Abraham Maslow’s Hierarchy of Needs Essay Example for Free

Abraham Maslow’s Hierarchy of Needs Essay With the exception of reflexes, the science of psychology portends that all human behavior is motivated. The subject is exhaustively dealt with by different schools of thought and each of which appears to be valid explanations of human behavior. Dr. Abraham Maslow (Halonen Santrock, 1996) made a strenuous effort to arrange human motives in a hierarchy from stronger and lower at one end to weaker and higher at the other. Maslow essentially suggested that what man really wants is more of everything. Man desires a better and better situation for himself. He wants only what he does not already have, and thus satisfied needs do not motivate behavior. Maslow said that needs or wants can be arranged in a hierarchy of importance. Thus, when needs on the lower level are fulfilled, those on a higher level emerge and demand satisfaction. The hierarchy of needs he suggested placed physiological needs as lowest or basic, then safety needs, social needs, esteem needs, and finally self-realization needs. In other words, Maslow believed that higher needs are expressed only when the prepotent physiological needs are satisfied. See more:Â  Perseverance essay This is also true of needs for safety and security. Until there is a basic amount of order and stability in meeting the lower needs, a person may have little interest in higher pursuits (Halonen Santrock, 1996). A person with an empty stomach cannot be expected to write literary work or tasked to write an essay about the effects of war on Afghanistan. The paper attempts to scrutinize the validity of Maslow’s Hierarchy of Needs theory based on several criteria which shall be discussed as follows. Discussion Maslow’s theory is classified under the humanistic perspective as it emphasizes the direction towards an individual must proceed which is self-actualization. This point in his hierarchy, Maslow tried to explain in much detail. According to him, self-actualization when attained, demonstrates what it is to be a fully developed human being. It is described as elusive due to the fact that man must have to satisfy the lower needs or those needs preceding this highest need (Halonen Santrock, 1996). To satisfy further one’s curiosity about this theory, the theory will be determined by the following: Freedom or Determinism: can a person control their own behavior or is it determined by internal or external forces? In Maslow’s viewpoint, human motives are ordered in hierarchy and thus, man responds to these as they arise (Halonen Santrock, 1996). With this premise, the theory is basically leaning toward the philosophical idea of freedom. Man is free to chart his course and how he is supposed to fulfill his various needs; i. e. his physiological dimension. In addition, the manner with which he carves himself in a particular niche that satisfies his psychological domains is also based on his own volition. There is no flavor of unconscious thoughts pervading motivation like when the idea of psychological instincts being interpreted within Maslow’s understanding; in contrast to this notion, any individual can basically control their own behavior. Maslow’s theory believes on the capacities of human nature to achieve what man wants to achieve rather than be held captive by forces within him or in his external world; it is the internal determinants such as self-determination that separates the theory from the rest especially among those with the deterministic stance (Halonen Santrock, 1996). Hereditary or Environmental: are the characteristics a person has inherited and inborn or is it developed by social influences? Since the premise of this theory hinges on freedom, a person’s characteristics therefore are developed by social influences. According to Maslow then, people vary in their manner of satisfying their needs because of various environmental influences that surround him/her. Man is free to choose from several options adequately provide for his own needs or desires. What are essentials though, are man’s tendencies or propensity to follow the order of needs. Biology or heritability is deemphasized, rather the value of experience is pre-eminent in the theory (Halonen Santrock, 1996). Uniqueness or Universality: individuals are unique or people are all pretty much the same This theory eventually emphasizes individuality or uniqueness, as it fundamentally illustrates in its assertion that every one has the capability for breakthroughs in circumstances which may be difficult. Man is also capable to understand himself and others, showing a lot of hope on the potentials that man possesses that he can exhaust in his lifetime (Halonen Santrock, 1996). Proactive or Reactive: individuals act on their own initiative or just in reaction to external stimuli? Since man is free, unique and has the possibilities to accomplish whatever he is set to do, it is also asserted that man is proactive: he can choose how to respond in any situation and may even extend himself to advance his interests, both positive and negative at whatever