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An application of Abraham Maslow’s Hierarchy of Needs to Carl Rogers 15 Principles of Learning


The objective of this kind of paper should be to explore the relevance of applying Maslow’s hierarchy of needs to the 10 rules of learning put forward by simply Carl Rogers in ‘Freedom to Learn’ (1969).

Rogers was one of many founders with the humanistic method of psychotherapy and he was also a fervent educationalist.

‘Freedom to Learn’ (Rogers, 1969) and ‘Freedom to find out for the 80’s’ (Rogers, 1983) were both a direct challenge for the education system in the United States. His introduction starts: ‘Our education system is, I really believe, failing to satisfy the requires of our society’ (Rogers, 1983).

He inhibited those who were saying ‘We must inform children what is right and wrong, that people must teach and they need to follow’ (Rogers, 1983). This individual noted that large and powerful teams wereinsisting that students should not read specific books and believed educators operated within a climate of fear, not able to encourage kids to increase to their complete potential. The actual title ‘Freedom to Learn’ was a assertion of discontent with the program.

Maslow, in contrast to looking at the academic system, focused on the individual. His theory of human inspiration was posted towards the end of the World Conflict II (1943). Maslow was heavily motivated by Freud (but did not consider him self a Freudian). In simple terms, Maslow took a good view of life in contrast to Freud’s negativity.

Maslow’s landscapes in many ways mirrored Jung and Adler but again, he would not consider him self a Jungian or a great Adlerian. This individual formed his own theory that all individuals are determined to achieve their true potential providing that their fundamental psychological requires are met.

He required a holistic look at of lifestyle that the human creature begins as a sort of acorn, with all the current characteristics of any fully cultivated tree inside it. His theory of human motivation became known as Maslow’s hierarchy of needs.

From this essay I actually point out the congruence with the two psychologists’ theories , Maslow’s pecking order of requires and Rogers’ 10 rules of learning.

What is learning? ‘Human creatures have an all-natural potential for learning’ (Rogers initial principle, 1969). Rogers (1994) puts learning along a continuum, whereby at one end learning is not experiential and little or no meaning, with ‘syllables’ quickly ignored. At the opposite end, ‘significant, meaningful experiential learning’ occurs. An easy explanation in the two can be, one can browse a book about swimming or, talk to a coach, nevertheless until virtually any meaningful experiential work happened (i. e. one gets to the water)learning will not start off.

Rogers furthered his discussion by saying that the education system had traditionally thought of learning as a great orderly sort of cognitive, left-brain activity which could be assessed, ranked and ordered. In his watch, if a student is conditioned or even required under threat to learn this way then he may be capable of ‘regurgitating’ knowledge but not necessarily understanding it. Rogers thought that likewise utilising the best side of the brain was required in order to involve the entire person inside the learning method. This would is very much a more complete understanding of learning.

Maslow mentioned that theory separated via experience and practice could possibly be very risky. ‘On the other hand, the practical individual who does not figure out theory is usually handicapped'(Goble, 1970). It is very clear Maslow facilitates Rogers look at of experiential learning.

Our Basic Demands

Maslow recognized the human while driven, encouraged and propelled by strong forces and called these kinds of forces individual needs: ‘Human needs arrange themselves in hierarchies of pre-potency, frankly the appearance of one particular need generally rests on the last satisfaction of another, even more pre-potent need. Man is actually a perpetually needing animal’ (Maslow, 1943). This individual also added that you do not have or drive could be remedied as if that were remote or under the radar and that every drive was related to your satisfaction or dissatisfaction of some other drives.

Maslow presented his theory of motivation like a pyramid-like composition covering five levels of want, psychological, basic safety, love and belonging, confidence and ” at the pinnacle , self-actualisation. The mental needs happen to be somatic (i. e. they will relate to the entire body not the mind) therefore are not strictly motivated activities. Maslow describes the somatic drives while: air, meals, water, love-making and secretion. Once the somatic drives are met, encouraged drives follows.

