Imagination and creativity of the individual. Presentation: Essays on a free topic - Imagination is the engine of progress and the salvation of mankind essay

Do summary! Imagination, the unique ability of our mind, is based primarily on memory. Under the influence of will or spiritual impulse, fragments of Our memories are formed into an amazing, often fantastic mosaic. A moment - and now in front of our inner eye Unfolds a magic carpet of imagination. In order for the movie screen of the imagination to begin its work, it needs a reason. Usually the imagination turns on, starting from one or another detail of the surrounding reality. Not infrequently, the reason that gives rise to the movement of a dream is the most insignificant. “Randomly find a speck of dust from distant countries on a pocket knife - they will appear strange, wrapped in a colored fog.” Yes, yes, often with such dust particles the indomitable work of the imagination begins. Starting from reality, the imagination itself is able to influence it, forming our ideals, dictating our actions. After all, a person who dreams believes in his dream. This belief in a dream is the force that makes a person look for the imaginary in life, fight for its realization, and finally - embody the imaginary.

Imagination is more important than knowledge
A. Einstein

Everything that mankind has achieved over the centuries in science, technology and culture has been achieved thanks to the imagination. Neither Tsiolkovsky, nor Yuri Gagarin, nor the first American cosmonauts on the moon would have been possible without the first dreamer who imagined himself flying like a bird. His jump from the bell tower with makeshift wings on his hands foreshadowed the space age of mankind. Russian Icarus was not alone. It is known that on his sketch of the first aircraft, Leonardo da Vinci wrote the prophetic words: “Man will grow wings for himself.” Aircraft a renaissance painter could indeed fly a few feet, but the church labeled him "devil's tool".
So the collective imagination contributes rapid development progress. I want to emphasize the importance of imagination creative people. Science fiction writers around the world have created an amazing country that is not on geographical map, but it is marked in the soul of every person who knows how to dream. This is a FANTASTIC country. She lives by her own laws and regulations. All wishes come true and all dreams come true. But the land of Fantasy is not so surreal. Let us recall Jules Verne: from the area subordinated to him, to real world submarines migrated, and our scientists claim that the flying spacecraft, drawn by the writer, is very similar to spaceships Soyuz and Apollo. The collective world imagination also feeds the work of such remarkable science fiction writers as Ivan Efremov, Arkady and Boris Strugatsky.
We have published a whole “Library of Modern Fiction”. Even a cursory acquaintance with it will make the reader convinced of the desire of the authors to continue the tradition of scientific foresight. But even if there are no specific scientific discoveries in the works of modern science fiction writers, they still work for the progress of mankind. For example, the work of the Strugatskys “The Beetle in the Anthill” puts moral issues which, as it were, prepare humanity for psychological balance among ultra-modern devices on earth and in space. I believe that the problem is not only to form in thoughts what has not yet been in physical world, but also in how a person will use this miracle of technology. Mistakes of this kind have led to atomic explosions in Japan. Humanity still lives in fear of nuclear and other ultra-modern weapons of mass destruction.
The work of science fiction writers is a spontaneous protest against social relations that disfigure and cripple the human soul. It is for this reason that the greatest achievements of science and technology today are perceived by many people as an insurmountable evil, as a means of further enslavement of mankind. Writers create works in which fantasy is only a background against which the tragedy of insoluble contradictions between a human and a cybernetic robot is played out.
For example, in the story of the Australian science fiction writer Lee Harding “Search”, a certain Johnston is looking for a corner of real nature outside the “giant cities that cover the entire planet with armor made of metal and plastic. After a long search, he manages to find a beautiful park. Birds, grass, the scent of flowers delight there even the watchman lives in wooden house. The hero is going to stay there forever, but the watchman dissuades him: “You must remember, Mr. Johnston, that you are part of the equation. A monstrous equation that helps municipal cybers keep the global process running smoothly.” Ignoring the warning, Johnston stays in the park, picks a rose from a bush and is horrified to be convinced that the flower is synthetic. Everything in the park is artificial, and even the watchman turns out to be a robot. Desperate, the hero opens his veins, experiencing the last joy that at least his blood is real. But all the blood flows out, but the hero does not die. And only the patrol robot kills him with an ion beam.
I would like to hope that someday it will be impossible to use creative imagination against a person, but only to solve world problems. The American writer Robert Anthony said it well: “We should never think of a situation as hopeless or insoluble. The belief that we are on the path to self-destruction is simply a delusion.” I completely agree with the American writer. Our creative imagination is the key to our future.

