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