Significantly, Maslow was the first to expound the premise that learning can simply commence once the psychological needs have been happy and that by least element of each level of learning must be achieved before progressing up the pyramid.

He was particularly concerned that once the fundamental needs have already been met, kids need to ‘learn to be in charge of each other, to care for the other person, not only for the sake of others but also for their own sake’ (Goble, 1970).

Maslow likewise believed there is no fast track route to self-actualisation and that learning could fall backwards if perhaps circumstances transformed. For example , the kid when scared clings to his mother or the kid berated by simply parents for not getting the marks brings fear and low self-esteem, leaving him to scurry anxiously back down the stairs to relative safety and security.

With the previously mentioned point in head let us continue our give attention to Rogers’ guidelines and check out where there are similarities in approach. ‘Those learnings which are threatening to the self can be easily perceived and assimilated once external threats are at a minimum’ (Rogers’ fourth rule, 1969). On the other hand when exterior threats are present, learning ceases and we look for safety and comfort.

Rogers’ example is of a boy with reading troubles being forced to see aloud in class and then ridiculed by his peers. One more would be the university bully who exploits the weaknesses of their classmates. This stops learning and may even result in retreat into a lower level of Maslow’s structure where these kinds of threats are in a minimum. Lifestyle has changedconsiderably. Special requirements schools and provision inside schools for dyslexia as well as the less in a position are further more examples.

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‘When threat for the self is low, experience can be perceived in differentiated fashion and learning can proceed’ (Rogers’ fifth rule, 1969). It really is this point that also underpinned Rogers humanistic approach to psychiatric therapy.

He, the teacher, facilitator and the therapist must have: respect to the critical and important problem, he must demonstrate justesse, show complete, utter, absolute, wholehearted positive consider to his client or perhaps student and give empathic understanding. While I have condensed these kinds of four significant statements into one sentence, jointly, they form part of the groundwork stones of Rogers Humanistic and Person-centered approach to learning and understanding.

Following these foundation rocks has enabled many teachers, managers and therapist as well to help facilitate learning and assist students or consumer reach the next level of Maslow’s hierarchy, love and belonging.

Maslow explained that take pleasure in was not to get confused with sex which is a psychological need. This individual likened Carl Rogers’ meaning of love to ‘that of being deeply understood and deeply accepted’ (Goble, 1970). He rejected Freud’s propensity to assert that love derived from sex. Maslow also believed the lack of love stifled growth. Crucially both Rogers and Maslow saw appreciate and acknowledgement as a crucial point in the two learning and the path to home discovery.

Humans who reach this level carry with them a comprehending of your life. I have launched Carl Jung (1955) when he described this awareness or imprint because containing: kinds collective unconscious, their personal unconscious (whichincludes social conditioning) and their spirit.

It is likely that this presents one of the most difficult level in the learning process. ‘Learning which involves an alteration in do it yourself organization inside the perception of oneself is threatening and tends to be ignored ‘(Rogers’ third principle, 1969).

There is a totally new genre of ‘self help’ books made to address this kind of very problem. A simple example, ‘It is usually through the pain of dealing with and solving problems that all of us learn’ (Scott Peck, 1983). The writings of Aldous Huxley, Eckhart Toll and Ken Wilber are yet a few of the many teachers having books include assisted parents, students and clients likewise take the next step from appreciate and popularity to self-esteem along Maslow’s hierarchy.

To alter ones understanding of life is for many the first level of identifying just what ‘self’ represents. Early adulthood is often a time to problem parents, spiritual beliefs and much of the interpersonal conditioning speculate if this trade accepted as ‘truth’ for much of a person’s life.