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1 Types of presentations. Understanding and memorizing the text based on the recreating imagination Types of presentation Traditionally, the following types of presentation are distinguished. In the form of speech: oral, written. By volume: detailed, concise. In relation to the content of the source text: complete, selective, presentation with an additional task (add the beginning / end, make inserts, retell the text from the 1st to the 3rd l., answer the question, etc.). According to the perception of the source text: presentation of the read, visually perceived text, presentation of the heard, perceived by ear text, presentation of the text, perceived both by ear and visually. According to the purpose of conducting: training, control. The features of all these types of presentations are well known to the teacher. We only note that in the 9th grade you should not concentrate both your own efforts and the efforts of students on any one form. In the practice of preparing for the exam, there should be different texts, different presentations and, of course, different types work, otherwise boredom and monotony - the main enemy of any activity - cannot be avoided. But, since the time for presentation in senior class very little (you also need to go through the program), it is best to select small texts for training and train some one specific skill. Requirements for texts Texts of presentations do not satisfy not only us, teachers, but also children: they seem to them monotonous, “pathetic”, incomprehensible, too long (“try to retell the text in words yourself, and there are most of them in collections!”). The game called "If I were a writer of texts, I would suggest texts about ..." turned out to be very effective: the students named the most different topics- about the school, about the problems that concern teenagers, about interesting people, about great discoveries, about technology, sports, music, about relationships between people and even about the future of mankind. "Anyone but the boring ones!" Why do children name these topics? What is the leader in their choice? Without realizing it themselves, they act according to one criterion - emotional, choosing texts that primarily evoke positive emotions. The selection of non-boring - informative, fascinating, problematic, smart, and sometimes humorous - texts excites and maintains cognitive interest, creates a favorable psychological climate in the classroom. Popular science and some journalistic texts are best suited for this purpose, less often - and only with a specific educational task - fiction. The question of whether texts from classical works can be offered for presentation is debatable. Many methodologists believe that by conveying the content of an artistically impeccable fragment close to the text, students learn those turns of speech that belong to Lermontov, Gogol, Tolstoy ... During the presentation, the imitation mechanism is turned on, which has a beneficial effect on the child's speech. But what does it mean to "retell in detail" Lermontov or Gogol (for example, the texts "About Pechorin", "About Gogol's Thick and Thin", or "About Sobakevich")? If the passage is not very large, which is not the case for exam texts, it can be memorized almost verbatim with incredible effort. However, in this case, there is no need to talk about any kind of understanding and development of speech. The situation with the detailed presentation of the classics was parodied by the students themselves in the genre of "bad advice": "... you must replace all the words of the author with your own and at the same time preserve his style" How to conduct a presentation? At first glance, the question may seem rather strange: the method of conducting the presentation is known to any teacher. But it is worth abandoning some of the usual schemes and patterns.