goal or in whatever circumstance he may be in (Halonen Santrock, 1996). Optimistic or Pessimistic: individuals can change given the right environment or they are unchangeable? The Hierarchy theory by design is hopeful and positive in every essence, if one is to follow the line of thinking which Maslow attempted to direct his audience. Individuals then have all the chances to make their lives fulfilling, impact others on virtues of honesty, charity and generosity, if and when he determines himself to be one. Likewise, he can also influence and negatively affect those that surround him when he chooses to do so. In this perspective then, an individual has high hopes of changing his attitudes and disposition, as well as his physical arrangements in life (Halonen Santrock, 1996). Part II. Evaluation of the theory If this theory is to be evaluated, the strength of Maslow’s assumptions lies in his recognition of the positives that humans possess. It reminds the audience of the person as a whole being and not just an organism subject to either what the psychoanalysts termed as instincts or behaviorists’ position as merely organismic. The emphasis on developing the potentialities mark Maslow’s crowning achievement in terms of theoretical appeal (Halonen Santrock, 1996). However, there are obvious or clear discrepancies or weaknesses in the theory. Since Psychology claims to start and end as a scientific endeavor, thus following scientific procedures to provide proofs to any of its claims, then Maslow’s theory must be ready to be tested accordingly. And this is where his theory fails in almost every measure in essence. At the outset, this viewpoint of explaining behavior is difficult to measure or put to test. Specifically, despite the details and emphasis Maslow placed on self-actualization the concept is still hard to operationally define. Scientists then and now are encountering various dilemmas in making the concept scientifically or empirically acceptable. In addition, there are illogical and inconsistent presuppositions in the constructs he postulated. He adheres to man’s capability to choose and yet how can he justify the existence of the structure of ordering needs in every individual if man is not born with it in the first place. How can he explain as well on those people who have achieved (jumped to the higher order needs) when they are barely existing or are starving at the same time; being altruistic and yet has no means to adequately meet their own needs (Halonen Santrock, 1996). Lastly, studies even show that many who adhere to this philosophical viewpoint shun the scientific procedures imposed on any scientific field or discipline, and choose to lean towards the clinical orientation for the explanation of specific behaviors or motivations. Others who examined this theory explained that the assumptions on human behavior are too high or exaggerating on positives or the freedom and the logical capabilities that humans possess. Maslow’s theory, especially his self-actualization concept, critics affirm, implies the tendency for man to reinforce his self-centeredness (Halonen Santrock, 1996). Conclusion If popularity and appeal are benchmarks for a theory to pass with flying colors, Maslow’s theory probably will go to the top. This is evidenced also as to the current prevalence of his theory in business; it is pervadingly present in almost every discussion in any business management course apparently (Halonen Santrock, 1996). For convenience, I too would readily fall for his theory and its seemingly simplistic way of explaining behaviors. But if I were to stick to following empirical underpinnings, I should say that the theory is not deep enough to satisfy more difficult human dilemmas, though in some instances, the theory seems to point to some aspects of life’s realities. It is not sufficient to compel me to believe in the theory enough. To illustrate, pursuing many of our own self-centered needs only frustrates us all the time and eventually makes many of us disordered and mentally sick along the way. Can I use it to predict human nature? In fairness, yes; but to a certain extent only, because as I mentioned, it is not sufficient enough to merit full dependence. The theory can probably modified to some degree as a picture of several aspects of being human, but to explain about the potentialities, may imply believing too much when all that is in there is just hot air, so to speak. Self-actualization may provide hope for those who are so discouraged in life, but it is still very limited in reality. Some even say that a by-product of this belief is a sense of irresponsibility (Halonen Santrock, 1996). Remarkably, Maslow suggested that various famous personalities illustrate what his theory posited including Beethoven, the brilliant composer, and Lincoln, one of the greatest leaders of all time. Each of them exemplified individuals who had characteristics of the self-actualized person (Halonen Santrock, 1996). Reference: Halonen, Jane and John Santrock (1996). Psychology: Contexts of Behavior. Brown and Benchmark Publishers, pp. 453 and 553-556.

