| Introduction: Maslow in the Big AppleAbraham | | | | consciousness.3. Humanism is a philosophy of |
| Maslow was born in New York in 1908 to poor, | | | | imagination. Humanists recognize that |
| uneducated Russian immigrants. He was the | | | | intuitive feelings, hunches, speculation, |
| oldest of seven children, and therefore | | | | flashes of inspiration, emotion, altered |
| pushed by his parents to succeed in education | | | | states of consciousness, and even religious |
| where they had not. Originally studying to be | | | | experience, while not valid means to acquire |
| a lawyer, he found it to be of little | | | | knowledge, remain useful sources of ideas |
| interest and eventually shifted over to | | | | that can lead us to new ways of looking at |
| psychology where he excelled. Maslow went on | | | | the world. These ideas, after they have been |
| to receive his PhD in Psychology at the | | | | assessed rationally for their usefulness, can |
| University of Wisconsin, under the tutelage | | | | then be put to work, often as alternate |
| of Harry Harlow, famous for experimentation | | | | approaches for solving problems.4. Humanism |
| with rhesus monkeys and attachment behavior. | | | | is a philosophy for the here and now. |
| After some time he returned to New York and | | | | Humanists regard human values as making sense |
| began studying human sexuality. In addition | | | | only in the context of human life rather than |
| to this study, during the years of teaching, | | | | in the promise of a supposed life after |
| he had the opportunity to meet many | | | | death.5. Humanism is a philosophy of |
| well-respected psychologists which further | | | | compassion. Humanist ethics is solely |
| helped to shape his thoughts on the human | | | | concerned with meeting human needs and |
| needs. The final event which led Maslow to | | | | answering human problems--for both the |
| move in the humanistic direction came from | | | | individual and society--and devotes no |
| the study of the development of the concept | | | | attention to the satisfaction of the desires |
| of "self-actualization". It was this study | | | | of supposed theological entities.6. Humanism |
| that led Maslow to develop his famous | | | | is a realistic philosophy. Humanists |
| Hierarchy of Needs Theory.[1]Food for | | | | recognize the existence of moral dilemmas and |
| thought: What humans really needUntil Maslow | | | | the need for careful consideration of |
| began to develop his theories, most studies | | | | immediate and future consequences in moral |
| on human nature focused on biology, | | | | decision making.7. Humanism is in tune with |
| achievement or power to explain the forces | | | | the science of today. Humanists therefore |
| that drive us.Maslow postulated that there | | | | recognize that we live in a natural universe |
| were five levels of basic needs that every | | | | of great size and age that we evolved on this |
| human attempts to attain: | | | | planet over a long period of time, that there |
| | | | is no compelling evidence for a separable |
| Externally-Satisfied Needs (basic needs that | | | | "soul," and that human beings have certain |
| every individual must satisfy before they can | | | | built-in needs that effectively form the |
| progress).1. Physiological - I'm hungry.2. | | | | basis for any human-oriented value system.8. |
| Safety - I'm scared.Internally-Satisfied | | | | Humanism is in tune with today's enlightened |
| Needs (needs leading to enlightenment and | | | | social thought. Humanists are committed to |
| understanding.3. Social - I'm lonely.4. | | | | civil liberties, human rights, church-state |
| Esteem - I can't.5. Self Actualization - I | | | | separation, the extension of participatory |
| can!In the 1970s, Maslow further split this | | | | democracy not only in government but in the |
| hierarchy up into a total of eight | | | | workplace and education, an expansion of |
| levels:[2]1) Physiological: hunger, thirst, | | | | global consciousness and exchange of products |
| bodily comforts, etc.;2) Safety/security: out | | | | and ideas internationally, and an open-ended |
| of danger;3) Belonging and Love: affiliate | | | | approach to solving social problems, an |
| with others, be accepted; and4) Esteem: to | | | | approach that allows for the testing of new |
| achieve, be competent, gain approval and | | | | alternatives.9. Humanism is in tune with new |
| recognition.5) Cognitive: to know, to | | | | technological developments. Humanists are |
| understand, and explore; (new)6) Aesthetic: | | | | willing to take part in emerging scientific |
| symmetry, order, and beauty; (new)7) | | | | and technological discoveries in order to |
| Self-actualization: to find self-fulfillment | | | | exercise their moral influence on these |
| and realize one's potential; and8) | | | | revolutions as they come about, especially in |
| Self-transcendence: to connect to something | | | | the interest of protecting the |