2 The teacher reads the text for the first time. Pupils, listening, try to understand and remember the text. After the first reading, they retell the text in order to understand what they did not remember. This work usually takes 5-7 minutes. The teacher reads the text a second time. Pupils pay attention to those places that they missed during the first reading. Then they retell the text again, make the necessary notes on the draft, draw up a plan, formulate the main idea, etc. And only after that write a statement. Unlike the traditional method, during the retelling, children note not what they already remember well, but what they missed while listening to the text. The new methodology takes into account the psychological mechanisms that operate in the process of perceiving the text - the mechanisms of memorization and understanding. Speaking the text to himself, the student, albeit not immediately, realizes that he did not remember some parts of the text because he did not understand them. At the initial stage of training, one of the students can retell the text. In this case, control over memorization and understanding is carried out from the outside by other students: they note factual errors, omissions, logical inconsistencies, etc. As a result, such joint activities with the class, gradually even the weakest students learn to retell. The role of such mental process like recreating the imagination. Understanding and memorizing a text on the basis of recreative imagination As is known, in psychology there are different types of imagination: creative and recreative. Unlike creative imagination, aimed at creating new images, recreating is aimed at creating images that correspond to the verbal description. It is the recreative imagination that permeates the whole educational process Without it, it is impossible to imagine a full-fledged education. Especially important is its role in reading artistic text. “Of course, this does not apply to all reading. Such reading, which pursues only one goal - to find out, "what is being said here and what will happen next," writes the famous psychologist B.M. Teplov, "does not require active work of the imagination. But such a reading, when you mentally" see and hear "everything what is about in question when you are mentally transferred to the depicted situation and "live" in it - such reading is impossible without the most active work of the imagination. The foregoing can be fully attributed to the writing of the presentation. The task of the teacher is to make sure that when perceiving a literary text, the student mentally “sees and hears” what he listens (reads). To achieve this, of course, is not easy. Recreating the imagination different people and children in particular are not developed to the same degree. tracks.. Detailed and concise presentation Analysis of microthemes. Ways to compress text. Technology for writing an essay based on the text of the presentation Features of a detailed and concise presentation Whatever form of final certification a ninth-grader chooses, he will have to write a presentation: a detailed or concise presentation with essay elements (traditional form), detailed (version 2007), concise (version 2008) G.). An analysis of the questionnaires shows that ninth-graders understand quite well the difference between a detailed and a concise presentation. Two-thirds of them believe that retelling close to the text is easier, since "you can rely on memory and the ability to write quickly." Although in the questionnaires there are also arguments, mostly naive, in favor of a concise presentation: “it is easier to write it, since you will less mistakes", "in him fewer descriptions, all sorts of different details”, “teachers like brevity more”. "Compress" the text means "to shorten it, but at the same time keep the main idea in each paragraph"; “remove everything superfluous and leave only the main thing, and this is the most difficult thing”; "give up the details." If we compare these statements with what they write about detailed and concise

