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How this relates to Maslow is simple, the application of core concepts, such as those associated with basic needs, of performing math might be better offered at home, by common expectation than in the classroom, where instructional time should be spent applying knowledge to novel ideas and concepts.
Maslow's concepts of development are rather clear in a common sense sort of way, and yet applying them to mathematics education can seem difficult, as concepts of perceived uniqueness are often battle scared by years of being taught one right way to achieve results. For an individual to feel self-actualized they must be given the opportunity to learn in a different manner, a manner that befits their individual lives and personalities. Redirecting instruction to models that give individuals the confidence to tackle problems in different ways is essential to learning. Peer interaction and instructor peer discussion may be one of the most important keys to this theoretical shift,...
(1998). Achievement Motivation and Gifted Students: a Social Cognitive Perspective. Educational Psychologist, 33(2/3), 45-63.
Ernest, P. (1991). The Philosophy of Mathematics Education. London: Falmer Press.
Gold, M.J. (1965). Education of the Intellectually Gifted. Columbus, OH: Charles E. Merrill Books.
Hashway, R.M. (1988). Foundations of Developmental Education. New York: Praeger Publishers.
Palmer, J.A., Bresler, L., & Cooper, D.E. (Eds.). (2001). Fifty Modern Thinkers on Education: From Piaget to the Present Day. London: Routledge.
Reys, B.J., & Reys, R.E. (1995, April). Japanese Mathematics Education: What Makes it Work?. Teaching Children Mathematics, 1, 474.
Roeckelein, J.E. (1998). Dictionary of Theories, Laws, and Concepts in Psychology. Westport, CT: Greenwood Press.
References
Dai, D.Y., Moon, S.M., & Feldhusen, J.F. (1998). Achievement Motivation and Gifted Students: a Social Cognitive Perspective. Educational Psychologist, 33(2/3), 45-63.
Ernest, P. (1991). The Philosophy of Mathematics Education. London: Falmer Press.
Gold, M.J. (1965). Education of the Intellectually Gifted. Columbus, OH: Charles E. Merrill Books.
Hashway, R.M. (1988). Foundations of Developmental Education. New York: Praeger Publishers.
Abraham Maslow and His Contributions to Psychology: Humanistic Psychology Holistic-Dynamic Personality Theory Abraham Maslow is often thought of as the father of Humanistic Psychology and is credited with the inception of theory that departed from the traditional psychoanalytic approach and the behavioral models. With in this paper Maslow's life is addressed as a source of his inspiration for theory, humanistic psychology is defined and Maslow's holistic-dynamic personality theory is given paramount focus. Abraham
He left it as saying that humans have five types of needs. All his sayings come from his book called Motivation and Personality that was released in 1943. The lowest level of needs is the physiological needs and these come from the human body and these are like air, warmth, food, sleep, stimulations and activity. On top of these needs are the security or safety needs like being away
The third level up the pyramid is the need for affection, belonging and love. This is the need state area were people are who want to alleviate feelings of loneliness, isolation or alienation (Hoffman, 1988). This level is also critically important for the development of trust in the workplace and within workplace teams and the sense of identity that comes from being part of a group (Harris, Kleiner, 1993).
A key element to Maslow's hierarchy of needs is that it is a hierarchy, namely that the baser needs must be satisfied before the higher needs can be met. A salesperson scrabbling to make a living might be willing, to satisfy his or her physiological needs, to sell anything to anyone, even encourage someone to go into dangerous debt with a mortgage he or she can ill-afford to buy an
This need can also be defined as a "need to know," and in fact showing individuals in elder care facilities the respect they deserve by explaining the structure, policies, schedules, and other aspects of care so that individuals know how their world is organized is a surprisingly rare occurrence in many elder care facilities (Huitt 2007; ECO 2010). Providing these simple explanations can fill cognitive needs, as can allowing
Maslow gave them that self-meaning and appreciation and became one of the pioneers of a movement that brought the focus of individual feeling, yearning and wholeness into psychology. He sort of read them out and spoke their thoughts, feelings and aspirations for them. He devoted much energy to humanistic psychology and the human potential and inaugurated the "fourth force" in psychology towards the end of his life. The first