Vol. 15 No. 1 (43) (2024)

DOI: https://doi.org/10.46991/10.46991/BYSU:E/2024.15.1
Published: 2024-04-05

Full Issue

PHILOSOPHY

  • PHILOSOPHY

    Shahan Perperyan's Work "The Two Times" inThe Context of Philosophical Reflections Concerning the Time

    Silva Petrosyan
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    Abstract

    The article is dedicated to the critical analysis of the work "The Two Times" by Shahan Perperyan, one of the most interesting representatives of the Western Armenian philosophical thought of the 20th century. Perperyan's teaching about time has not yet been subject to historical-philosophical analysis, and the purpose of the article is to show the peculiarities of Perperyan's perception of time in the context of the history of philosophy. In order to do this, the views of Aristotle, Plotinus, Augustinos Aurelius, Kant and Bergson on time were presented and analyzed from the point of view of their relationship with Perperian's teaching. It has been shown that Perperian's approach essentially continues the line of Neo-Platonism, being particularly influenced by Bergson's consept of Duration.

    Perperian distinguishes between so-called "clock" or external and "musical" or internal times, giving preference to the latter. Internal time, according to him, has the possibility of having in it collective spirituality at once. Perperyan shows that thanks to the ability to endure, a person gains creative freedom and can shape not only his future, but also his past. Similarly, according to the Western Armenian thinker, a people becomes a nation when it raises its existence and being to a spiritual level. The nation, constructing its history, becomes a "collective personality", liberating its outwardly transitory and erasing life from the erasing course of external time and establishing it in the collective internal dense Duration.

    Perperyan connects the mastery of inner time with the presence of the soul, sanctity. He notes that people misunderstand eternity, thinking that it will come at the end,and waiting for it. But a blessed, holy person is already living in eternity, because he carries all the times within him.

    References

    Պէրպերեան Շ․Ռ․, Երկու ժամանակները, ամանորի մը առթիվ, Երուսաղեմ, Տպարան Սրբոյ Հակոբեանց, 1943։

    Պերպերյան Շ., Սրբութիւնները եւ Սուրբը // Պերպերյան Շ., Թելադրանք հոգեւորականներու, Երուսաղեմ, 2002։

    Պերպերյան Շ. Ռ. , Արժէքաբանութիւն կամ արժէքներու իմաստասիրութիւն, Անթիլիաս, 1976։

    Պերպերյան Շ. Ռ. , Պատմութիւն իմաստասիրութեան, Անթիլիաս, 1977։

    Պերպերյան Շ. Ռ. , Բնազանցութիւն, Անթիլիաս, 1978, և այլն։

    Պէրպէրեան Ռ., Հայրենասիրութիւն // Առաջին տերեւք, Կ. Պօլիս, 1877:

    Պէրպէրեան Ռ., Գեղեցիկն ու գեղարուեստք // Երկու բանախոսութիւնք, Կ. Պօլիս, 1880։

    Չրաքյան Տ., Ներաշխարհ // Չրաքյան Տ., Երկեր, Եր., 1981:

    Արիստոտել, Ֆիզիկա, V, 3, 219 a 10-14:

    Պլոտին, Էննեադներ, III, 7, 11:

    Օգոստինոս Երանելի, Խոստովանություն, Գիրք տասնմեկերորդ, XX, 26:

    Կանտ Ի., Զուտ բանականության քննադատություն, Սարգիս Խաչենց, Փրինթինֆո, Երևան, 2006։

    Bergson H., Time and Free Will, An Essay on the Immediate Data of Consciousness, Dover Publications Inc., Mineola, NY, 2001․

    Bergson H., Creative Evolution // Bergson H., Key Writings, Continuum, NY, London, 2002․

    Делез Ж., Бергсонизм // Делез Ж., Эмпиризм и субъективность, опыт о человеческой природе по Юму. Критическая философия Канта. Бергсонизм. Спиноза. М., 2001․

    Хайдеггер М., Бытие и время, М., 1993․

  • PHILOSOPHY

    The Culture of Life Organization as an Institutional Project of Intergenerational Relations

