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