Self-Actualization: The Core Objective Of Education - Research Paper Example

? Self-Actualization: The Core Objective Of Education of the of the Introduction Human nature is one of the most interesting aspects of human life. Psychologists have tried to go deeper and deeper into the core of human behavior pattern and thinking pattern in order to unravel the mysteries of human nature. However, the psychologists, in process of understanding the human behavior and in process of finding ‘scientific evidence’ for their researches, reduced human beings to ‘objects’ and forgot to consider their ‘human’ aspects in their studies (Goble, 2004, p.18). While psychoanalysts relied on clinical observation, behaviorists utilized controlled laboratory experiments to study human behavior (Goble, 2004, p.18). However, both the psychological theories did not help in making human being happier as they failed to recognize the importance of human spirit. Fortunately, there was one psychologist who proved that psychology is incomplete and handicap if it does not accept that it is the spirit, and not the mind of human being, which is the core of human behavior and personality. The name of the psychologist was Abraham Maslow, and he was a pioneer in developing a humanistic approach to psychology. Maslow developed a theory of ‘hierarchy of needs’ based on the study the psychology of healthy, satisfied and successful people with the intention of understanding the key behind the flowering of a personality. Hence, Maslow’s theory is one of the best psychological theories to help bring about a positive change in the field of education as Maslow’s theory not only helps in understanding the key to successful life, but also tells how to nurture the human mind, body and soul in order to achieve the self-actualization of personality, which is the ultimate goal of human being. The Theorist Abrham Maslow was born in a Jewish family and grew up in suburbs of Brooklyn (Goble, 2004, p.20). His childhood was not happy one as he had no friends and was isolated (Goble, 2004, p.20). He spent most of his time in libraries and developed love for reading and made friends with books (Goble, 2004, p.20). According to Maslow, his life actually started after he got married to his cousin and moved to Wisconsin (Goble, 2004, p.21). By that time, he developed immense interest in Behaviorism and wrote his doctorate on “the sexual and dominance characteristics of monkeys” under the guidance of Professor Harlow (Goble, 2004, p.21). Later, he lost interest in behaviorism as he developed interest in psychoanalysis (Goble, 2004, p.21). However, the true turning point of his life was the birth of his child. Maslow said that watching the “tiny mysterious thing” made him realize that human being is not an object to be ‘trained’ and ‘controlled’ as stated by behaviorists, but is a free spirit with full of innocence, needs and creativity (Goble, 2004, p.21). All the views and beliefs of behaviorism felt foolish and ridiculous in front of the ‘lively’ and beautiful things that Maslow’s child did (Goble, 2004, p.21). Later, he realized that even psychoanalysis was an incomplete theory of psychology. According to Maslow, Freud completely forgot to study the potential of human beings as he was totally engrossed in studying ‘what is’ of mental illnesses and unhappy people who came to him (Maslow, 1976, p.125). Freud never bothered to ask ‘what can be’ and never explored the hidden potential of human beings. Moreover, instead of realizing the potential and use of good qualities of the unconscious mind like creativity, joy, happiness and goodness of human being, Freud thought and declared unconscious mind as something that is filled with fears, anxieties, conflicts, evil etc., and hence, undesirable (Maslow, 1976, p.173). This approach restricted Freud’s view and made his theory incomplete (Maslow, 1976, p.173). Instead of focusing on the actual potential of human beings, Freud focused only on the psychology of people who were mentally disturbed and mentally illn (Goble, 2004, p.13). Hence, he failed to observe the spiritual dimension in human being and stated that human behavior was result of chemical and physical aspects of man and nothing else (Goble, 2004, p.13). However, Maslow realized that human being has huge potential. His aim of studying psychology was to know ‘what human beings are capable of,’ and if one person can achieve a state of complete actualization, then why not others (Maslow, 1976, p.7). The passion for understanding the complete potential of a human being and the desire to know how he can achieve it led to the birth of Maslow’s theory of human motivation, known as ‘Hierarchy Of Needs’. Theory Of ‘Hierarchy Of Needs’ Abrham Maslow developed the theory of human motivation named ‘hierarchy of needs’ (Goble, 2004, p.50). Maslow’s theory was based on the understanding that human being is an integrated being and hence, should not be treated in ‘parts’ (Goble, 2004, p.50). He stated that if human being is to be motivated, then it is necessary to understand that his desires, needs and wishes are applicable to his ‘whole’ and not to his ‘part’ (Goble, 2004, p.50). That is, “if a man is hungry he’s hungry all over; he himself wants food, not just his stomach” (Goble, 2004, p.50). Hence, human desires are not isolated but are entangled with each other, and become complex as the desires grow (Goble, 2004, p.50). According to Maslow, human needs play an essential role in his life, and a person can achieve self-actualization only when different needs at different stages of his life are completely satisfied (Goble, 2004, p.50). Maslow said that the needs are intrinsic aspects of human nature and if denied by culture, they get repressed but are not removed or killed (Goble, 2004, p.52). Hence, one of the main aims of people working in