    Hamlet Simonyan
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    Abstract

    In the contemporary world, humanity faces numerous socio-cultural and civilizational transformations that fundamentally alter the traditional image of the world, introducing new principles and mechanisms for organizing and regulating everyday life, as well as different value and worldview priorities, and preferences. Consequently, a new socio-cultural context emerges, where it becomes impossible to adhere to the principles and rules of the culture of life organization established by our ancestors. The problem is that the culture of coexistence in formerly traditionalist societies remained largely untouched by radical transformations, with each successive generation willingly conforming to the demands and compulsions of that cultural institution governing everyday life. However, the situation in our fast-paced world has undergone significant changes.

    The socio-cultural context of post-modernity undergoes constant editing and re-editing. Even within the span of a single generation, such radical changes occur that life circumstances present numerous challenges and dead ends. The methods and approaches to resolving these challenges were simply not anticipated in the culture of life organization of previous generations.

    Given this reality, the article presents the culture of organizing and regulating life as an institutional system that defines and regulates intergenerational relationships. It is viewed as an empirical ideology, the modernization of which holds significant scientific and practical importance.

    References

    Шюц А., Избранное: Мир, светящийся смыслом / Пер. с нем. и англ. — «Российская политическая энциклопедия» (РОССПЭН), М., 2004, էջ 402-403

    Է․ Հարությունյան, Հուզական և հայեցողական կյանքի մշակույթ․ Հիմունքների բացահայտման պարադոքսը // «Բանբեր Երևանի համալսարանի. Փիլիսոփայություն, Հոգեբանություն», № 3 (39), 2022, էջ 3-7

    Մ․ Դեմիրճյան, Համայնքային կյանքի մշակույթը ազգային ինքնության համատեքստում // «Բանբեր Երևանի համալսարանի. Փիլիսոփայություն, Հոգեբանություն», № 1 (37), 2022, էջ 29

    Бергер П., Лукман Т., Социальное конструирование реальности. Трактат по социологии знания, «Медиум», М., 1995, էջ 89-92

    Бергер П., Лукман Т., Социальное конструирование реальности. Трактат по социологии знания, էջ 103

    Норт Д., Институты, институциональные изменения и функционирование экономики, «НАЧАЛА», М., 1997, էջ 17

    Է․ Հարությունյան, Մարդկային կեցության այլակերպումները․ Ինքնության ճգնաժամ, ԵՊՀ հրատ․, Եր․, 2023, էջ 58-63

    Mead M., Culture and Commitment: A Study of the Generation Gap, Natural History Press, New York, 1970, p. 1

    Mead M., Culture and Commitment: A Study of the Generation Gap, էջ 15-22

    Норт Д., Институты, институциональные изменения и функционирование экономики, էջ 18

    Аузан А․, Экономика всего. Как институты определяют нашу жизнь, «Манн, Иванов и Фербер», М․, 2017, էջ 29-43

    Arendt H., Between Past and Future: Six Exercises in Political Thought, The Viking Press, New York, 1961, էջ 26

    North D., Institutions, The Journal of Economic Perspectives, Vol. 5, No. 1 (Winter, 1991), էջ 97

    Է․ Հարությունյան, Հուզական և հայեցողական կյանքի մշակույթ․ Հիմունքների բացահայտման պարադոքսը, էջ 4

    Лотман Ю. М., Внутри мыслящих миров. Человек-текст-семиосфера-история, «Языки русской культуры», М., 1996, էջ 175

    Է․ Հարությունյան, Հայկական շարունակականություն․ Գործառնության հուսալիության հիմնահարցը // «Բանբեր Երևանի համալսարանի», 1 (115), 2005, էջ 3