| beyond the ego or to help others find | | | | environment.10. Humanism is, in sum, a |
| self-fulfillment and realize their potential. | | | | philosophy for those in love with life. |
| (new) (This concept is relatively new and | | | | Humanists take responsibility for their own |
| many authors such as Dr. Stephen covey | | | | lives and relish the adventure of being part |
| express similar views.)[3]Another way to look | | | | of new discoveries, seeking new knowledge, |
| at the Needs is to break it into "D-Needs" | | | | exploring new options. Instead of finding |
| (Deficiency) and "B-Needs" (Being). Maslow | | | | solace in prefabricated answers to the great |
| believed that the deficiency needs, once | | | | questions of life, Humanists enjoy the |
| satisfied ceased to be a driving force for | | | | open-endedness of a quest and the freedom of |
| the individual, and they were then free to | | | | discovery that this entails.What is holding |
| move upward to developing themselves.If we | | | | us back?If reaching the summit of the |
| follow the traditional hierarchical form, we | | | | mountain of self-actualization were easy, |
| can see that each need forms the basis of the | | | | everyone would be enlightened, happy, |
| next need above it in the pyramid. Without | | | | hard-working, creative, and wealthy. We would |
| these previous foundations, Maslow believed | | | | all strive to take responsibility for our |
| that it is impossible to move on to the next | | | | actions, and attempt to improve the situation |
| stage in the hierarchy.[4]In spite of the | | | | around us by developing new and unique ideas. |
| fact that it is very well-known and | | | | Unfortunately, this is not happening. What is |
| intrinsically comforting, there seems to be | | | | holding us back from reaching our "fully |
| little hard evidence that the theory actually | | | | functional, healthy personality"?I concur |
| applies to people in general. Even Maslow | | | | with Maslow that society and the education |
| admitted to this.[5]A learning | | | | system are preventing individuals from |
| experienceMaslow's Hierarchy of Needs has had | | | | reaching their full potential. Here is what |
| a dramatic influence on the field of | | | | Maslow has to say on the matter:"The state of |
| education. Traditional beliefs regarding | | | | being without a system of values is |
| educational methodology have shifted to a | | | | psychopathogenic, we are learning. The human |
| more humanistic approach, with the focus on | | | | being needs a framework of values, a |
| meeting the students' basic needs in order to | | | | philosophy of life, a religion or |
| assist them to progress.The most important | | | | religion-surrogate to live by and understand |
| goal in education is to learn, followed by | | | | by, in about the same sense he needs |
| developing an understanding of the material | | | | sunlight, calcium or love. This I have called |
| to retain it, and apply it in life. In order | | | | the "cognitive need to understand." The |
| to do this, the students need to be motivated | | | | value- illnesses which result from |
| enough to work hard to achieve this goal. | | | | valuelessness are called variously anhedonia, |
| Without motivation to learn it is unlikely | | | | anomie, apathy, amorality, hopelessness, |
| that the education will succeed to the extent | | | | cynicism, etc., and can become somatic |
| that it is intended.In order to maximize this | | | | illness as well. Historically, we are in a |
| motivational desire, the educators need to | | | | value interregnum in which all externally |
| attend to the needs of the student. By | | | | given value systems have proven failures |
| understanding Maslow's Hierarchy of Needs, | | | | (political, economic, religious, etc.) e.g., |
| teachers can work toward realizing the basic | | | | nothing is worth dying for. What man needs |
| needs that develop the foundation for higher | | | | but doesn't have, he seeks for unceasingly, |
| learning, or actualization.Here is an example | | | | and he becomes dangerously ready to jump at |
| of how the school can meet the basic needs of | | | | any hope, good or bad. The cure for this |
| the students:If the school understands that | | | | disease is obvious. We need a validated, |
| in order to function at school, students need | | | | usable system of human values that we can |
| the basic physiological needs satisfied | | | | believe in and devote ourselves to (be |
| before they can absorb their studies, they | | | | willing to die for), because they are true |
| may consider providing lunches if a great | | | | rather than because we are exhorted to |
| deal of the students do not have their own. | | | | "believe and have faith." Such an empirically |
| This would then propel the learners to the | | | | based Weltanschauung seems now to be a real |
| next level. By fostering a trusting, safe | | | | possibility, at least in theoretical |
| environment, with a classroom social network, | | | | outline." [12]If society is not instilling |
