Pedagogical possibilities of educational cooperation in the development of divergent thought of students

Importance. Within the framework of the competence approach, the higher school faces the task of training specialists with non-standard, versioned, multivariate thinking, called divergent. However, the scientific and methodic support for the development of this type of thinking in the conditions of vocational training at the university has not been developed enough. Therefore, in order to determine the pedagogical conditions necessary for the development of the above-mentioned phenomenon and the development of technology for its development in the process of educational cooperation, it is necessary to determine the potential of educational cooperation available for the development of divergent thinking of university students.The purpose of the research is to study educational cooperation and its types to substantiate the possibilities of its use in the context of the development of divergent thinking of university students.Research methods. The content analysis of scientific literature on the research topic, generalization, systematization, structuring of information, the method of logical and semantic modeling are applied.Results and Discussion. Antagonistic factors influencing the development of divergent thinking of students (cooperation-competition, activity-passivity, motivation-demotivation) are identified and described. The analysis of the specifics of educational cooperation is carried out. A logical and semantic model of the typology of educational cooperation has been developed, reflecting the variety of forms and methods of organizing joint activities of interaction participants and the possibility of combining them. Based on the developed typology, the possibilities of educational cooperation for the development of divergent thinking of university students are considered.Conclusion. Educational cooperation contributes to the development of such basic characteristics of divergent thinking as flexibility, non-standard, variability, as well as abilities that ensure divergent productivity. Practical application of the obtained results is possible for the development of pedagogical conditions and technology for the development of divergent thinking of students in the process of educational cooperation.