  • PHILOSOPHY

    The Theory of Status in Ancient Rhetoric

    Atom Vardumyan
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    Abstract

    The   significant   role   of   philosophy   in   the   development   of   spiritual culture of humanity is manifested not only in more than substantial volume of knowledge, but also in its methodology of formation and evaluation of knowledge   at   large.   As   much   as   our   mind   is   fundamentally   inclined   to objectivity   and   accuracy,   life,   especially   human   realities,   have   been   and remain to be subject to various interpretations, and, equivalent, but at the same time contradicting ideas. And its “culprit” is not the shortcoming or inconsistency of our thought, but the inexhaustibility of possible descriptions of any phenomenon in combination with the universal realities of the world. This fact makes it difficult – if not impossible – the universal de9nition and assessment  of  phenomena,  events  and  developments  of  human  life.  The separation of truth and error, good and evil, useful and harmful, fair and unfair, acceptable and unacceptable, good and bad is still on the agenda of intense philosophical debates and a problem in the practice of organizing social life and social processes.With the mission of coordination and interpretation of such problems, rhetoric   was   brought   to   life   in   ancient   culture   as   practical   methodology enabling   to   achieve   common   conclusion   and   persuasion   through argumentation,   and   an   opportunity   to   propose   philosophically   grounded solutions to universal issues. Among them, the theories on statuses and loci are   especially   topical.   Today,   they   are   well   elaborated   theories   that   are widely used in judicial and political processes, live speeches, discussions and debates.   Moreover,   in   our   perspective   introduction   of   jury   courts   and   in today’s reality of democratization of the political 9eld, it seems more than important to discuss rhetoric in general and the theories presented in the present   article   in   particular,   especially   for   those   who   are   active   in   the mentioned spheres of activity.

    References

    Аристотель. Риторика. В кн. «Античные риторики». Изд. «Московского университета». Москва, 1978 г., էջ 21:

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    Մելքոնյան Մ. Գ., Հրեղեն խոսքի ուժը, ԵՊՀ հրատարակչություն, Երևան, 1979 թ., էջ 11: Պողոսյան Պ. Մ., Հռետորական արվեստի մասին, ԵՊՀ հրատարակչություն, Երևան, 1994 թ., էջ 13: Վարդումյան Ա. Ս., Հռետորիկա. Արվեստ թե գիտություն, «Սիոն», Երուսաղեմ, 2002 թ., նո. 1-2-3, էջ 61:

    Միրզոյան Վ., Ճարտասանություն, չորրորդ հրատարակություն, «Իրավունք» հրատարակչություն, Երևան, 2010 թ., էջ 56: Марк Туллий Цицерон. Три трактата об ораторском искусстве. изд. «Наука». Москва, 1972 г., էջ 5:

    Վարդումյան Ա. Ս., Ճշմարտության պրոբլեմը հռետորության մեջ, «Գիտական աշխատությունների ժողովածու», Երևան, «Մանկավարժ», 1998 թ., էջ 196:

    Վարդումյան Ա. Ս. Հռետորիկա շատերի և յուրաքանչյուրի համար, Երևան, ԵՊՀ հրատ., 2019 թ., էջ 139-142:

    Гаспаров М. Л. Античная риторика как система. В кн. «Античная поэтика». изд. «Наука». Москва, 1991 г., էջ 33:

    Гаспаров М. Л. Античная риторика как система. В кн. «Античная поэтика». изд. «Наука». Москва, 1991 г., էջ 29:

    Шакаряан. Г. Г. Проблемы детерминации и функционирования философкого знания. изд. «Ереванского университета», Ереван, 1982 г., էջ 74: «The Works of Thomas Reid D.D.». Now Fully Collected With Selections From His Unpublished Letters, v. 1, Seventh Edition, Edinburgh, 1872, էջ 470:

    Բրուտյան Գ. Ա., Տրամաբանության դասընթաց, չորրորդ հրատարակություն, «Երևանի համալսարան», 1987 թ., էջ 415:¬

    Гаспаров М. Л. Античная риторика как система. В кн. «Античная поэтика». изд. «Наука». Москва, 1991 г., էջ 30-31:

    Հովհաննիսյան Ս. Հ. Փաստարկման արտատրամաբանական տարրերը, ԵՊՀ հրատարակչություն, Երևան, 1997 թ., էջ 4: Շաքարյան Հր. Գ., Փաստարկման էթիկական արժեքային տեսանկյուննե¬րը, «Բանբեր Երևանի համալսարանի», Երևան, 1996 թ., Նո. 2, էջ 8: Брутян Г. А. Аргументация. Ереван, 1984 г.: «How I see Philosophy» (Waismann F.). In «Logical Positivism». (ed. By Ayer A. J.). New York. 1966. էջ 350 – 351: Perelman Ch and L. Olbrechts-Tyteca. The New Rhetoric. A Treatise on Argumentation. Unniversity of Notre Press. 1971, էջ 11:

  • PHILOSOPHY

    Comparative analysis of positive and negative consequences of the dissemination of conspiracy theories.

    Levon Babajanyan
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    Abstract

    The article is dedicated to a comparative analysis of the assessment of socio-psychological, socio-political, and epistemological consequences stemming from the propagation of conspiracy theories. Particularly, the article demonstrates that, despite the prevalent negative reputation attached to the dissemination of conspiracy theories within academic circles of the humanities and social sciences, their ramifications cannot be unequivocally categorized as negative phenomena. The article draws upon interdisciplinary empirical and theoretical research findings concerning the issue, encompassing socio-psychological, socio-political, and epistemological consequences of conspiracy theory dissemination. Negative consequences outlined include deepening public distrust in political institutions, threats to democracy, rejection of scientific knowledge, and manifestations of socio-psychological vulnerability. Conversely, positive consequences are identified as heightened political transparency and accountability, the revelation of actual conspiracies and cognitive adaptation within the individual’s worldview. The comparative analysis concludes that initially, the negative consequences of conspiracy theory dissemination outweigh the positive ones; however, the positive consequences exhibit short-term effects while the negative consequences have long-term implications. The findings of the article hold relevance for humanitarian and social researches, in shaping state and public policy development.

    References

    Բաբաջանյան Լ․, Դավադրապաշտական տեսությունների տարածման սոցիալ-քաղաքական սպառնալիքները, https://www.youtube.com/watch?v=xVDeUlmsJo&ab_channel=%3A%D4%B2%D5%B8%D6%82%D5%B6TV, :Բուն TV, հղումը հասանելի է 17․02․2024։

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PSYCHOLOGY

  • PSYCHOLOGY

    Investigating the Influence of Students’ Engagement on Subjective Well-Being in Armenian Higher Education Context: Insights From a Cross-Sectional Study

    Zheyu Song, Ani Grigoryan, Narine Khachatryan
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    Abstract

    This article examines the relationship between academic engagement, social engagement, and student well-being. Participants were asked to complete a survey regarding student engagement, well-being, and provide some background information. The study found that both academic and social engagement were positively associated with student well-being, indicating that students who are more involved in their academic and social lives tend to have higher levels of well-being. These findings suggest that universities should focus not only on academic achievements but also on promoting academic and social engagement as a means of improving overall student psychological well-being. The study also shows that studying in a fee-based educational system that involves financial obligations like tuition fees and educational expenses can exert a substantial influence on students’ well-being.

    References

    Lipson, S. K., & Eisenberg, D. (2018). Mental health and academic attitudes and expectations in university populations: Results from the healthy minds study. Journal of Mental Health, 27(3), 205–213. https://doi.org/10.1080/09638237.2017.1417567

    Ramón-Arbués, E., Gea-Caballero, V., Granada-López, J. M., Juárez-Vela, R., Pellicer-García, B., & Antón-Solanas, I. (2020). The Prevalence of Depression, Anxiety and Stress and Their Associated Factors in College Students. International journal of environmental research and public health, 17(19), 7001. https://doi.org/10.3390/ijerph17197001

    Baik, C., Larcombe, W., & Brooker, A. (2019). How universities can enhance student mental wellbeing: The student perspective. Higher Education Research & Development, 38(4), 674–687. https://doi.org/10.1080/07294360.2019.1576596

    Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059

    Yin, X., Huang, Y., Zhang, X., Chen, Y., Wang, M., & Qian, H. (2022). Influencing Factors and Improvement Path of Academic Engagement among College Students in the Context of Epidemic Prevention and Control. International journal of environmental research and public health, 19(19), 12939. https://doi.org/10.3390/ijerph191912939

    Kuh, G. D. (1995). The Other Curriculum: Out-of-Class Experiences Associated with Student Learning and Personal Development. The Journal of Higher Education, 66(2), 123–155. https://doi.org/10.2307/2943909

    Finn, J. D., & Zimmer, K. S. (2012). Student engagement: What is it? Why does it matter? In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement. New York: Springer

    Gong, Z., Jiao, X., Zhang, M., Qu, Q., & Sun, B. (2022). Effects of personal growth initiative on occupational engagement of college students in the uncertain social context: A cross-lagged model and a moderated mediation model. Frontiers in psychology, 13, 988737. https://doi.org/10.3389/fpsyg.2022.988737

    Pascarella, E. T., & Terenzini, P. T. (2005). How college afects students: A third decade of research. San Francisco: Jossey-Bass. https://campusclimate.ucop.edu/_common/files/pdf-climate/Distance_learning_article-Pascarella_Terenzini.pdf

    Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student Engagement with School: Critical Conceptual and Methodological Issues of the Construct. Psychology in the Schools, 45, 369-386. http://dx.doi.org/10.1002/pits.20303

    Sá, M. J. (2023). Student Academic and Social Engagement in the Life of the Academy—A Lever for Retention and Persistence in Higher Education. Educ.Sci.2023,13,269. https:// doi.org/10.3390/educsci13030269

    Marmara, J., Zarate, D., Vassallo, J., Patten, R., & Stavropoulos, V. (2022). Warwick Edinburgh Mental Well-Being Scale (WEMWBS): measurement invariance across genders and item response theory examination. BMC psychology, 10(1), 31. https://doi.org/10.1186/s40359-022-00720-z

    Zhoc, K. C. H., Webster, B. J., King, R. B. et al. (2019). Higher Education Student Engagement Scale (HESES): Development and Psychometric Evidence. Res High Educ 60, 219–244. https://doi.org/10.1007/s11162-018-9510-6

    Sá, M. J. (2023). Student Academic and Social Engagement in the Life of the Academy—A Lever for Retention and Persistence in Higher Education. Educ.Sci.2023,13,269. https:// doi.org/10.3390/educsci13030269

    Vargas-Madriz, L. F., & Konishi, C. (2021). The Relationship Between Social Support and Student Academic Involvement: The Mediating Role of School Belonging. Canadian journal of school psychology, 36(4), 290–303. https://doi.org/10.1177/08295735211034713

    Yin, X., Huang, Y., Zhang, X., Chen, Y., Wang, M., & Qian, H. (2022). Influencing Factors and Improvement Path of Academic Engagement among College Students in the Context of Epidemic Prevention and Control. International journal of environmental research and public health, 19(19), 12939. https://doi.org/10.3390/ijerph191912939

  • PSYCHOLOGY

    Adolescent Behavior on Social Networks in the Context of Safety

    Varduhi Papoyan, Alina Galstyan, Elena Muradyan, Rima Poghosyan, Mariam Manukyan
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    Abstract

    This article delves into the impact of social networks on adolescents concerning their well-being and safety. It discusses the ambivalence of social media's influence on adolescents, exploring their communication patterns, interactions, and its effect on the overall educational process. Additionally, it examines how social networks affect adolescents, considering the nuances of the educational institutions they attend. Special attention is given to the issue of cyberbullying. A questionnaire was developed to identify destructive behaviors among social network users that most concern adolescents regarding their safety. The study aims to understand adolescent behavior and attitudes toward social networks concerning their well-being and safety. Variations in adolescent behavior on social networks were observed based on the type of school they attend. The study adapted and employed scales to distinguish between adolescents' behavior on social networks outside of school and within school premises. Both positive and negative effects of social networks on adolescent behavior were identified through the study. Tables presenting correlation analyses between indicators of adolescent behavior on social networks at school and outside school, along with structured interview results, are provided. The article highlights the content aspects of teenagers' behavior on the internet and social networks, emphasizing the relevance of cyberbullying among teenagers. It concludes by emphasizing the necessity of cyber awareness among adolescents to ensure psychological safety and security in the virtual realm.

