Introduction: Maslow in the Big Apple
Maslow on My Mind: How Maslow's Hierarchy of Needs Affects enterprise and society
Abraham Maslow was born in New York in 1908 to poor, uneducated Russian immigrants. He was the oldest of seven children, and therefore pushed by his parents to result in schooling where they had not. Originally studying to be a lawyer, he found it to be of dinky interest and at last shifted over to science of mind where he excelled. Maslow went on to receive his PhD in science of mind at the University of Wisconsin, under the tutelage of Harry Harlow, famed for experimentation with rhesus monkeys and attachment behavior. After some time he returned to New York and began studying human sexuality. In expanding to this study, during the years of teaching, he had the chance to meet many well-respected psychologists which additional helped to shape his thoughts on the human needs. The final event which led Maslow to move in the humanistic direction came from the study of the improvement of the opinion of "self-actualization". It was this study that led Maslow to design his famed Hierarchy of Needs Theory.
Food for thought: What humans undoubtedly need
Until Maslow began to design his theories, most studies on human nature focused on biology, achievement or power to account for the troops that drive us.Where to see Hard Drive Solid State
Maslow postulated that there were five levels of basic needs that every human attempts to attain:
Externally-Satisfied Needs (basic needs that every private must satisfy before they can progress).
1. Physiological - I'm hungry.
2. Safety - I'm scared.
Internally-Satisfied Needs (needs leading to enlightenment and understanding.
3. Group - I'm lonely.
4. Esteem - I can't.
5. Self Actualization - I can!
In the 1970s, Maslow additional split this hierarchy up into a total of eight levels:
1) Physiological: hunger, thirst, physical comforts, etc.;
2) Safety/security: out of danger;
3) Belonging and Love: affiliate with others, be accepted; and
4) Esteem: to achieve, be competent, gain approval and recognition.
5) Cognitive: to know, to understand, and explore; (new)
6) Aesthetic: symmetry, order, and beauty; (new)
7) Self-actualization: to find self-fulfillment and perceive one's potential; and
8) Self-transcendence: to join together to something beyond the ego or to help others find self-fulfillment and perceive their potential. (new) (This opinion is relatively new and many authors such as Dr. Stephen covey express similar views.)
Another way to look at the Needs is to break it into "D-Needs" (Deficiency) and "B-Needs" (Being). Maslow believed that the insufficiency needs, once satisfied ceased to be a driving force for the individual, and they were then free to move upward to developing themselves.
If we result the traditional hierarchical form, we can see that each need forms the basis of the next need above it in the pyramid. Without these former foundations, Maslow believed that it is impossible to move on to the next stage in the hierarchy.
In spite of the fact that it is very familiar and intrinsically comforting, there seems to be dinky hard evidence that the theory undoubtedly applies to population in general. Even Maslow admitted to this.
A studying experience
Maslow's Hierarchy of Needs has had a dramatic influence on the field of education. traditional beliefs concerning educational methodology have shifted to a more humanistic approach, with the focus on meeting the students' basic needs in order to support them to progress.
The most leading goal in schooling is to learn, followed by developing an understanding of the material to retain it, and apply it in life. In order to do this, the students need to be motivated sufficient to work hard to achieve this goal. Without motivation to learn it is unlikely that the schooling will result to the extent that it is intended.
In order to maximize this motivational desire, the educators need to attend to the needs of the student. By understanding Maslow's Hierarchy of Needs, teachers can work toward realizing the basic needs that design the foundation for higher learning, or actualization.
Here is an example of how the school can meet the basic needs of the students:
If the school understands that in order to function at school, students need the basic physiological needs satisfied before they can suck in their studies, they may consider providing lunches if a great deal of the students do not have their own. This would then propel the learners to the next level. By fostering a trusting, safe environment, with a classroom Group network, and providing praise in the form of determined reinforcement from the teachers, the students will be able to focus on their learning.
A real example that has come up near the end of the 20th century with respect to this is the problems that have arisen due to the beliefs on "special education". during the 70s and 80s when where the traditional beliefs of segregating children with extra needs (physical, intellectual, or emotional) was employed in the school theory anomalies arose that called into request these beliefs. It was believed that by placing these students in detach studying atmospheres they would be able to learn at a pace more accepted to their abilities, receive extra concentration and at last strengthen through the theory to receive the same schooling at the end of the program. As it turns out, this did not happen and the childrens studying was hampered.
