of the work performed (at all stages) to a new problem.

TRIZ - Inventive Problems Solution Theory (IPST)

Algorithm of activity:

1. A. Set a task. B. Imagine ideal result (is there a problem at all?). C. What prevents from the achievement of a goal (find contradiction), why does it prevent from its achievement (reveal cause-and-effect relations). D. On what conditions prevention will not occur?

2. A. Required (possible) internal changes (the sizes: larger, smaller, longer, shorter, thicker, thinner, deeper, shallower, vertically, horizontally, sloping, in parallel, in ledges, in layers/slices, transpose/rearrange, crosswise, convergence, to surround, to mix/stir, borders; the quantity: more, less, proportions, to divide, attach, add, remove; form: usual, unusual, rounded, straight, jags, unevenness, rough, equal, even/smooth, damage proof, delays, accidents, “foolproofing” and protection from larceny, to add; movement: to accelerate, slow down, stir up/revive/brighten up, stop, direction, deviation, pulling, pushing away, to block, lift, lower/pull down, rotate, fluctuate, arouse; condition: hot, cooler, firmer, softer, opened, closed, pre-assembled, disposable, combined, divided, hardening, liquid, gaseous, powder-like, wearability, to grease, moist, dry, isolated, gelatinous, plasmic, elastic, resists, superposes/matches). B. Division of an object (and/or subject) into independent parts: a. Segregation of weak (including potentially weak) part (parts). b. Segregation of required and sufficient part (parts). c. Segregation of identical (including duplicating, similar) parts (including in other systems). d. Division into parts with different functions. C. External changes. D. Changes in the adjacent objects. a. Establishment of links between the previously independent objects performing one work (including a network). b. Removal of objects because of transfer of their functions to other objects. c. Increase in the number of objects at the expense of the reverse side of the area. E. Measurement of time: faster, more slowly, longer, eternal, single-step, cyclic, time-wise marked, update, variable. F. Ascertainment of ties with other fields of knowledge (how is this contradiction solved there? what can be borrowed from there at all?). Prototypes in nature. G. Read the dictionaries for verbal associations (including non-standard). H. In case of failure revert to the initial problem to expand its situation/formulation.

3. A. Introduce necessary changes in the object (work). B. Introduce changes in other objects connected with the given one. C. Introduce changes in methods and expand the sphere of use of the object. D. Ask questions “how can we achieve the same result without using this product (using it partially) or without doing this work (doing it partially)?”, “how can we make the product (work) easier, more durable, safer, cheaper, in a more accelerated manner, pleasant, useful, universal, convenient, “friendly”, more ergonomic, harmless, pure, reliable, effective, attractive and bright, portable, valuable, status ranking, etc. E. Conduct preliminary tests, finish off, if necessary. Develop IGM (income generation mechanism). F. Check the applicability of the solution(s) found in respect of other problems. G. Take out a patent for the idea. See also: www.triz-journal.com, http://www.altshuller.ru/

Concepts, substance and laws of dialectics

1) The world (the being, reality) exists objectively, i.e. irrespective of the will and conscience of a human being. 2) The world has not been created by anybody and cannot be destroyed by anybody. It exists and develops in accordance with natural laws. There are no supernatural forces in it. 3) The world is unique and there are no “extra-mundane” spheres and phenomena in it (standing “above the world” or “beyond the world”) that are absolutely abjoint from each other. Diverse objects and the phenomena of the reality represent various kinds of moving matter and energy. 4) The world is coherent and is in eternal, continuous movement, development. Objects of the reality interact with each other, influence upon each other. In the process of development qualitative changes in objects, including natural transition from the lowest forms to the higher, take place. 5) Natural development of a matter through a number of natural steps (the inorganic/inanimate nature/abiocoen/ - life - society) has led to the origin of human being, intellect, conscience. The crucial role in the segregation of human being from animality and the formation of its conscience was played by labor, its social nature, transition of the human being's animal ancestors to regular production and application of instruments of labor. 6) Society being the higher step of development of substance includes all lowest forms and levels (mechanical, physical, chemical, biological) on the basis of which it has arisen, but is not reduced to them only. It exists and develops on the basis of social laws which qualitatively differ from the laws of the lowest forms. The paramount law of social development is the determinant role of production in the life of the society. Mode of production of material life conditions social, political and spiritual processes of life in general. 7) The world is knowable. Human knowledge is unlimited by nature, but is limited historically at each stage of its development and for each separate individual. The criterion for the verity of thinking and cognition is public practice. In recent years the need arose for the formation of higher form of dialectic-materialistic outlook - “spiritual materialism”. Spiritual materialism extends the line of classical materialism in terms of recognition of objective character of existence, its cognoscibility, natural evolution of substance from the lowest to the higher forms, exclusion of notions of supernatural from scientific beliefs/notions, etc. At the same time, spiritual materialism overcomes absolutization of superiority of material over the spiritual, contraposition and discontinuity of these fundamentals inherent in the former forms of materialism, and directs towards the revelation of their unity, complex interrelation, interpenetration, definite fixation of relations in which the material and spiritual determine each other in the process of functioning and development of objects. Three main laws of dialectics are: the law of transition from quantity to quality, the law of unity and conflict of opposites and the law of negation of negation. There is more to it than these three major laws in dialectics. Abscque hoc, there are a number of other dialectic laws concretizing and supplementing organic laws of dialectics expressed in categories “substance and phenomenon”, “content and form”, “contingency and necessity”, “cause and effect”, “possibility and reality”, “individual, special and general”, the dialectic triad: thesis, antithesis and synthesis. Categories and laws of dialectics exist within a certain system in which the substance/essence of dialectics proper is expressed.

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