Based on the structural-dialectical approach in psychology we define creativity as the ability to actualize a complex of cognitive and affective mechanisms, including dialectical, formal-logical and symbolic structures, to identify and transform highly uncertain problem situations to obtain new, original content.

Our aim was to explore the possibility for students to develop dialectical structures in their thinking by reflecting on items of non-objective art over the course of a three-hour training work at an exhibition. 

We set the sample group the following tasks:

• to reveal personally significant meanings;

• to develop dialectical thinking working with contradictions.

• to reach the author's product as a result of solving the "open-start" problem (a situation of uncertainty when before starting to solve, one formulate the unique personally significant task first).

Method: 

Group resource training at the Moscow Multimedia Art Museum including three stages: symbolization, change of alternatives, open-start problem (6 participants, age: 23; 3 hours). Followed by 6 in-depth interviews to verify the effectiveness of the practice.

Results:

• Personal: manifestation and reframing of inner attitudes that were previously blocks for creative activity

• Cognitive: development of dialectical thinking, ability to symbolize and apply imagination

Discussion and Implications:

Working with non-objective art allowed students to formulate personally significant contradictions that they were then motivated to transform into creative ideas. The symbols that were initially "negatively" charged from the participant's perspective were the most influential. These contained potential for further transformation and, accordingly, the expansion and restructuring of the space of possible ideas. 

Such developmental training could be used to develop people’s creative potential, for example in psychological counseling, art schools, and more generally.