Sardonic definition was intended to systematize scientific data from various areas of study of the child; in Russia pedology was “repressed” in 1936 by the ruling party, it is possible that under the influence of false ideas of academician Lysenko T.D., as it happened with cybernetics, genetics and other sciences. At present, it is assumed that the functions of pedology are assimilated by pedagogical psychology (PS). In my opinion, this is the grossest mistake of society, because the dissidents have been eliminated, and now TP exists in itself with any inaccuracies and erroneous opinions – clearly obtained not through scientific experiments and research.

Creativity is (from Latin creativity – creation, English creativity – creation, creation) the level of creative talent, ability to create, which is a relatively stable characteristic. In addition, on the Internet you can find such characteristics of creativity: quickly solve problems, sensitivity to new and others. Unfortunately, there is no targeted creativity education in the current educational system, except impolitic definition for the skills of solving substantive problems, which only at first glance is quite enough.

In the title of the article, the word combination “pedal – creativity” is intended to emphasize that the problem of teaching creativity by creative methods aimed directly at the child, taking into account his physiology and psyche, without unnecessary stress in the study.

Relevance. At present, the entire system of education is designed primarily to provide schools with as much information and, accordingly, knowledge in each subject for all students, justifying this aspiration by the need for comprehensive development of children and their diverse knowledge. However, when you talk to school leavers some time after graduation, few people remember and know how to use the knowledge gained at school, especially such as: how a spider’s stomach works, what is a “vague time” in Russia with several dozens of names and dates in just about 10 historical years, not to mention knowledge of geography, social studies [12] or geometry in the scope of school programs. And such a state of education is obvious: very few people can withstand and assimilate the saturation of information.

It would be different if pre-schools and schools, along with “light” educational subjects, seriously taught socially important subjects such as creativity of thought, tolerance, morality, etc. – necessary for everyone in everyday life. They would get a big “+” for sustainable knowledge, creativity and manners of the younger generation of the country’s citizens.

In fact, we are talking about mass education in Russia of high-class creative specialists for all industries, including management. In the meantime, this is not the case.

The restoration of the name “Ministry of Education” instead of “Ministry of Education” gives a certain hope for serious improvements in pedagogical work.

Objective. To show the expediency and possibility of mass education of children in the subject of “creativity of thinking” which is of general importance for all – in the sense of education of sustainable ability to create, ability to solve problems with high efficiency and respect for the creativity of others.

Problem. To develop and present a project of educational technology to teach creative thinking without compromising students’ sustainable, diversified education.

Rationale. A reliable example that the ideas and thoughts presented in this article are real for society can be, in particular, the century-old experience (since 1919) of the Waldorf School, where up to 14-15 years old people strive not to “burden” the intellect, and the priority is given to “creative” development. The result of such education is twice as impressive for the graduates of state schools and gymnasiums as for those who entered universities. One of the main reasons for the creation of such a school was the fact that gymnasiums with their early specialization focused on university education, although they gave students a lot of knowledge, but this knowledge was completely detached from the needs of real life. In particular, Nietzsche harshly criticized the overload of history teaching information: “…the overflow of schoolchildren’s heads with countless dead notions from the past” [1] (nowadays almost every school subject, especially in primary and basic education, can say so).