After the student/client can believe in him/herself, be ready to break through past conditioning, great finding and learning is possible. ‘Significant learning happens when the subject matter is recognized by the student as having relevance intended for his personal purposes, and [when] strongly related the goal, learning occurs with wonderful rapidity’ (Rogers’ second principle, 1969). Maslow would appear to concur. His concept of the ‘peak experience’, a moment of oneness with self and the universe is a breakthrough second in the voyage. To have this sort of a moment and rush to a higher level of existence is a ‘moment of selfactualisation without the beneficiary becoming personal actualised’ (Maslow, 1970). It will provide a crucial motivator to stay.

These top experiences encourage and provide restored energy and confidence, ‘Much significant learning is obtained by doing’ (Rogers’ sixth principle, 1969). As students grows, determined by top experiences, sense safe and solving danger is an effective builder of self-esteem.

Maslow expanded his tips in later years and located that people possess two ‘categories’ of worth needs, self-esteem and confidence from other people. It was the introduction of esteem via others which caused matter to Maslow in his later life and its particular impact after his pecking order. Even up to his death in 1970 he was reformulating and refining his opinions with the concept of self-actualisation. He organised the view, worth for many came into existence the only or most important goal. He thought the individual who allows his desires to distort his notion of personal, diminishes his psychological health.

This concurred with Rogers’ ninth basic principle, ‘Independence, creativity and self-sufficiency are all facilitated when do it yourself criticism and self-evaluation are basic and evaluation by simply others is of secondary importance'(1969). Rogers’ 8th principle the similar stage, ‘Self-initiated learning which involves the entire person in the learner , feelings and also intellect, is among the most lasting and pervasive’ (1969). In the current economic climate, status and esteem by others appears to be the ultimate target for many. Maslow noted, ‘The commonly seen hatred or resentment of or envy of many advantages, truth, beauty, is largely, determined by danger of decrease of self-esteem’ (Maslow 1968). As such, self critique and analysis by others will be ignored, the very opposite of Rogers’ ninth basic principle. ‘and evaluation by other folks is of second importance’ (1969).

Openness to such higher education requires responsibility. ‘Learning can be facilitated if the student participates responsibly inside the learning process’ (Rogers’ seventh principle, 1969). The thoughts of Maslow would show protection of self-worth, ego and opinion of others to block a determination to continue learning. At this stage the student/client remains at the standard of esteem or may even retreat down the hierarchical stairs intended for love and comfort.

Maslow saw rising above esteem to self actualisation as the utmost difficult steps to climb. This individual believed that even if all of the lower requires are met, a new discontent and trouble sleeping will follow unless ‘ the individual is doing what he is fixed for, if he is to be ultimately happy’ (Maslow 1943). This affirmation dovetails flawlessly into Rogers’ tenth and last of his concepts: – ‘The most socially useful learning in the modern world may be the learning in the process of learning, a continuous openness to experience and incorporation in oneself of the process of change’.


Having applied Maslow’s hierarchy of needs to Rogers ten principles, I was able to start to see the obvious synergy, the soft way that all learning are required to follow the five stages of needs as well as the benefit to any education program that employing his theory of inspiration would take.

Maslow’s basic needs may therefore underpin an education syllabus that teaches everyone (rich and poor) that we survive a entire world of limited resources for meals, water as well as the energy to provide shelter and warmth.

Maslow has constantly called for independence to speak, flexibility to do what one wishesas long since no injury is done in front of large audiences. In his later on life Maslow questioned his theory that if the complete human types is development orientated, for what reason do so a large number of fail to reach their complete potential?

This individual concluded that there was an natural human propensity towards inertia, which he explained to be psychological ” the need for rest and restoration and to conserve energy. Probably he noticed an unsustainable world, tired and fatigued, the body scrambling down his hierarchy into a place of protection. I think so. The worn out exhausted physique retreats, will take shortcuts. In addition recession, personal uncertainty and fear. In the end we take away our liberty to learn as well as our liberty to reach the highest normal potential.

A mix of Maslow’s Hierarchy of Needs and Rogers 10 Concepts of Learning provide the perfect templates for the 21st century education system. Very clear for all who would like to embrace this.

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Published: 02.10.20

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