    References

    (Schønning,V., Hjetland, G.J., Aaro, L.E., & Skogen, J.C. (2020) Social media use and mental health and well-being among adolescents- a sqoping review. Frontiers in psychology, 11,1949).

    Smith, P.K., Mahdavi, J., Carvalho, M., Fisher, S., Russel, S., &Tippett, N. Cyberbulling: Its nature and impact in secondary school pupils. Journal of Child Psychology and Psychiatry, 49, - 2008, - 376-385

    Soron, T.R., & Islam, S.M.S. Suicide on Facebook-the tales of unnoticed departure in Bangladesh. Global Mental Health, 7, e12 – 2020)

    Dhandapani, V. R., Chandrasekaran, S., Singh, S., Sood, M., Chadda, R. K., Shah, J., ... & Singh, S. P. (2021). Community stakeholders' perspectives on youth mental health in India: problems, challenges and recommendations. Early Intervention in Psychiatry, 15(3), 716-722))

    Khodarahimi, S., & Fathi, R. (2017). The role of online social networking on emotional functioning in a sample of Iranian adolescents and young adults. Journal of technology in human services, 35(2), 120-134

    Jahan, I., & Ahmed, S. Z. (2012). Students’ perceptions of academic use of social networking sites: a survey of university students in Bangladesh. Information Development, 28(3), 235-247

    Wang, S. K., Hsu, H. Y., Campbell, T., Coster, D. C., & Longhurst, M. (2014). Aninvestigation of middle school science teachers and students use of technology insideand outside of classrooms: considering whether digital natives are more technologysavvy than their teachers. Educational Technology Research and students use of technology insideand outside of classrooms: considering whether digital natives are more technologysavvy than their teachers. Educational Technology Research and Development, 62(6), 637–662.(

    Lu, J., Hao, Q., & Jing, M. (2016). Consuming, sharing, and creating content: How youngstudents use new social media in and outside school. Computers in Human Behavior, 64,55–64; http://doi.org/10.1016/j.chb.2016.06.019.

    Ghai, S., Magis-Weinberg, L., Stoilova, M., Livingstone, S., & Orben, A. (2022). Social media and adolescent well-being in the Global South. Current Opinion in Psychology, 46, 101318

    Li, Q. (2010). Cyberbullying in high schools: A study of students' behaviors and beliefs about this new phenomenon. Journal of Aggression, Maltreatment & Trauma, 19(4), 372-392)

    Twenge, J. M., & Campbell, W. K. (2019). Media use is linked to lower psychological well-being: Evidence from three datasets. Psychiatric Quarterly, 90, 311-331

    Twenge, J. M., Joiner, T. E., Rogers, M. L., & Martin, G. N. (2018). Increases in depressive symptoms, suicide-related outcomes, and suicide rates among US adolescents after 2010 and links to increased new media screen time. Clinical Psychological Science, 6(1), 3-17

    Magis‐Weinberg, L., Gys, C. L., Berger, E. L., Domoff, S. E., & Dahl, R. E. (2021). Positive and negative online experiences and loneliness in Peruvian adolescents during the COVID‐19 lockdown. Journal of Research on Adolescence, 31(3), 717-733

  • PSYCHOLOGY

    Factors promoting and hinding the expression of teachers' creativity

    Astghik Gevorgyan
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    Abstract