3 Methodists, it turns out that there are not so many differences. The task of a detailed presentation is to reproduce the original text as fully as possible, preserving its compositional and linguistic features. The task of a concise presentation is to briefly, in a generalized form, convey the content of the text, select essential information, exclude details, and find speech means of generalization. With a concise presentation, it is not necessary to preserve the style features of the author's text, but the main thoughts of the author, the logical sequence of events, the characters of the characters and the situation should be conveyed without distortion. An interesting technique that helps students understand the features of a detailed and concise presentation is offered by the Pskov methodologist F.S. Marat. He compares the original text with a large nesting doll, a detailed presentation with a smaller nesting doll, and a concise presentation with the rest of the nesting dolls. “These last three nesting dolls are a concise presentation of the text. In one case, let's say, we were given three minutes (or 30 lines in a newspaper) for presentation, in another - two minutes (20 lines), in the third - a minute (or 10 lines). And so we got texts of different degrees of compression, compressed presentations, and we all created them on the basis of the original one. Therefore, they are somewhat similar to each other in the most important way, and, of course, to the first, source text. If this explanation is accompanied by an appropriate figure or diagram, students will see that the text can be compressed to varying degrees, but the main and essential from the original text should be preserved in the secondary text. Obviously, not every text is suitable for a compressed presentation, but only one that has something to compress. The amount of text for a concise presentation should be larger than for a detailed one. (For some reason, this criterion is not taken into account by the compilers latest version examination work, offering for a concise presentation of texts in which there are only words. The reaction of students to the task is characteristic: “Yes, there is nothing to compress here!”; “How to reduce the text, where there are two hundred words, to ninety? Leave every second word?".) concise statement is considered the most difficult type of presentation because many students do not know how to highlight the main and other important thoughts, they do not know how to distract from irrelevant information. According to psychologists, brief retelling- reception, inorganic for children's nature. Children gravitate towards unnecessary details. And if they are not specifically taught, the task of retelling the text briefly is absolutely impossible for many. This is also confirmed by experimental data: only 14% of students in grades 8-9 can make such a retelling2. Often the words short and short when applied to retelling are synonymous for schoolchildren: when retelling, the text may become shorter, but the main thing often disappears, essential information is skipped. The role of this type of presentation can hardly be overestimated. It is in a brief retelling that the degree of understanding of the text is revealed, it is a litmus test of understanding. If the text is not understood or understood partially, a brief retelling will reveal all defects in perception. How to teach students to write a concise statement? What techniques can be used? What is the best material for this? Here are the questions teachers usually ask. Ways and techniques of text compression Concise presentation requires special logical work. There are two main methods of text compression (compression)3: 1) exclusion of details; 2) generalization. With an exception, you must first highlight the main thing, and then remove the details (details). When summarizing the material, we first single out single significant facts (we omit the insignificant ones), combine them into one whole, select the appropriate language tools and compose a new text. Which compression method to use in each particular case will depend on the communicative task and the characteristics of the text. The named methods of text compression are not equally mastered by students. Some with difficulty single out the main thing and find the essential, bogged down in countless details; others, on the contrary, compress the text so much that there is nothing left in it

4 is alive and it becomes more like a plan or a diagram. In both cases we are dealing with the difficulties of the process of abstraction. However, like any other ability of human thinking, the ability to abstract is amenable to training. Here are the types of tasks aimed at text compression. Shorten the text by one third (half, three quarters...). Shorten the text by conveying its content in one or two sentences. Remove the unnecessary from your point of view in the text. Compose a “telegram” based on the text, i.e. Highlight and very briefly (after all, every word in a telegram is expensive) formulate the main thing in the text. EXAMPLE 1 Task 1. Listen to the text, write a concise summary, cutting the text in half. Source text In addition to the legends about Hercules, the ancient Greeks also told about two twin brothers - Hercules and Iphicles. Despite the fact that the brothers were very similar from childhood, they grew up different. It's still very early, and the boys are sleepy. Iphicles pulls a blanket over his head in order to watch interesting dreams longer, and Hercules runs to wash himself to a cold stream. Here the brothers are walking along the road and they see: on the way there is a large puddle. Hercules steps back, runs up and jumps over an obstacle, and Iphicles, grumbling with displeasure, is looking for a workaround. The brothers see: a beautiful apple is on a high branch of a tree. “Too high,” Iphicles grumbles. “I don’t really want this apple.” Hercules jumps - and the fruit is in his hands. When the legs get tired and the lips dry up from thirst, and the rest is still far away, Iphicles usually says: "Let's rest here, under the bush." “We'd better run,” Hercules suggests. “That way we’ll get through the road sooner.” Hercules, who at first was an ordinary boy, later becomes a hero, a monster slayer. And all this is only because from childhood he was used to winning daily victories over difficulties, over himself. Hidden in this ancient legend deepest meaning: will is the ability to control oneself, it is the ability to overcome obstacles. (From a magazine) (176 words) Condensed text The ancient Greeks have a legend about Hercules and Iphicles. Although they were twins, the brothers grew up different. In the early morning, when Iphicles is still sleeping, Hercules runs to wash himself to a cold stream. Seeing a puddle on the way, Hercules jumps over it, and Iphicles bypasses the obstacle. An apple hangs high on a tree. Iphicles is too lazy to climb after him, and Hercules immediately gets the fruit. When there is no more strength to go, Iphicles offers to make a halt, and Hercules - to run forward. Although Hercules, like Iphicles, was at first an ordinary boy, he became a hero, because from childhood he learned to overcome difficulties, brought up the will. (90 words) On this simple example you can show students specific methods of text compression: 1) exclusion of details, secondary facts (pulls a blanket over his head to watch interesting dreams longer); 2) exclusion of direct speech or translation of direct speech into indirect speech (4th and 5th paragraphs, someone else's speech is conveyed using simple sentences with an addition indicating the topic of speech). When teaching a concise presentation, a certain sequence of actions is observed, which can be written in the form of the following instruction.

