Abraham Maslow

Life

• Grew up in Brooklyn, NY
• Parents pushed for academic success
• Spent most of the time immersed in books
• Married his first cousin, Bertha
• They have two daughters

School

• First studied law at City College of New York
• Transferred to Cornell, then back to CCNY
• Attended University of Wisconsin
• Where he became interested in psychology
• Earned all 3 of his degrees in psychology from UW

Career

• Began teaching at Brooklyn College in 1937 until 1951
• Heavily influenced by Max Wertheimer and Ruth Benedict
• Basis for his theories and research on human potential
• One of the founders of Humanistic Psychology
• Maslow was original in his thinking

Humanistic Psychology

It emerged as a reaction to Psychoanalysis and Behaviorism:

Psychoanalysis was focused on understanding the unconscious motivations that drive behavior

Behaviorism studied the conditioning processes that produce behavior.

Humanist thinkers felt that both psychoanalysis and behaviorism were too pessimistic, either focusing on the most tragic of emotions or failing to take into account the role of personal choice.

He chose to study outstanding individuals and found that people have certain needs that are unchanging and genetic in origin.

These needs are the same in all cultures and are both physiological and psychological.
Maslow described these needs as being hierarchical in nature; some needs are more basic and as these needs are satisfied, other higher needs emerge

Physiological Needs

• Most basic needs that are vital to survival
• All other needs are secondary
• Oxygen, Food, Water, Sleep

Use in Classroom:

• Snacks throughout day
• Nap time or breaks
• Bathroom breaks
• Water breaks

Safety Needs

• These include needs for safety and security.
• Desire for steady employment
• Safe neighborhoods, health care and shelter

Use in Classroom:

• Emergency procedures 
• Controlled classroom behaviors
• Accepting, positive attitude

Social Needs:

• Include needs for belonging, love & affection
• Friendships, romances, and families
• Companionship and acceptance

Use in Classroom:

• Get to know your students
• Listen and be supportive
• Provide positive comments & feedback
• Have show and tell
• Hold class meetings

Esteem

• Need for things that reflect on self-esteem
• Personal worth, social recognition
• Accomplishment

Use in Classroom

• Focus on strengths & assets
• Involve all students in class participation
• Do activities of importance & worthiness
• Pace instruction to fit individual need

Self Actualization

• Self-actualizing people are self-aware
• Concerned with personal growth
• Less concerned with the opinions of others
• Interested fulfilling their potential

Use in Classroom:

• Allow students time to explore areas of curiosity
• Expect students to do their best
• Make learning meaningful, connect to real life
• Get students involved in self-expressive projects

Maslow believed that people have an inborn desire

Self Actualization

People Maslow felt met the standard: Abraham Lincoln, Thomas Jefferson, Albert Einstein, Eleanor Roosevelt, and Aldous Huxley.

He developed a list of qualities that seemed characteristic of these people

Characteristics of Self Actualized People

Characteristics of Self Actualized People

Untitled Slide