    In order to adapt the changes in the educational system to the imperatives of time, a creative and flexible approach and a transformation of the traditional education model is needed, which will provide an opportunity to ensure the formation of new skills for students. In this case, the role of the creative teacher as an example for the student is paramount. The purpose of the article is to present the factors contributing to and hindering the manifestation of teachers' creativity, their peculiarities in the Armenian environment. For this purpose, the approaches to creativity in the field of education and the factors contributing to and hindering the manifestation of creativity were studied. Based on the approaches of creativity theorists such as Nelke, Lubart and Rogers, a questionnaire was prepared, which was used as a research method for the study of experts in the field of education and teachers. The analysis of the experimental data showed that experts expect teachers to show creativity that will comply with system constraints, based more on the initiative and motivation of the teacher than on rewards and external environmental conditions. Meanwhile, teachers emphasize not only the presence of their personal creative qualities, but also the recognition and reward of their work by the external environment.

    References

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    Մեծ Բրիտանիայի Ստեղծարար և մշակութային կրթության հարցերով ազգային խորհրդատվական կոմիտեի զեկույց, National Advisory Committee on Creative and Cultural Education, All Our Futures: Creativity, Culture and Education, 1999, էջ՝ 30,

    Ayob A., Hussain A., Majid R. A., A Review of Research on Creative Teachers in Higher Education, International Education Studies, Vol. 6, No. 6, 2013, էջ՝ 8,

    Cropley A. J., More Ways than One: Fostering Creativity in the Classroom, Ablex Publishing, New Jersey, 1992։

    Պողոսյան Ս․, Ստեղծարար կառավարում, մեթոդական ուղեցույց, ՀՀ ՊԿԱ, Երևան, 2018, էջ՝ 80։

    Нельке М., Техники креативности, Омега-Л, М., 2006, էջ՝ 49։

    Вайнцвайг П., Десять заповедей творческой личности, Прогресс, М.,1990։

    Любарт Т., Муширу К., Торджман С., Зенасни Ф., Психология креативности, Когито-Центр, Москва, 2009։

    Guilford J. P., Three faces of intellect, The American Psychologist, 14, № 8, 1959։

    Де Боно Э., Рождение новой идеи, Москва, Прогресс, 1975, էջ՝ 5։

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    Cropley A. J., More Ways Than One: Fostering Creativity in the Classroom, Ablex Publishing, New Jersey, 1992, էջ՝ 27։

    Cayirdag N., Creativity Fostering Teaching: Impact of Creative Self-efficacy and Teacher Efficacy, Vol. 17 No. 6, 2017, pp. 1959-1975,

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    Ayob A., Hussain A., Majid R. A., A Review of Research on Creative Teachers in Higher Education, International Education Studies, Vol. 6, No. 6, 2013,

    Cayirdag N., Creativity Fostering Teaching: Impact of Creative Self-efficacy and Teacher Efficacy, Vol. 17 No. 6, 2017, pp. 1959-1975,

    Մեծ Բրիտանիայի Ստեղծարար և մշակութային կրթության հարցերով ազգային խորհրդատվական կոմիտեի զեկույց, National Advisory Committee on Creative and Cultural Education, All Our Futures: Creativity, Culture and Education, 1999, էջ 103,

    Ayob A., Hussain A., Majid R. A., A Review of Research on Creative Teachers in Higher Education, International Education Studies, Vol. 6, No. 6, 2013,

    Unsworth, K., Unpacking Creativity, Academy of Management Review, 26(2), 2001, pp. 289-297,

    Lapeniene D., Dumciene A., Teachers’ Creativity: Different Approaches and Similar Results, Procedia, Social and Behavioral Sciences 116, 2014, pp. 279 – 284, էջ՝ 280,

    Unsworth, K., Unpacking Creativity, Academy of Management Review, 26(2), 2001, pp. 289-297, էջեր՝ 6-8,

    Lapeniene D., Dumciene A., Teachers’ Creativity: Different Approaches and Similar Results, Procedia, Social and Behavioral Sciences 116, 2014, pp. 279 – 284, էջ՝ 281,

    Cayirdag N., Creativity Fostering Teaching: Impact of Creative Self-efficacy and Teacher Efficacy, Vol. 17 No. 6, 2017, pp. 1959-1975,