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Abraham Maslow developed the Theory of Hierarchical Needs and published it back in 1943. The theory is so ubiquitous and versatile that concepts underlying it have been modified and used as a basis of other theories dealing with ways to motivate a variety of subjects, including individuals in education.
Maslow theorized that human beings experience life in terms of satisfying needs, which can be divided into hierarchical groups, the most basic of which must be met in order to ascend to the opportunity to address and meet the next most essential requirements. The first and lowest level of these, common to all individuals, is that of physiological survival. Safety is the second most basic motivation for action, and must be achieved before people can hope to fulfill social responsibilities. These in turn supersede a person's requirement for self-esteem. The highest level in the Hierarchy is that of self-actualization.
Maslow's Hierarchy came from the general view of life experiences. It has been applied to those seeking an education as well as many other life situation. For instance, if a child is deprived of the basic necessities such as food, water, and sleep they cannot hope to achieve educational success. It is critical that children have plenty of the things they need to meet their needs.
Psychological demands can be dealt with once physical necessities are met. Learning is hard for children who have an abusive or neglected home life. Students need educators who will assist them in noticing potential difficulties as well as seeing the educators as people they can trust.
Educators have come to be concerned nowadays that the next level of human necessities may become too fundamental and much too persuasive force in the classroom. Individuals who have successfully achieved physiological safety and security will shift their focus on socializing, which includes the essentials such as friendship, belonging to a group, and love. These goals, however, are important aspirations. Hence, the teachers and professionals have a responsibility to teach the students to work together in groups, and provide positive examples of social interactions and honest, accepting environments.
Only after these levels have been reached can individuals focus on tasks related to esteem, reputation, achievement, and recognition. While it is these levels that educators often desire to see pupils reach, so that they will excel in the classroom, reaching this point of development is challenging and difficult.
Many teachers may feel intimidated by students who are reaching a point of independence. The student's focus on truth, wisdom, meaning, and honor may marginalize the efforts of an educator who has designed a general curriculum. This is compounded by the infrequency with which teachers are normally faced with such individuals. However, it remains true that educators are responsible for shaping the future through students, and it is these students who self-actualize that will be most likely to make a significant impact on the world as adults.
Daiv Russell is a marketing and management consultant with Envision Web Marketing. Read more Small Business Management Articles, learn about Abraham Harold Maslow and the Maslow pyramid.
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