Focusing on such human needs for successful motivation can very undoubtedly be ported over to the enterprise world and applied in the field of Management. In fact, Maslow himself became fascinated with the field of supervision and attempted to account for the capability of good managers to motivate their employees using a solid understanding of the Hierarch of Needs. He even went so far as to ordinarily visit a high-tech enterprise in California to study the supervision practices in the 1960s. Maslow discovered that managers who treat their subordinates with trust and respect created an environment that promoted a better work situation and improved productivity.
Peter Drucker, the famed supervision guru has said that "Maslow's offering to supervision was a big one. He pointed out hat you have to have separate personnel policies for separate population in separate situations for them to be truly effective."
Theories X and Y, as advanced by Douglas McGregor fit very nicely into the Needs Theory. If humans are intrinsically searching for something to help propel them to the next level, and have an internal desire to progress, and give back to society, as is believed by the followers of "Theory Y", then it goes to surmise that the humanistic approach, as laid out by Maslow would support these individuals in reaching their goals. If we believe that human nature responds best to a positive, nurturing atmosphere, then managers that hold the following beliefs with respect to their staff should be able to raise them up higher in an exertion to enhance productivity, and the private goals of the worker:
1. Employees view work as natural.
2. Commitment to goals leads to self-direction and self-control.
3. population will look for situations where they can receive accountability for their work.
4. Decision-making on assorted levels can be spread among the enterprise and not be the sole accountability of upper management.
What's 'Humanism' got to do, got to do with it?
Humanism is the "third force" in psychology, following the traditional studies of behaviorism and psychoanalysis. Maslow, Carl Rogers, Rolly May and many others helped to strengthen this way of finding at the human condition.
Humanism has a long history going back to the times of the Greek philosophers of the 6th century Bc. It has come forward in time and advanced into three broad categories: religious, secular, educational humanism. When population discuss "humanism" they ordinarily mean the understanding of secular humanism.
"Humanism is a broad type of active ethical philosophies that affirm the dignity and worth of all people, based on the capability to settle right and wrong by petition to universal human qualities particularly rationality, coarse history, experience, and belief. Humanism is a component of a range of more exact philosophical systems, and is also incorporated into some religious schools of thought.
Humanism entails a commitment to the quest for truth and morality through human means in retain of human interests. In focusing on the capacity for self-determination, humanism rejects transcendental justifications, such as a dependence on faith, the supernatural or divinely revealed texts. Humanists endorse universal morality based on the commonality of human nature, suggesting that solutions to our Group and cultural problems cannot be parochial."
Humanists ordinarily believe the following:
1. Humanism is a philosophy focused upon human means for comprehending reality. Humanists make no claims to possess or have entrance to supposed transcendent knowledge.
2. Humanism is a philosophy of surmise and science in the race of knowledge. Therefore, when it comes to the request of the most valid means for acquiring knowledge of the world, Humanists reject arbitrary faith, authority, revelation, and altered states of consciousness.
3. Humanism is a philosophy of imagination. Humanists recognize that intuitive feelings, hunches, speculation, flashes of inspiration, emotion, altered states of consciousness, and even religious experience, while not valid means to obtain knowledge, remain beneficial sources of ideas that can lead us to new ways of finding at the world. These ideas, after they have been assessed rationally for their usefulness, can then be put to work, often as alternate approaches for solving problems.
4. Humanism is a philosophy for the here and now. Humanists regard human values as manufacture sense only in the context of human life rather than in the promise of a supposed life after death.
5. Humanism is a philosophy of compassion. Humanist ethics is solely implicated with meeting human needs and answering human problems--for both the private and society--and devotes no concentration to the satisfaction of the desires of supposed theological entities.
6. Humanism is a realistic philosophy. Humanists recognize the existence of moral dilemmas and the need for careful observation of immediate and future consequences in moral decision making.
7. Humanism is in tune with the science of today. Humanists therefore recognize that we live in a natural universe of great size and age that we evolved on this planet over a long duration of time, that there is no compelling evidence for a separable "soul," and that human beings have determined built-in needs that effectively form the basis for any human-oriented value system.