5 Instruction "How to write a concise summary" - Highlight the essential (ie important, necessary) thoughts in the text. Find the main idea among them. - Break the text into parts, grouping it around the essential thoughts. -Name each part and make a plan. -Think about what can be excluded in each part, what details to refuse. -What facts (examples, cases) can be combined, summarized in adjacent parts of the text? -Consider the means of communication between the parts. - Translate the selected information into "your" language. -Write down this abbreviated, "wrung out" text on a draft. “Just a presentation”, starting from about the 8th grade, students are no longer interested in writing. And here is the exposition, complicated additional tasks aimed at highlighting main idea, work with the title, creative processing of the text, etc., students write with much greater interest, since it allows, firstly, to better understand the text, and secondly, to include the knowledge gained from the text into the already existing system knowledge, demonstrate their erudition, show creativity. With this approach, the presentation in the 9th grade can be considered as a certain stage of preparation for the exam (writing part C) in the 11th grade. Retelling the text (first of all, briefly), the student is already doing serious work to comprehend its content, a correctly “wrung out” text is the basis for writing an essay. I will give several types of tasks, according to the model of which you can make tasks for a variety of texts. Each group of tasks aims to train a certain method of working with text. I. Tasks aimed at the ability to predict the content of the text. 1. Read the title and try to guess what (whom) the text will be about. After listening to the text, check your guesses. Examples of headings: "The discovery, which was two hundred years late", "A sad collection", "Fifteen Louis Fifteenth" - the names of S. Lvov's texts; "Man from the Moon" (about Miklouho-Maclay), "Raphael of Violin Mastery" (about Stradivarius). 2. Listen or read the beginning of the text (first sentence, first paragraph) on which you will write the presentation, and try to guess what will be discussed next (what events will follow, what thoughts will be expressed ...). Example The characters in Lewis Carroll's Alice in Wonderland, the Hatter and the March Hare, are known to have been incessantly busy drinking tea. When the dishes became dirty, they did not wash them, but simply moved to another place. “What will happen when you reach the end? Alice dared to ask. - Is it time for us to change the subject? - suggested the March Hare "... (Continuation of the text: "This dialogue is given in one of his books by the founder of cybernetics, the American scientist Norbert Wiener, speaking about the use of nature by man, the limited nature of its resources ..." The text is taken from the "Encyclopedia for Children" (volume "Biology") and is devoted to the problems of ecology.) (83 words) Evaluation of presentation Evaluation criteria. 1. Evaluation of a detailed presentation Checking the presentations - despite the familiarity of this work - causes serious difficulties for many philologists. The greatest difficulties are associated with the evaluation of the content of the work. And although the criteria for evaluating the presentation are developed in great detail, this does not eliminate the problem of subjectivity when checking the written work of students: the same presentation (and not just an essay!), Checked by different teachers, is evaluated by them differently - from 5 to 3.

6 The current practice of evaluating presentations is complicated by the fact that the teacher evaluates ordinary presentations according to one system - traditional1, and examination (new forms of certification) - according to another, to which he is not psychologically accustomed2. If we compare the old criteria with the new ones, it turns out that they have basically remained the same. The content of a detailed presentation is evaluated in terms of: 1) the accuracy of the transmission of the original text and the presence of factual errors (from 3 to 0 points); 2) semantic integrity, speech coherence and sequence of presentation (1-0 points); 3) accuracy and clarity of speech (2-0 points).

