Abstract:

The most important task of higher education system is the development of intellectual potential of students, which should take place during educational process. The development of intellectual potential is not just limited to the accumulation of a certain amount of knowledge.

The purpose of this work is to present and develop a methodology to improve students' intellectual potential. The process recognises the simultaneity of intellectual development and accumulation of knowledge. Knowledge becomes a tool that allows reaching the level of so-called fast thinking – automatic, instantaneous and often unconscious.

When a teacher designs educational material, can follow R. Feynman's ideas and technique. Feynman, Nobel Prize in Physics in 1965, argued that when a teacher writes down an idea from beginning to end in simple words that a child can understand, he helps himself to understand the essence of the idea on a deeper level and simplifies the connections between concepts. At the same time it becomes clear where there are gaps in understanding the topic and difficulties in combining concepts. The Feynman Technique to learn faster was used to help students to study more efficiently and fast.

We also analyse Kahneman's system of thinking (Kahneman, 2011). Awarded the Nobel Prize in Economics in 2002 for his work in psychology, questioned the rational model of decision-making and judgement-making. His work have practical applications in developing the intellectual potential of students.
For this research, students were proposed to analyse, discuss and solve concrete problems.

Data was collected during classes (labs, seminars and lectures) among Masters in Economics and technical students, over the past 10 years, in Central Ukrainian National Technical University.

The methodology used involved analysing the students' performance over several stages, divided into modules. During the process, several questions are answered, such as "What", "How" and "Why", to develop a critical analysis of the material and present proposals for improvement of solving the problem. The process was developed following the Feynman Technique.

The answer to the question "What?" involved providing information on the essence of the subject under consideration, the structure of any system and description of its structure. The answer to "How?" required a description of how the working process of the subject under consideration works. In answering to "Why?" students should be able to explain why exactly such a design and structure of the scheme was chosen and to justify what explains the acceptance of the work technology (scheme of functioning) of the subject of consideration. In the module regarding critical analysis of the material and proposals for improving the solution to the problem, it is necessary to find arguments to challenge previous statements and to question the rationality of thought, in order to be able to determine if the adopted decisions are optimal. In the case of substantiated doubts about the expediency of the decisions taken, students should be able to formulate which other rationale should be proposed, and accomplish the task in an appropriate manner. Completing the tasks contributes to the development of intelligence, critical and creative thinking.

The result of the intellectual work developed by each of the students during classes was evaluated and measured by the number of different solutions proposed by him/her to the same problem.

Keywords:

Students, intelligence, potential, development.