8. Humanism is in tune with today's enlightened Group thought. Humanists are committed to civil liberties, human rights, church-state separation, the postponement of participatory democracy not only in government but in the workplace and education, an expansion of global consciousness and replacement of products and ideas internationally, and an open-ended approach to solving Group problems, an approach that allows for the testing of new alternatives.
9. Humanism is in tune with new technological developments. Humanists are willing to take part in emerging scientific and technological discoveries in order to rehearsal their moral influence on these revolutions as they come about, especially in the interest of protecting the environment.
10. Humanism is, in sum, a philosophy for those in love with life. Humanists take accountability for their own lives and relish the adventure of being part of new discoveries, seeking new knowledge, exploring new options. Instead of finding solace in prefabricated answers to the great questions of life, Humanists enjoy the open-endedness of a quest and the leisure of discovery that this entails.
What is retention us back?
If reaching the summit of the mountain of self-actualization were easy, every person would be enlightened, happy, hard-working, creative, and wealthy. We would all strive to take accountability for our actions, and exertion to enhance the situation colse to us by developing new and unique ideas. Unfortunately, this is not happening. What is retention us back from reaching our "fully functional, salutary personality"?
I concur with Maslow that community and the schooling theory are preventing individuals from reaching their full potential. Here is what Maslow has to say on the matter:
"The state of being without a theory of values is psychopathogenic, we are learning. The human being needs a framework of values, a philosophy of life, a religion or religion-surrogate to live by and understand by, in about the same sense he needs sunlight, calcium or love. This I have called the "cognitive need to understand." The value- illnesses which result from valuelessness are called variously anhedonia, anomie, apathy, amorality, hopelessness, cynicism, etc., and can become somatic illness as well. Historically, we are in a value interregnum in which all externally given value systems have proven failures (political, economic, religious, etc.) e.g., nothing is worth dying for. What man needs but doesn't have, he seeks for unceasingly, and he becomes dangerously ready to jump at any hope, good or bad. The cure for this disease is obvious. We need a validated, usable theory of human values that we can believe in and devote ourselves to (be willing to die for), because they are true rather than because we are exhorted to "believe and have faith." Such an empirically based Weltanschauung seems now to be a real possibility, at least in theoretical outline." 
If community is not instilling the proper values into the youth of today, they are unable to design a salutary outlook on life. This will hamper their journey to self-actualization. The schooling theory is also currently not providing the proper morals, and positive, nurturing environment for students in order for them to grow. The schools need to focus on the areas of Maslow's Hierarchy of Needs that are deficient in the student body, raise them, and help their students to excel in ways that go deeper than just good grades.
Summary: change Your Socks, change Your Attitude
In the modern enterprise world, a product-centered enterprise style is no longer successful. Clubs must now, more than ever before, design a consumer-centric approach to business. The shop is demassifying, and this means that private needs must be met.
In order for the schooling theory to furnish individuals that can reach the peak of Maslow's pyramid, the schools should also take a similar approach and rather than focus on the goods (education), they should instead focus on meeting the needs of the client (student). This will by no means be an easy task for it requires a ample whole of time and vigor on the part of the victualer (schools), but the end results will furnish a much more satisfied buyer who is able to benefit from the interaction.
Maslow lists 10 points that educators and teachers ought to consider in order to change their style so as to move toward the self-actualization of the individual. A overview of these points can be found below:
1. Be true to yourself.
2. Do not be bound by your culture.
3. observe your calling.
4. Life is precious.
5. Do not judge people.
6. See to the satisfaction of basic needs.
7. Take time to smell the roses.
8. Learn self-control.
9. Don't sweat the dinky things.
10. Make the right decisions.
These can and should be applied to all aspects of life, from your private time, through schooling and even in the work environment in order to work toward enhancing yourself and society.
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3. Stephen R. Covey, The 8th Habit, From Effectiveness to Greatness, FranklinCovey Co., Free Press, 2004.
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5. Educational science of mind Interactive
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8. Excerpted from Maslow on Management, by Abraham H. Maslow, with Deborah Stephens and Gary Heil, 1998.
9. Robbins, Stephen P., 'Essentials of organizational behavior, eighth edition', Pearson schooling Inc., 2005, p50
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