the field of education should be to fulfill the psychological and emotional needs of children so that they strive to achieve their highest potential. Maslow has described the different kinds of human needs in his theory. Maslow’s ‘hierarchy of needs’ is discussed below. Physiological Needs At the bottom of the ‘hierarchy of needs’ are the physiological needs of food, shelter, sex, sleep, oxygen etc., which are the most basic and powerful needs of human beings (Goble, 2004, p.52). The physiological needs cannot be ignored and if not fulfilled, they make thinking, performing and normal actions difficult for a person (Goble, 2004, p.52). Safety Needs Next in hierarchy are the needs of safety, which emerge when the physiological needs are sufficiently satisfied (Goble, 2004, p.54). Safety needs are expressed through the needs of children for a predictable, consistent and fair world (Goble, 2004, p.54). If safety needs are not satisfied, then children feel anxious, insecure and neurotic (Goble, 2004, p.54). In the institution of education, teachers and trainers should recognize the safety needs of children and make them feel secure and safe by creating a supportive and encouraging atmosphere in schools and classrooms. The Belonging And Love Needs Need for love, affection and acceptance by group and society arises with the fulfillment of physiological and safety needs (Goble, 2004, p.54). While Freud mistook love as something that is gained from sex, Maslow believed that love is a healthy relationship based on trust and unconditional acceptance of a person (Goble, 2004, p.55). Maslow was disappointed to see that psychologists failed to recognize love as a serious need (Goble, 2004, p.55). Need of belonging and love is strongly applicable in classrooms as students always desire attention and unconditional acceptance from their teachers. Teachers should see to it that no matter what the ethnic background, performance level or intelligence level of a child, he should be loved and made to ‘feel at home’ in the classroom. The Esteem Needs Two sets of esteem needs described by Maslow are individual qualities of confidence, competence, mastery etc., and, social qualities of prestige, respect from others, recognition, social status etc (Goble, 2004, p.56). According to Maslow, self-esteem makes people productive as they are more capable, and are confident of their abilities (Goble, 2004, p.56). Low self-esteem leads to less productivity as person suffers from inadequacy, inferiority, neurotic behavior and lack of confidence (Goble, 2004, p.56). Self-esteem is necessary for success and hence, one of the main objectives of education should be to develop healthy self-esteem in a child. The Self-Actualization Needs When the need for love and esteem are satisfied reasonably, then the self-actualization need arises (Goble, 2004, p.57). This need makes man feel that “what he can be, he must be” (Goble, 2004, p.57). This need drives man to achieve his highest potential and “become everything that he is capable of becoming” (Goble, 2004, p.55). In this way, different needs of man, when fulfilled, lead to self-actualization. However, if any need remains unsatisfied or unmet, then the person is stuck at that stage and is not capable of achieving self-actualization as it affects his motivation (Goble, 2004, p.56). The theory of ‘hierarchy of needs’ are highly useful in education field as it helps people in the field of education to understand how the students should be treated so that their development towards self-actualization is smooth and easy. Application Of The Theory Abraham Maslow realized that the aim of education was not being achieved due to lack of imagination and creativity in the process of imparting education (Maslow, 1976, p.180). He observed that knowledge was passed on from teachers to children just with the purpose of preparing them for industrialized world, and not with the purpose of developing their curiosity, depth and imagination (Maslow, 1976, p.180). Maslow believed that for achieving self-actualization, the need of higher values like “truth, beauty, justice, unity, altruism, order, and excellence” has to be fulfilled and hence, it becomes the main aim of education system to impart these values to children (Medina, 2006, p.64). However, these values can be imparted only if subjects like art, creativity, spirituality and imagination are given equal importance in education curriculum and children are given opportunity to experience it (Medina, 2006, p.66). Maslow believed that growth was the clear objective of education, and self-actualization was the highest form of growth (Nemiroff, 1992, p.34). Hence, by applying the theory of motivation, which promotes creativity, imagination and spirituality in human being, education can achieve its objective and aim. Conclusion Education is the foundation of the society. However, it has become a ‘lifeless’ institution. With the help of Maslow’s theory of motivation, the most needed revival can be brought about in the field of education. Through the theory of ‘hierarchy of needs’, Maslow has provided ways to make education lively, interesting and a creative process. This will not only develop genuine interest in the minds of children but will also remove the mechanical and superficial nature of current education system and promote growth and self-actualization of human beings. References Goble, F.G. (2004). The Third Force: The Psychology of Abraham Maslow. Richmond, CA: Maurice Bassett Publishing. Maslow, A.H. (1976). The Farther Reaches of Human Nature. New York, NY: Penguin Books. Medina, J. F. (2006). Faith, Physics, and Psychology: Rethinking Society and the Human Spirit. Wilmette, IL: Baha’I Publishing. Nemiroff, G.H. (1992). Reconstructing Education: Toward a Pedagogy of Critical Humanism. New York, NY: Bergin & Garvey. Read More