An application of Abraham Maslow’s Hierarchy of Needs to Carl Rogers 10 Principles of Learning

An application of Abraham Maslows Hierarchy of Needs to Carl Rogers 10 Principles of developmentIntroduction The objective of this physical composition is to explore the relevance of applying Maslows hierarchy of inevitably to the 10 principles of erudition put forward by Carl Rogers in emancipation to Learn (1969).Rogers was hotshot of the founders of the humanistic border on to psychotherapy and he was too a passionate rearingalist. Freedom to Learn (Rogers,1969) and Freedom to Learn for the 80s (Rogers,1983) were both a direct ch completelyenge to the knowledge system in the join States. His introduction starts Our education system is, I believe, spoiling to meet the requirements of our society (Rogers,1983).He questi superstard those who were saying We must tell children what is h singlest and wrong, that we must remove and they must follow (Rogers,1983). He noned that large and powerful groups were pressure that bookmans must not depict certain books and belie ved teachers operated in a humour of alarm, unable to encourage children to grow to their full potential. The very title Freedom to Learn was a statement of discontent with the system.Maslow, in contrast to sounding at the educational system, focused on the individual. His theory of human demand was published towards the fire of the World War II (1943). Maslow was heavily influenced by Freud ( that did not consider himself a Freudian). In truthful terms, Maslow took an optimistic gather in of bearing in contrast to Freuds pessimism.Maslows views in more than ways mirrored Jung and Adler still again, he did not consider himself a Jungian or an Adlerian. He formed his own theory that either humans ar motivated to achieve their true potential providing that their prefatory psychological needs are met.He took a holistic view of life that the human creature begins as a kind of acorn, with only the characteristics of a fully grown tree inside it. His theory of human pauper ization became known as Maslows hierarchy of needs.In this essay I run out the congruence of the devil psychologists theories Maslows hierarchy of needs and Rogers 10 principles of development. What is instruction?Human beings drive home a inwrought potential for acquisition (Rogers first principle,1969). Rogers (1994) puts knowledge along a continuum, whereby at one end culture is not existential and there is little or no meaning, with syllables quickly forgotten. At the other end, significant, meaningful experiential training occurs. A very simple explanation of the two would be, one can read a book on swimming or, talk to a coach, but until any meaningful experiential work has taken signal (i.e. one gets into the water) acquisition will not commence.Rogers furthered his argument by saying that the education system had traditionally thought of learning as an orderly font of cognitive, left-brain activity which could be measured, ranked and ordered. However in his view , if a student is conditioned or even forced under threat to learn in this way then he may be fitted of regurgitating knowledge but not necessarily understanding it. Rogers believed that also utilising the right side of the brain was required in order to involve the hearty person in the learning subroutine. This would appear to be a more complete understanding of learning.Maslow stated that theory separated from bring and coiffe could be very dangerous. On the other hand, the practical person who does not understand theory is also handicapped(Goble,1970). It is clear Maslow supports Rogers view of experiential learning.Our Basic Needs Maslow comprehend the human as push backn, motivated and propelled by potent forces and called these forces human needs Human needs arrange themselves in hierarchies of pre-potency, that is to say the appearance of one need usually rests on the precedent satisfaction of another, more pre-potent need. Man is a perpetually wanting wight (Maslow, 1943). He also added that no need or drive could be treated as if it were isolated or discrete and that every drive was related to the state of satisfaction or dissatisfaction of the other drives.Maslow presented his theory of indigence as a pyramid-like structure covering five levels of need psychological, safety, bed and belonging, lever and at the pinnacle self- recognition.The psychological needs are corporeal (i.e. they relate to the body not the mind) and as such are not strictly motivated actions. Maslow defines the bodied drives as air, food, water, sex and secretion. Once the somatic drives are met, motivated drives will follow.Significantly, Maslow was the first to expound the premise that learning can only commence at one time the psychological needs dumbfound been satisfied and that at least part of each stage of learning must be achieved before progressing up the pyramid.He was particularly concerned that once the basic needs prolong been met, children need to learn to be prudent for each other, to care for each other, not only for the sake of others but for their own sake (Goble,1970).Maslow also believed there was no fast slice route to self-actualisation and that learning could slip backwards if circumstances flip-flopd. For representative, the child when frighten clings to his mother or the child berated by parents for not getting the grades brings fear and insecurity, leaving him to scurry anxiously back down the steps to relational safety and security.With the above point in mind let us continue our focus on Rogers principles and explore where there are confusableities in approach. Those learnings which are threatening to the self are more easily perceived and assimilated when external threats are at a minimum (Rogers fourth principle,1969). conversely when external threats are present, learning stops and we seek safety and comfort.Rogers example is of a boy with reading difficulties being forced to read loud in class and th en ridiculed by his peers. Another would be the initiate bully who exploits the weaknesses of their classmates. This stops learning and may even lead to call back to a lower level of Maslows hierarchy where such threats are at a minimum. Life has changedconsiderably. Special needs schools and provision indoors schools for dyslexia and the less able are further examples.When threat to the self is low, perplex can be perceived in differentiated fashion and learning can proceed (Rogers fifth principle, 1969). It is this point that also underpinned Rogers humanistic approach to psychotherapy.He, the teacher, facilitator and the therapist must have regard to the serious and meaningful problem, he must demonstrate congruence, show unconditional positive regard to his lymph gland or student and give empathic understanding. While I have condensed these four significant statements into a single sentence, together, they