| and providing praise in the form of positive | | | | the proper values into the youth of today, |
| reinforcement from the teachers, the students | | | | they are unable to develop a healthy outlook |
| will be able to focus on their learning.[6]A | | | | on life. This will hamper their journey to |
| real example that has come up near the end of | | | | self-actualization. The education system is |
| the 20th century with respect to this is the | | | | also currently not providing the proper |
| problems that have arisen due to the beliefs | | | | morals, and positive, nurturing environment |
| on "special education". During the 70s and | | | | for students in order for them to grow. The |
| 80s when where the traditional beliefs of | | | | schools need to focus on the areas of |
| segregating children with special needs | | | | Maslow's Hierarchy of Needs that are |
| (physical, intellectual, or emotional) was | | | | deficient in the student body, nurture them, |
| employed in the school system anomalies arose | | | | and help their students to excel in ways that |
| that called into question these beliefs. It | | | | go deeper than just good grades.Summary: |
| was believed that by placing these students | | | | Change Your Socks, Change Your AttitudeIn the |
| in separate learning atmospheres they would | | | | contemporary business world, a |
| be able to learn at a pace more appropriate | | | | product-centered business style is no longer |
| to their abilities, receive special attention | | | | successful. Companies must now, more than |
| and eventually progress through the system to | | | | ever before, develop a consumer-centric |
| receive the same education at the end of the | | | | approach to business. The market is |
| program. As it turns out, this did not happen | | | | demassifying, and this means that individual |
| and the children's learning was | | | | needs must be met.In order for the education |
| hampered.[7]Managing expectationsFocusing on | | | | system to produce individuals that can reach |
| such human needs for successful motivation | | | | the peak of Maslow's pyramid, the schools |
| can very easily be ported over to the | | | | should also take a similar approach and |
| business world and applied in the field of | | | | rather than focus on the product (education), |
| Management. In fact, Maslow himself became | | | | they should instead focus on meeting the |
| fascinated with the field of management and | | | | needs of the client (student). This will by |
| attempted to explain the ability of good | | | | no means be an easy task for it requires a |
| managers to motivate their employees using a | | | | tremendous amount of time and energy on the |
| solid understanding of the Hierarch of Needs. | | | | part of the supplier (schools), but the end |
| He even went so far as to regularly visit a | | | | results will produce a much more satisfied |
| high-tech company in California to study the | | | | customer who is able to benefit from the |
| management practices in the 1960s. Maslow | | | | interaction.Maslow lists 10 points that |
| discovered that managers who treat their | | | | educators and teachers ought to consider in |
| subordinates with trust and respect created | | | | order to change their style so as to move |
| an environment that promoted a better work | | | | toward the self-actualization of the |
| situation and improved productivity.Peter | | | | individual. A summary of these points can be |
| Drucker, the famous management guru has said | | | | found below:1. Be true to yourself. |
| that "Maslow's contribution to management was | | | | |
| a big one. He pointed out hat you have to | | | | 2. Do not be bound by your culture. |
| have different personnel policies for | | | | |
| different people in different situations for | | | | 3. Discover your calling. |
| them to be truly effective."[8]Why | | | | |
| 'Y'?Theories X and Y, as developed by Douglas | | | | 4. Life is precious. |
| McGregor fit very nicely into the Needs | | | | |
| Theory. If humans are intrinsically searching | | | | 5. Do not judge people. |
| for something to help propel them to the next | | | | |
| level, and have an internal desire to | | | | 6. See to the satisfaction of basic needs. |
| progress, and give back to society, as is | | | | |
| believed by the followers of "Theory Y", then | | | | 7. Take time to smell the roses. |
| it goes to reason that the humanistic | | | | |
| approach, as laid out by Maslow would assist | | | | 8. Learn self-control. |
| these individuals in reaching their goals. If | | | | |
| we believe that human nature responds best to | | | | 9. Don't sweat the little things. |
| a positive, nurturing atmosphere, then | | | | |
| managers that hold the following beliefs with | | | | 10. Make the right decisions.These can and |
| respect to their staff should be able to | | | | should be applied to all aspects of life, |
| raise them up higher in an attempt to improve | | | | from your private time, through education and |