Dustin (Narration) Essay -- essays research papers

Composition One: Narration   Ã‚  Ã‚  Ã‚  Ã‚  I can remember receiving the news like it was yesterday even though it feels like a lifetime since I last heard Dustin’s high pitched laugh. It’s still hard for me to talk about his suicide.   Ã‚  Ã‚  Ã‚  Ã‚  Even though Dustin had angelic features, such as light green eyes, dark blonde hair, and a smile that would get him out of anything, he was no angel. I remember the time he shot the windows of the bus with his B.B. gun or the time he put a flower in the ditch then gave it to the bus driver. He wasn’t too fond of the bus driver.   Ã‚  Ã‚  Ã‚  Ã‚  He was always the first to try something new. when we went to San Antonio for vacation, there was a cliff that over looked the water and we were all scared to jump. Well, everyone except Dustin that is. I guess that’s the ironic part of his death, he was the first person almost everyone at school knew who had committed suicide.   Ã‚  Ã‚  Ã‚  Ã‚  It was no later than 10:30 when, I was sitting in my Health class. I just opened the Health book, was flipping through the pages and I wasn’t paying much attention to Coach Andree’ when the intercom came on. â€Å"Coach Andree’,† the secretary announced. â€Å"Yes,† he answered. â€Å"Would you please send Dara Wilson to check out?† â€Å"Sure will.† he responded.   Ã‚  Ã‚  Ã‚  Ã‚  I got up, packed my bag, and started walking out. I smiled at my friend Beau who said â€Å"you’re so lucky.† I had no clue why I was checking out, but I knew something wasn’t right. I started thinking of all the bad things that could have possibly gone wrong. I knew my brother went out the night before and he hadn’t come home when we left for school that morning, so I was worried about that. Maybe something had happened to him was all that was racing through my mind. I didn’t even notice that Dustin was absent that day. I walked up the hall to the office, a walk that was prolonged by the impatience of my curiosity. I wanted to know why I was leaving, especially so early in the school day. When I got to the office, I saw my Nanny Lisa there, all I could think was something was wrong with my mom or dad. I could read the sadness on the secretaries faces. Nanny Lisa was facing towards them and all I could see was her wavy fire red h air. Once she realized I was behind her, she turned to me and said the words that cha... ... a prayer for him and his family. It was a great amount of people in that hall, but not even one-fourth of the amount of people they had at the wake.   Ã‚  Ã‚  Ã‚  Ã‚  The wake was held two days later. There were hundreds of people, I never even realized how many people he had affected. Dustin’s family insisted on an open casket, to show all the children the effects of suicide, the reality of suicide. It was the saddest experience of my life. I didn’t feel as though I lost a friend, I felt like I had lost a family member.   Ã‚  Ã‚  Ã‚  Ã‚  I once thought of suicide when I was depressed, but I have now seen the tolls that suicide takes on loved ones. I now realize that life is precious and I realize that all actions have consequences. Dustin was always the first to try something new, different, or scary. His death helped me grow up, and stop being as superficial. It helped me change my opinions on suicide. I once thought of it as an only escape from life or hard times. I now see that suicide only causes more problems. I now realize that suicide is the most selfish act a person could do. Dustin taught me that and I wish I could thank him personally for that.

Science was born and survives only by questions. Essay

Science was born and survives only by questions. The whole foundation of science is questioning. And as parents and teachers well know, children are the source of unending questions. Hence, ‘child is the first scientist’. It is very important for every parent to be willing to make the effort to guide children to be good human beings – enlightened and hardworking. The teacher, the child’s window to learning and knowledge, has to play the role model in generating creativity in the child. This triangle is indeed the real role model I can think of. I would even go to the extent of saying that if parents and teachers show the required dedication to shape the lives of the young, India would get a new life. As it is said: Behind the parents stands the school, and behind the teacher the home. A proper education would help nurture a sense of dignity and self-respect among our youth. These are qualities no law can enforce – they have to be nurtured ourselves. A nation’s wealth is the young generation of the country. When they grow up, who can be the role models? Mother, father and elementary school teachers play a very important part as role models. When the child grows up, the role models will be national leaders of quality and integrity in every field including the science, technology and industry. I hope that e-techno teachers who teach and inspire the young students will continue their unmatched and noble services in the years to come, thus ensuring the march of Indian brilliance in every field. Role of students in removing illiteracy In our country is by far the most serious problem. We all recognize that illiteracy is bed, that it prevents the cultural growth of a people. But illiteracy in our country continues to exist on an appalling scale. Even today among ten in India about five are illiterate. Nor is there any organized effort to do away with this deplorable state of backlog. We tinker at the problem instead of tackling it thoroughly. We made experiments. The States have ambitious programmes of setting up primary schools in every village, but these are yet in the cold shade of neglect. But illiteracy can be removed and that quickly, if concerted efforts are made both by private organizations and the states. Within a decade, the Russians got rid of ignorance as colossal as ours; and now the Chinese have also achieved it. They took at once a total war against illiteracy for which the services of all educated men and women were conscripted. Gurudev Rabindranath also praised efforts of the Russians. For this, education must be made free and compulsory at least upto the age of fourteen. That is the plain directive of our Constitution. Recently a bill was adopted in the Parliament of India to make primary education a fundamental right. But even where education is free in India, it is not compulsory; and it is free only at the lower primary stage here and there. The result is that most of those who give up learning after this stage, are the drop-outs, lapse back, into ignorance. Of course, making elementary education compulsory demands money. Children of workers and peasants have to think of earning before they can think of learning. Mahatma Gandhi recognized this basic difficulty and he suggested a scheme by which children would begin to earn while they were learning. In that scheme, known as basic Education scheme, it is not only craft-centered, but the crafts are so chosen as to have a profit basis. The scheme however did not make much headway in free India.

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