form part of the floor stones of Rogers Humanistic and Person-cente red approach to learning and understanding.Following these foundation stones has enabled many teachers, managers and therapist like to help facilitate learning and assist the student or customer reach the third level of Maslows hierarchy, cacoethes and belonging.Maslow stated that love was not to be confused with sex which is a psychological need. He likened Carl Rogers definition of love to that of being deeply understood and deeply accepted (Goble,1970). He rejected Freuds tendency to assert that love derived from sex. Maslow also felt the absence of love stifled growth. Crucially both Rogers and Maslow truism love and credenza as a pivotal point in both learning and the path to self discovery.Humans who reach this stage run for with them an cognizance of life. I have introduced Carl Jung (1955) as he described this awareness or imprint as containing ones collective unconscious, their personal unconscious (whichincludes neighborly conditioning) and their ego.It is likely that this presents the most difficult stage in the learning process. development which involves a change in self organization in the percept of oneself is threatening and tends to be resisted (Rogers third principle,1969).There is a whole new literary genre of self help books designed to address this very challenge. A simple example, It is through the pain of confronting and resolving problems that we learn (Scott Peck,1983). The writings of Aldous Huxley, Eckhart Toll and sight Wilber are but a few of the many teachers whos books have assisted parents, students and clients alike take the next step from love and acceptance to self- admire along Maslows hierarchy.To change ones perception of life is for many the first stage of determining just what self represents. Early maturity date is often a time to challenge parents, religious beliefs and much of the cordial conditioning one has accepted as truth for much of ones life.Once the student/client can believe in him/herself, be w illing to break through past conditioning, great discovery and learning is possible.Significant learning takes place when the subject matter is perceived by the student as having relevance for his own purposesand when relevant to the goal, learning takes place with great rapidity (Rogers second principle,1969). Maslow would appear to concur. His concept of the vertex experience, a moment of oneness with self and the universe is a find moment in the journey. To have such a moment and festinate to a higher level of existence is a moment of selfactualisation without the receiver becoming self actualised (Maslow,1970). It does return a key motivator to continue.These rosiness experiences motivate and provide renewed energy and confidence, Much significant learning is acquired by doing (Rogers sixth principle,1969). As the student grows, motivated by peak experiences, feeling safe and solving problems are an effective builder of self- applaud.Maslow extended his ideas in later yea rs and found that people have two categories of esteem needs self-esteem and esteem from other people. It was the development of esteem from others which caused concern to Maslow in his later life and its impact upon his hierarchy. Even up to his death in 1970 he was reformulating and refining his opinions of the concept of self-actualisation. He held the view, esteem for many had become the only or most important goal. He believed the individual who allows his desires to distort his perception of self, diminishes his psychological health.This concurred with Rogers ninth principle, Independence, creativity and trust are all facilitated when self criticism and self- rating are basic and military rating by others is of secondary importance(1969). Rogers eighth principle makes a similar point, Self-initiated learning which involves the whole person of the learner feelings as well as intellect, is the most lasting and pervasive (1969). In the current economic climate, status and este em from others appears to be the ultimate goal for many. Maslow noted, The commonly seen hatred or resentment of or jealousy of goodness, truth, beautyis largelydetermined by threat of loss of self-esteem (Maslow 1968). As such, self criticism and paygrade by others will be resisted, the very opposite of Rogers ninth principle. and evaluation by others is of secondary importance (1969).Openness to such higher learning requires responsibility. Learning is facilitated when the student participates responsibly in the learning process (Rogers seventh principle,1969). The opinions of Maslow would maneuver protection of self-worth, ego and opinion of others to block a willingness to continue learning. At this stage the student/client remains at the level of esteem or may even retreat down the hierarchical stairs for love and comfort.Maslow saw rising above esteem to self actualisation as the most difficult steps to climb. He believed that even if all the lower needs are met, a new disco ntent and fidgetiness will follow unless the individual is doing what he is fitted for if he is to be in conclusion happy (Maslow 1943). This statement dovetails perfectly into Rogers tenth and last of his principles- The most socially useful learning in the modern world is the learning of the process of learning, a continuous openness to experience and incorporation into oneself of the process of change.Conclusion Having applied Maslows hierarchy of needs to Rogers ten principles, I am able to see the obvious synergy, the seamless way that all learning must follow the five stages of needs and the benefit to any education system that using his theory of motivation would bring.Maslows basic needs could therefrom underpin an education syllabus that teaches everyone (rich and poor) that we live on a artificial satellite of limited resources for food, water and the energy to provide shelter and warmth.Maslow has always called for immunity to speak, freedom to do what one wishesas long as no harm is done to others. In his later life Maslow questioned his theory that if the wide-cut human species is growth orientated, why do so many fail to reach their full potential?He concluded that there was an inherent human tendency towards inertia, which he explained as being psychological the need for rest and recovery and to conserve energy. Perhaps he saw an unsustainable world, stock(a) and exhausted, the body scrambling down his hierarchy to a place of safety. I commemorate so. The tired exhausted body retreats, takes shortcuts. Add to this recession, political uncertainty and fear. at last we remove our freedom to learn and indeed our freedom to reach our highest natural potential.A combination of Maslows Hierarchy of Needs and Rogers 10 Principles of Learning provide the perfect templates for a 21st century education system. Clear for all who wish to embrace it.