| productivity, and the individual goals of the | | | | even in the work environment in order to work |
| worker:1. Employees view work as natural.2. | | | | toward improving yourself and |
| Commitment to goals leads to self-direction | | | | society.References1. C. George Boeree, |
| and self-control.3. People will look for | | | | 'Abraham Maslow, 1908-1970', Huitt, W. |
| situations where they can receive | | | | (2004). Maslow's hierarchy of needs. |
| accountability for their work.4. | | | | Educational Psychology Interactive. Valdosta, |
| Decision-making on various levels can be | | | | GA: Valdosta State University. Retrieved |
| spread among the company and not be the sole | | | | [date] from, Stephen R. Covey, 'The 8th |
| responsibility of upper management.[9]What's | | | | Habit, From Effectiveness to Greatness', |
| 'Humanism' got to do, got to do with | | | | FranklinCovey Co., Free Press, 2004.4. |
| it?Humanism is the "third force" in | | | | Wikipedia, 'Maslow's Hierarchy of Needs', |
| psychology, following the traditional studies | | | | Educational Psychology Interactive6. Jones, |
| of behaviorism and psychoanalysis. Maslow, | | | | Michael. "Maslow's Hierarchy of Needs Can |
| Carl Rogers, Rolly May and many others helped | | | | Lower Recidivism." Corrections Today 66.4 |
| to advance this way of looking at the human | | | | (2004): 18-22.7. Norman Kunc, 'The Need to |
| condition.Humanism has a long history going | | | | Belong: Rediscovering Maslow's |
| back to the times of the Greek philosophers | | | | Hierarchy of Needs', Axis Consultation and |
| of the 6th century BC. It has come forward in | | | | Training Ltd,, 1998.8. Excerpted from Maslow |
| time and developed into three broad | | | | on Management, by Abraham H. Maslow, with |
| categories: religious, secular, educational | | | | Deborah Stephens and Gary Heil, 1998.9. |
| humanism. When people discuss "humanism" they | | | | Robbins, Stephen P., 'Essentials of |
| generally mean the understanding of secular | | | | organizational behavior, eighth edition', |
| humanism. | | | | Pearson Education Inc., 2005, p5010. |
| | | | Wikipedia definition for 'humanism', |
| "Humanism is a broad category of active | | | | Frederick Edwards, 'What is Humanism?', |
| ethical philosophies that affirm the dignity | | | | American Humanist Association, 1989, Maslow, |
| and worth of all people, based on the ability | | | | A., & Lowery, R. (Ed.). (1998). 'Toward a |
| to determine right and wrong by appeal to | | | | psychology of being (3rd ed.)', New York: |
| universal human qualities- particularly | | | | Wiley & Sons.Cameron Switzer |
| rationality, common history, experience, and | | | | |
| belief. Humanism is a component of a variety | | | | Intrmarket Solutions |
| of more specific philosophical systems, and | | | | |
| is also incorporated into some religious | | | | Fukui, |
| schools of thought.Humanism entails a | | | | Japan======================================== |
| commitment to the search for truth and | | | | =====Cameron has lived and worked in Japan |
| morality through human means in support of | | | | for over 15 years. Originally a researcher |
| human interests. In focusing on the capacity | | | | and educator he has a penchant for details |
| for self-determination, humanism rejects | | | | and a natural born flair for communication |
| transcendental justifications, such as a | | | | "soul to soul". His extensive experience in |
| dependence on faith, the supernatural or | | | | the culture, coupled with language fluency |
| divinely revealed texts. Humanists endorse | | | | and a deep understanding of Japanese ethics, |
| universal morality based on the commonality | | | | morals and thought processes has allowed him |
| of human nature, suggesting that solutions to | | | | to develop a special niche market in the |
| our social and cultural problems cannot be | | | | business world.While working to develop a |
| parochial."[10]Humanists generally believe | | | | global presence for a titanium material, |
| the following:[11]1. Humanism is a philosophy | | | | parts & accessories distributor for the |
| focused upon human means for comprehending | | | | global eyeglass industry for 5 years, Cam saw |
| reality. Humanists make no claims to possess | | | | the difficulties small/medium sized companies |
| or have access to supposed transcendent | | | | were having trying to expand their businesses |
| knowledge.2. Humanism is a philosophy of | | | | outside of Japan. He decided they needed |
| reason and science in the pursuit of | | | | help.Currently Cameron owns and operates a |
| knowledge. Therefore, when it comes to the | | | | one-man (one dog) SOHO business designed to |
| question of the most valid means for | | | | help foreign and Japanese companies in a |
| acquiring knowledge of the world, Humanists | | | | variety of industries come together in |
| reject arbitrary faith, authority, | | | | business in a very efficient, effective, and |
| revelation, and altered states of | | | | cost-effective successful manner. |