Keyword: «creative environment»

The article examines the level of development of creativity of primary school teachers. As of the effective forms of work on development of creativity of teachers is a description of the pedagogical training.

The article is devoted to the psychological aspects of the «creative citizen» personality formation. The analysis is made from the point of view of the citizen personality diversification with the definition of such types as global and local citizen. The authors analyze the trends of the city creative environment influence on the individual from the viewpoint of value orientations formation.

The article attempts to turn to some historical aspects, to characterize the features of additional education in modern conditions. With all the evolution of the processes of additional education in modern conditions, one cannot allow the role of Soviet pedagogy to be abandoned in its development. The confirmation contains references to the ideas of Shatsky S.T., Ivanov I.P., Gazman S.O. and etc..

The relevance of our research lies in the need to conceptualize the creative environment of the city as a special place of emergence of new educational practices in the body of the city. The aim of the research was to philosophically conceptualize the creative urban space as a structural element of the educational environment of the city. The research is based on qualitative methods. Thesaurus approach and hermeneutic analysis were used as the main methods. The methodological bases of the work were: the tenets of the philosophical direction of invironmentalism and the environmental approach, the social paradigm of space and the paradigm of information and communication space, the provisions of social-topological theory. The article presents the results of socio-philosophical analysis of the creative space issue as an educational locus of the city through the concept of "rhizome" and the introduction of the term "rhizomatic educational space". The author considers rhizome as a radical alternative to static and closed systems of educational practices with rigid axial orientation existing in urban space. The article identifies and describes the main principles of rhizome manifestation in the educational practices of the city, recognized on the basis of the analysis of creative environment: the principle of heterogeneity and connectivity; the principle of multiplicity; the principle of rupture; the cartographic principle. The article considers the concepts of deterritorialization and reterritorialization, describing the capacity of rhizome for constant change from the position of educational environment description. The article presents the results of a comparative analysis of genealogical and rhizomatic approaches to the organization of the educational process, highlighting and describing the advantages of the latter. Scientific novelty of the work consists in the following: the term "rhizomatic educational space" is considered in detail from the point of view of socio-cultural phenomenon; the reasons for the emergence and components of rhizomatic educational space, on the basis of which the presented phenomenon functions, are identified; the regularities effect of cultural and educational potential of the city on the socialization and improvement of the cultural level of the individual are outlined.