Procedural dynamic theories of genius

III. PROCEDURE-DYNAMIC (from the Latin. Processus - passage, promotion, and from the Greek. Δύναμις - force) revealing patterns of successive change of life, forming stages of the formation of a genius, revealing the conditions and factors of its origin, existence and development.

1. GENETIC (from Lat. Genesis - birth, lineage) identifying the main conditions, factors of origin and causes of genius and determining the main determinants of its formation and development.
1.1. The hereditary theory is based on the genetic conditionality and innateness of genius, on its direct connection with the factors of heredity, and also on the assumption "that genius is passed on to inheritance, accumulating, as if some mysterious energy, from generation to generation."
1.2. Sociogenic (from the Latin. Socialitas - society and from the Latin. Genero - to produce, generate, create) the theory asserts that the genius personality is generated by the specific needs and values ​​of society, peculiar family relationships and educational conditions, a creative, saturated with ideas, professional atmosphere, and the possibility communicating with great talented people.
but). The influence of the family. A huge influence on the formation of genius have an early influence, family, parents. At the same time, from the very early stages of development, the possibilities, diversity and richness of the surrounding stimulus environment, which allows absorbing useful information, assimilating new meanings and experiencing vivid impressions, acquire enormous importance.
b). Theory of education . According to this theory, genius is primarily determined by the content and quality of education and training, a system of special pedagogical influences aimed at the awakening and development of creative abilities.
at). The influence of the Master. Having a role model - the creative personality of the teacher, his direct and indirect influence play a key role in the holistic development of the future genius.
d). The presence of the school and its leader. The history of culture contains clear evidence of the exceptionally favorable influence of scientific, artistic, sports schools on the formation of genius.
d). Nearest professional environment. The secret of the existence of whole constellations of geniuses who were born and concentrated in Athens, Baghdad, Rome, Paris, St. Petersburg, lay in a special, creatogenic, stimulating environment created by close communication of geniuses, the possibility of free discussions, common interests, the exchange of talents,
1.3. The theory of self-education claims that at the heart of genius is a passion for self-education, self-education and self-improvement. The decisive influence on the formation of a genius is exerted by independently acquired knowledge, formed spiritual and cultural values, creative abilities, a creative position and a method of interaction with the world.
1.4. The theory of impressioning (from. Eng. Impress –express, leave a mark) explains the awakening of a genius in a person as a result of experiencing a bright impression, a deep emotional shock, an unexpected encounter with a miracle in childhood or at a later age.
1.5. Cultural (from lat. Сultus culture, lifestyle and from lat. Genero - to produce, generate, create) the theory claims that genius gives rise to the spirit of the place (him.orgge) and the spirit of the times (him. Zeitgeist), the originality of the urgent needs and demands of a certain the historical stage of cultural development, a special cultural and creative atmosphere of the era. At the same time, cross-cultural strategies are based on the Ortgeist concept and emphasize cultural factors that correlate with the indicators of creativity and genius.

2. EVOLUTIONAL (from the Latin. Evolutio - deployment) theories reveal the laws and mechanisms of genius formation as a result of the objective process of the development of nature and culture. Evolutionary theories of creativity and genius are based on the conviction that the human role in creating the new does not differ from the role of nature, and the problem of creativity is a specific case of the problem of the emergence of the new in the process of evolution.
2.1. Darwin's approach to the origin of genius (D. Simonton). The theory is based on D. Campbell's model, which, based on the classical concept of Charles Darwin, considers the creative process and the self-realization of genius as the unity of the three stages: variation, selection and preservation of the most successful combinations.
2.2. The cultural - ecological theory of creativity and genius asserts that where information was concentrated: Athens, Florence, Paris and various cultures intersected, creativity always flourished and geniuses were born (M. Čikszentmihaii).
2.3. The theory of coincidence and chance. According to the theory of coincidence, culture is not made by great people, but by those whose characters and abilities coincide with the objective, urgent requirements of the era. Geniuses mainly generate creative resonance of their works with the current stage, developing according to their objective laws of the cultural environment, the compliance of their work with the challenges and needs of the era.

3. THEORY OF TRANSFORMANCE ( from lat. Trans –per, for, norma –norm, rule) seeing causes of genius in various deviations from the actual mental, personal and social norm, in anomalies of physical, mental and spiritual health, in extraordinary life circumstances, behavior and creativity of geniuses, as well as in the unusual nature of interaction with the world.
3.1. The pathological theory of genius asserts that the basis of genius is all sorts of deviations from the norm, various disorders of physical and mental health, which manifest themselves in eccentricity of behavior, in neuroses and even mental illnesses and insanity.
3.2. The theory of sublimation (from the Latin. Sublimo - to elevate, elevate) argues that the genius is caused by the transformation of superstrong attraction to fame, power, and wealth into images of creative imagination, as well as the transfer of sexual energy into the sphere of science and art, its transformation into a culturally significant and socially favored productive activities.
3.3. The theory of overcompensation sees the causes of genius in a wide variety of deviations from the norm, in real or perceived personality shortcomings, the overcoming of which is a powerful stimulus and source of productivity and growth.
3.4. Conflict-based theory of genius claims that diverse external and intrapersonal conflicts, under certain conditions, stimulate creative activity and lead to the formation and development of a creative personality.
3.5. Mystical (from the Greek. Misticos - hidden, secret) theory claims that genius is the result of the action of higher, unknown forces, generated by contact with inexhaustible depths of the cosmos, through experiencing ecstatic and hypnotic states, mystical visions and fantastic hallucinations. At the same time, geniuses were considered as the lucky elects of the gods, as owners of a magical gift, as prophets, visionaries, mediums, transmitting messages of higher powers.
3.6. The infanistic (from the Latin. Infantia –children, naivety) theory asserts that a genius is a child who has preserved such features and virtues of childhood as a fresh, pure, innocent, unclouded look and patterns with stereotypes of the world, as the ability to see things in their primordial innocent purity and perceive them as they really are, as an insatiable interest in the world and the ability to be surprised and admire the usual and ordinary, as unbridled fantasy and passion for the game.