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