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Productive communication skills: 1. Structured perception of the text. 2. The ability to highlight micro-themes. 3. Highlight the main thing, cut off the secondary. The purpose of the work is the informational processing of the text, the selection of lexical and grammatical means for the transmission of brief information.

Students' mistakes 1. Inability to recognize words and expressions in the text that mark the key points of the content. 2. Tendency towards a complete presentation that does not require an analysis of the content of the original text. 3. Skipping micro-themes or expanding the information of the source text - the lack of adequacy of listening to the text.

Concise text Let's think about how often we get upset that we don't understand someone? Or maybe we suffer much more often from the fact that they do not understand us? Of course, the latter is more common. When they do not understand us, we are offended. We are upset that we are not understood by parents, teachers, classmates. We worry to tears that we are not understood by those who we like, whom we respect. We are sure that we ourselves are able to understand, and we understand all of them, but here they are ... But as long as we are confident in that, as long as we judge ourselves less strictly than others, misunderstanding is born. Maybe we should start with ourselves, with what we ourselves lack? Perhaps this is the first step towards understanding? Do we have enough imagination, for example? After all, imagination, according to the exact remark of one of the writers, is not needed at all in order to come up with something non-existent or unrealizable. Imagination is needed in order to cover the hidden corners with the mind's eye. human soul. Without imagination there is no image of the world and no image of man. And without these images, life becomes flat and simplified, in it we are surrounded only by models and schemes, and not by living people. But in order to understand a person, imagination alone is not enough, you also need close attention to people, the desire to peer, listen with benevolent sympathy, with heartfelt participation. We need compassion that encourages us to listen not only to words, but also to intonation, to peer not only into the obvious, but also into the imperceptible. With such an attitude, the difference of views and feelings never turns into misunderstanding. (Based on materials from Internet sites)

Micro-themes of the text: 1. We often worry because they do not understand us, but we are sure that we ourselves understand those around us. 2. Perhaps misunderstanding is born from the fact that we judge ourselves less strictly than others, and do not notice that we ourselves lack something. 3. The role of imagination in understanding the world and man. 4. To understand a person, apart from imagination, attention and compassion are needed.

SG 1 - 3 points “We rarely get upset that we did not understand someone, but we often worry that we were not understood. We always think that we can understand others, but they do not understand us. Or maybe that's why misunderstanding is born, that everyone judges himself less strictly than others? Perhaps the first step to understanding is to think about what we ourselves lack. For example, do we have enough imagination, which is needed just to understand all the richness and diversity of human life and soul? After all, without imagination there is no image of the surrounding world. And without it, life becomes flat, and people become sketchy. But imagination alone is not enough to understand. We need more attention and compassion for people. Then understanding is possible even if people have different views.” (116 words)

SG1 - 3 points “Often we are frustrated by misunderstanding on the part of relatives, friends, acquaintances: it seems to us that we perfectly understand others, while others do not understand us. This is natural, since a person rarely thinks about the reasons for his misunderstanding, looking for a problem in someone else. Wouldn't it be better to start with ourselves, by thinking about what we ourselves lack? One of the most important criteria mutual understanding is imagination - not the one that gives rise to the non-existent and unrealizable in thoughts, but the one that allows you to embrace with your mind and heart all the richness of feelings and emotions, all the richness of life, its joys and tragedies ... "

SG1 - 2 points “But not only imagination helps us understand another person. You also need close attention, compassion, the desire to peer, listen, notice not only words, but also intonations, peer not only into the obvious, but also into the imperceptible. And then the difference of views and feelings will never grow into misunderstanding. Only by knowing yourself, and then those around you, you can reflect on mutual understanding, look for the causes of problems in relationships and solve these problems.

