Intellectual property refers to creations of the mind such as inventions, artistic works, and symbols. There are several types of intellectual property rights including copyrights, patents, trademarks, and trade secrets. Education plays an important role in developing intellectual property as it brings about changes in cognitive structure and thinking. Teachers can foster creativity and intellectual property in students by providing challenging learning experiences, encouraging divergent thinking, and helping students develop their own ideas.

1. EDUCATION AS AN INSTUMENT FOR
INTELLECTUAL PROPERTY
MOUNT TABOR TRAINING COLLEGE
EDU-06: Education In Indian Society

2. Name of group members
Merina Sabu
Neenu Jain Raju
Salini S
Shemeena S
Sreelekshmi C

3. INTELLECTUAL PROPERTY
 Intellectual property(IP) refers to the creations of
the mind such as inventions, literary and artistic
works, designs, symbols, names and images used
in commerce.
• Intellectual Property(IP) rights are legally
recognised exclusive rights to creations of mind.
Examples: patents, copyright, trademarks, trade
secrets

4. IP rights allow creators or owners of patents,
trademarks or copyrighted works to benefit from
their own work or investment in a creation.
The owner of IP can control and be rewarded for
its use, and this encourages further innovations
and creativity.
Article 27 of the Universal Declaration of Human
Rights provides for the right to benefit from the
protection of moral and material interests
resulting from the authorship of scientific,
literary and artistic production.

5. TYPES OF INTELLECTUAL PROPERTY
COPYRIGHT
 Copyright refers to the legal right of the owner
of intellectual property
 Copyright law protects creators of original material
from unauthorized duplication or use.
PATENTS
 A patent is the granting of a property right by a sovereign
authority to an inventor.
 This grant provides the inventor exclusive rights to the
patented process, design, or invention for a designated period
in exchange for a comprehensive disclosure of the invention.

6. TRADEMARKS
 A trademark is a type of intellectual property consisting of a
recognizable sign, design, or expression which identifies
products or services of a particular source from those of
others.
 Trademarks used to identify services are usually called service
marks.
INDUSTRIAL DESIGN
 Industrial design is a process of design applied to products that are
to be manufactured through techniques of mass production.

7. GEOGRAPHICAL INDICATIONS
 A geographical indication (GI) is a sign used on products
that have a specific geographical origin and possess
qualities or a reputation that are due to that origin.
TRADE SECRETS
• Trade secrets encompass manufacturing or
industrial secrets and commercial secrets.
• The unauthorized use of such information by
persons other than the holder is regarded as an
unfair practice and a violation of the trade
secret.

8. TRADE DRESS
• Trade dress is the overall commercial image (look and
feel) of a product or service, which indicates or
identifies the source of the product or service and
distinguishes it from those of others.
• It may include the design or configuration of a product;
the packaging of goods; and/or the décor or
environment in which services are provided.
• Trade dress can consist of such elements as size, shape,
color, texture, etc., to the extent such elements are not
functional.

9. EDUCATION AS AN INSTRUMENT FOR INTELLECTUAL
PROPERTY
• It is education that brings about change in the
cognitive structure of an individual.
• Educational activities brings about change in the
quality of the thought and intellectual level.
• In this world of knowledge and information explosion
every individual has to create his own ideas and hence
contribute to his own intellectual level.

10. THINKING
 Thinking is one of the important aspects of one’s cognitive behavior.
 It is essentially a cognitive activity to achieve some end or purpose.
 The different types of thinking are;
Perceptual or concrete thinking
Conceptual or abstract thinking
Reflective or logical thinking
Creative thinking
Reasoning

11. CREATIVITY
Torrence has defined creativity as “a process of becoming
sensitive to problems, deficiencies, gaps of knowledge ,missing
elements, disharmonics and so on.”
Creativity has following traits
 Fluency
 Flexibility
 Originality
 Elaboration
 Sensitivity to problems
 Openness to experience

12. DEVELOPMENTALSTAGESOF CREATIVITY
1. Preparation: In this stage the thinker formulates the problem and collects the facts
and materials considered necessary for finding new solutions.
2. Incubation: During this period some of the ideas that were interfering with the
solution will tend to fade. The individual experiences a period of idleness.
3. Illumination:Following the period of incubation the creative ideas occur suddenly.
Consequently the obscure thing becomes clear. This sudden flash of solution is known
as illumination and is similar to ‘aha (eureka)’ experience.
4. Verification:Though the solution is found in illumination stage, it is necessary to
verify whether that solution is correct or not. Hence in this last stage evaluation of the
solution is done. If the solution is not satisfactory the thinker will go back to creative
process from the beginning.

13. Steps to develop creativity
 Identification of the creative children from the school population.
 Formulation of general and specific goals for guiding creative talent.
 Providing appropriate learning environment.
 Stimulating creativity among those children who do not apparently
show it.

14. Teacher’s role
• Inspire the students to learn to disagree constructively.
• Inspire the students to emulate creative persons.
• Provide for exciting experiences to the students.
• Provide a safe, permissive and warm environment for experiment.
• Develop students ideas through constructive criticism.
• Provide guidance and counselling for developing motivation and overcoming fear.
• Allow students to ask unusual questions and show consideration to imagination and
unusual ideas of the students.

15. • Show pupils that their ideas have values.
• Evoke originality in thinking and encourage divergent thinking.
• Provide oppurtunities to students for self-imitated learning.
• Provide materials which develop imagination of students.
• Ask challenging and provocative questios.
• Prize rather than punish individually.
• Love them and let them know it.
• Encourage students for self-evaluation.