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The Theory of Hierarchical Needs as developed by Abraham Maslow was first published in a journal article in 1943. Since that time, the concept has been expanded, revised, and utilized to describe and develop theories about the best ways to motivate individuals regarding a wide variety of subjects, including that of education. Maslow theorized that human beings experience life in terms of satisfying needs, which can be divided into hierarchical groups, the most basic of which must be met in order to ascend to the opportunity to address and meet the next most essential requirements. The first and lowest level of these, common to all individuals, is that of physiological survival. Safety is the second most basic motivation for action, and must be achieved before people can hope to fulfill social responsibilities. These in turn supersede a person's requirement for self-esteem. The highest level in the Hierarchy is that of self-actualization. Maslow explicated his Hierarchy in terms of general life experiences, but it has also been used with respect to persons seeking an education as well as in many other life experiences. First, children who do not experience the satisfaction of basic necessities, such as air, food, water, and sleep, cannot hope to achieve great educational success. The arrogance and futility of trying to teach people dying from starvation or dehydration is clearly evident, but it is likewise equally important to ensure that children have plenty of sleep and healthy air to breathe. Once physical requirements are met, psychological demands, such as safety, can be addressed. Children who live in abusive or neglectful homes find it difficult to learn. Educators can help these students by identifying potential problems, as well as being safe and responsible adults who are worthy of the important trust that is placed in them. Educators may become concerned at times that the next level of human necessities is a primary, and much too pervasive force, in the classroom. Individuals who have successfully achieved physiological and psychological safety and security will focus on socialization, including essentials such as friendship, group belongingness, and love. These goals, however, are important for a person to achieve. Hence, teachers and other professionals have a responsibility to teach students to work together in groups, as well as to provide examples of positive social interactions and honest, accepting environments. Only after these levels have been reached can individuals focus on tasks related to esteem, reputation, achievement, and recognition. While it is these levels that educators often desire to see pupils reach, so that they will excel in the classroom, reaching this point of development is challenging and difficult. Although the former students are a delight in the classroom, educators may feel intimidated by those who reach the point of seeking self-actualization. It is at this pinnacle that individuals focus on truth, wisdom, meaning, and honor. Few individuals ever reach this point of development, and those who have not, may find themselves profoundly threatened by such individuals. Educators should remember, however, that students who have reached this point are more likely to have a profound impact on the world and that, as teachers, they have an instrumental role in shaping the world by shaping this precocious, self-actualized student into someone truly special. Daiv Russell is a management and marketing consultant with Envision Web Marketing. Read more Management Articles, learn about Abraham Maslow and the Maslow's Hierarchy of Needs.
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