- •26. Identify and expand the main features pre-sciencce.
- •27. Formulate and expand the scientific ideas and the main program of Antiquity.
- •28.Expand the paradigm of ancient science
- •29.Evaluate the major achievements of science in the Middle Ages(Europe and Arab East)
- •30.Expand the paradigm of medieval science
- •31. Classical science (XVII-XIX)-New times
- •32. Formulate and expand the main ideas and principles of classical science.
- •33. Expand the paradigm of classical science.
- •34. Name and expand the main ideas and principles of non-classical science.
- •35.Name and expand the main ideas and principles of the post-non classical science.
- •36.Analysis of socio-cultural environment of kz
- •37.Intellectual level of Kazakh society
- •39. Make the analysis of the problem of "Science and Education" in Kazakhstan.
- •40. On the distinction of natural and socio-humanitarian knowledge
- •41.Content of film “Agora” and formulate your conclusions
- •42. Evaluate the main issues and features an ancient science in “Agora”
- •43. Expand the content of the videotext “a Beautiful Mind” and make your conclusions
- •44.Consider the problem of creativity and personality of the scientist in videotext "a Beautiful Mind."
- •46. Make a glossary of basic scientific ideas and concepts in videotext "Interstellar"
- •47. Describe the content of the videotext “Interstellar ” and formulate your conclusions
- •48. Determine the nature of scientific creativity. Formulate the paradox of creativity. Evaluate the role of intuition in scientific discovery.
- •49. Analyze the problem "Science and morality."
44.Consider the problem of creativity and personality of the scientist in videotext "a Beautiful Mind."
One hallmark of creativity is the ability to discern complex patterns, for which Nash seems to have had a truly extraordinary talent. This facility enabled him to come up with theories of far-reaching consequence. However, his thirst foropportunities to apply his unique abilities often seems to have led him into misapplications of his gifts. Somewhat like finding that one has been typing on the wrong keys, we may know the format and yet discover that we have been working in the wrong register: believing we have been making sense and yet producing gibberish, cryptically encoded by the persistence of our error. The factor that seems to have made Nash so intensely vulnerable in this way seems to have been his narcissism, which required him to produce something grand enough to win recognition and admiration at a very high level but also made him disdainful of the types of experiences that might have provided greater reality testing. At university, for example, Nash did not attend classes. He was not interested in building a foundation, but rather was awaiting inspiration. However, when inspiration finally struck, it did not strike in a vacuum but was grounded in his observations of events in the social world.
Nash’s narcissism may be seen as the other side of his extraordinary talents and his intense interpersonal isolation. Extreme giftedness often goes hand in hand with an idiosyncratic way of viewing the universe that can impede the individual’s ability to find a ‘home’ in the interpersonal world (Gedo, 1996). Nash seems to have found it very difficult to engage with others and from an early age had learned first hand how cruel peers could be (Nasar, 1998). The resulting solitude and isolation probably exacerbated his desire for recognition and also served as an impetus for the ‘companions’ he devised as he became further and further divorced from reality.
Isolation is a two-edged sword: innovation requires the ability to tolerate isolation, but it is also important to be able to be recognized by one’s peers. Nash’s reactive hostility made it difficult for him to receive this recognition. At times, the idiosyncratic nature of an individual’s perceptions may interfere with the normalizing and containing functions of caretakers, thereby further attenuating the fine line between self and other and inhibiting the ability to take the perspective of the other. In this way, empathic attune ment is obstructed, not built, thereby reinforcing a paranoid-schizoid mode of relating characterized by difficulties in interpersonal relating that too easily become self-perpetuating.
In a theme that is to be repeated throughout the film, an early conversation with his ‘roommate,’ Charlie, shows Nash jokingly linking his brilliance in math to his avoidance of the interpersonal world: “People don’t like me,” he says, with apparent equanimity. At another level, however, the isolation itself is a dilemma for the creative individuals, who must negotiate between protecting his or her vision and time versus fulfilling interpersonal needs (Gedo, 1996). Even Nash ultimately comes to appreciate his deep need for others: “Away from contact with a few special sorts of individuals Iamlost, lost completely in the wilderness...so,it’s been a hard life in many ways” (Nasar, 1998, p. 169)
45. Show in the context of the video-text "A Beautiful Mind" and other examples of the difference of genius and talent in science. The big difference in my opinion is work ethic. Talent is something you are born with. It comes naturally and you have it from day one. You do not have to work for it and it can only take you so far.
Genius on the other hand is something that you become. It takes hard work and dedication. While there are a lot of talented people in the world, few of them are genius because of their lack of work ethic. Geniuses aren't afraid of mistakes and they don't even flinch at the possibility of failure. And I think that John Nash is genius, like in the movie said: “a genius knows the answer before the question”.