SG1 -1 point “People often do not understand each other. We get upset that we are not understood. But that's because we lack imagination. And imagination is not only that which is connected with fantasy. Imagination helps to imagine the image of a person, to look into his soul, into the most hidden corners. Without imagination, it is impossible to create an image of the world and a person, everything will turn out to be similar to a diagram. But imagination alone is not enough to create an image of a person and understand him. You also need to treat him carefully and with sympathy. Then there will be no misunderstanding." (79 words)

SG1 -0 points “Very often we ask the question: “Do they understand us?” The answer is usually no. And sometimes it hurts to tears because even our closest friends do not understand us. But doesn't the reason for this lie within us, in the belief that we understand, trying to understand others? Probably, before blaming others, you need to look into yourself, figure out how I feel about others. But most of all, we need attention to people, participation in their problems, compassion for their grief. It is necessary not only to understand the meaning of words, but also to feel the mood, emotions of a person. If a person understands himself, then he will be understood by others. (113 words)

SG1 - 0 points The first micro-theme is reflected only partially, an important thought is missed: "We are sure that we ourselves understand others." The second micro-theme is replaced by another one; speaking of imagination, the author does not reveal that function, which is emphasized in the original text as the most important: imagination is necessary for understanding the world and man. Having missed 3 microthemes, the author adds a microtheme that does not exist in the source text (the last sentence of the presentation)

IC2 -1 point The examinee used 1 or several methods of text compression (meaningful, linguistic). “People often don't understand each other. We get upset that we are not understood. But that's because we lack imagination. And imagination is not only that which is connected with fantasy. Imagination helps to imagine the image of a person, to look into his soul, into the most hidden corners. Without imagination, it is impossible to create an image of the world and a person, everything will turn out to be similar to a diagram. But imagination alone is not enough to create an image of a person and understand him. You also need to treat him carefully and with sympathy. Then there will be no misunderstanding." (79 words)

2. Replacing part of a sentence definitive pronoun with a generalizing meaning (“everything”), the exclusion of repetitions and the simultaneous merging of two sentences into one (“Without imagination, there is no image of the world and the image of a person. And without these images, life becomes flat and simplified, in it we are surrounded only by models and schemes, and not living people" - "Without imagination it is impossible to create an image of the world and a person, everything will turn out to look like a diagram"). Compression methods - language tools

Compression techniques 1). Exclusion of secondary information (meaningful reception); 2). Merging two sentences into one (“We rarely get upset that we didn’t understand someone, but we often worry that they didn’t understand us”); 3). Exclusion of a fragment of a sentence, different types of substitutions (“We always think that we can understand others, but they don’t understand us”).

SG2 - 0 points “Misunderstanding between people is born imperceptibly. Many people think that they understand their close friends well. And their friends don't really understand them. Often in life there is a second example. When parents, teachers, classmates do not understand us, we are upset. And if we are not understood by those people whom we like and whom we respect, then we are upset to tears.”

Summary Let's think about how often we get upset that we don't understand someone? Or maybe we suffer much more often from the fact that they do not understand us? Of course, the latter is more common. When they do not understand us, we are offended. We are upset that we are not understood by parents, teachers, classmates. We worry to tears that we are not understood by those who we like, whom we respect. We are sure that we ourselves are able to understand, and we understand all of them in us, but here they are ...

A Concise Statement Do we, for example, have enough imagination? After all, imagination, according to the exact remark of one of the writers, is not needed at all in order to come up with something non-existent or unrealizable. Imagination is needed in order to embrace with the mind and heart all the richness of life, its situations, its turns, in order to see with the mind's eye the hidden corners of the human soul. Without imagination there is no image of the world and no image of man. And without these images, life becomes flat and simplified, in it we are surrounded only by models and schemes, and not by living people.

Concise presentation But in order to understand a person, imagination alone is not enough, you also need close attention to people, the desire to peer, listen with benevolent sympathy, with heartfelt participation. We need compassion that awakens us to listen not only to words, but also to intonation, to peer not only into the obvious, but also into the imperceptible. With such an attitude, the difference of views and feelings never turns into misunderstanding.