Educational Psychology—Limitations and Possibilities

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Abraham Harold Maslow 171 independence, and accept others as they find them. Self-actualized beings have a true sense of humanness. They show respect to people of all walks of life, demonstrating compassion, care, and concern for others. Self-actualized people are comfortable with themselves and their place in the world. They look at the world and its people with awe and wonder. They are students of the world. Maslow feels these individuals show something called “human kinship or Gemeinschaftsgefuhl—social interest, compassion, humanity ... this is accompanied by a strong ethics, which was spiritual but seldom conventionally religious in nature” (Boeree, 2005, p. 5). It is apparent, through Maslow’s experiences, his insights into the human condition, and his research, that his approach to psychology during the time of his research was something new and emerging. The psychologies of Maslow’s time were focused on psychoanalysis and behaviorism. The psychology emerging from the work of individuals like Maslow was known as humanism. Maslow refers to this new discipline as the third force, psychoanalysis and behaviorism being the other two. “Humanism deals with the state of a person’s awareness or consciousness feelings in an understanding context” (Hillner, 1984, p. 235). This form of psychology looks at the whole person, focusing on adaptive behaviors of humans. Humanism seeks to look at individuals in their natural environment under everyday conditions. By understanding the human condition, psychologists can understand man’s relationship to the world. For education to achieve its greatest potential, it would benefit from a humanistic approach like Maslow’s. By attempting to understand the needs of children and how those needs relate to their ability to achieve their full potential, we increase the likelihood of unlocking the hidden potential in all children. With regard to basic human needs, federal and state education programs fund free and reduced-price lunches. They do so to ensure a level playing field for students who are deficient in this need. In relation to safety needs, schools have zero tolerance policies to protect students’ rights and to ensure student safety. In Maslow’s philosophy of human development, school rules should be designed to provide stability, justice, and an ethic of care by meeting the needs of each child. Some elementary and middle school programs now focus on developmental esteem building. In some schools and classrooms, small group instruction, cooperative learning, and community service foster a healthy sense of belonging that provides the potential for the children to attain the higher level of needs. Now with the advent of the Elementary and Secondary Education Act (The No Child Left Behind Act of 2001), schools are attempting to focus on what they believe is the final tier of Maslow’s hierarchy. A great deal of investment has been put into achievement of standards in an effort to concentrate on improving the child’s sense of self. The unfortunate part of this modernday crusade for personal fulfillment is that the educational system drags all those whose needs are unmet at lower levels to this venue, and has the same expectation for all. According to Maslow’s philosophy, students who are hungry, live in a car, succumb to severe feelings of loneliness, and have low self-esteem, will have little concern about standards, tests, homework, or even staying awake during a lecture. Maslow would assert that they cannot attain self-actualization because their D needs are not met. While many programs have been integrated into education to aide in the fulfillment of D needs, current educational funding levels create shortfalls in the ability of schools to meet the needs of all students. With regularity, students are asked to use higher-order thinking skills to process complex data. Many students have not developed these critical thinking skills because they are nowhere near the point of self-actualization. For students in deprived environments, the gap in skill development is paralyzing. Approaching education in a humanist view will require schools to value each individual child, seek to understand the worldview of the individual, and access needed resources so that the child may indeed realize the potential that lies within itself. Without looking beyond the test, the lecture, and the homework, we will fail to allow children to Be all that they can Be.
172 The Praeger Handbook of Education and Psychology REFERENCES Boeree, C. G. (2005). Personality Theories: Abraham Maslow. Retrieved December 6, 2005, from http:// www.ship.edu/∼cgboeree/maslow.html. Hillner, K. P. (1984). History and Systems of Modern Psychology. New York: Gardner Press Inc. Lowry, R. J. (1973). A. H. Maslow: An Intellectual Portrait. California: Wadsworth Publishing Co. Maslow, A. H. (1987). Motivation and Personality (3rd ed.). New York: Harper & Row Publishers, Inc.
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The Praeger Handbook of Education a
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Library of Congress Cataloging-in-P
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vi Contents 9. Carol Gilligan 88 Ka
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viii Contents Creativity 40. Creati
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x Contents 65. Dialogic Learning: A
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xii Contents Testing/Assessment 92.
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PART I Introduction
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PART II Introducing Theorists Impor
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CHAPTER 5 Judith Butler Olson and W
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CHAPTER 9 Carol Gilligan KATHRYN PE
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CHAPTER 10 Emma Goldman EMMA GOLDMA
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CHAPTER 12 Granville Stanley Hall L
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CHAPTER 34 Lev Vygotsky KATE E. O
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CHAPTER 35 Valerie Walkerdine RACHE
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CHAPTER 36 John Watson CHRIS EMDIN
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PART III Issues in Education and Ps
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Table 38.2 Selected Responses From
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Table 40.4 Examples of Using Creati
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CHAPTER 41 Creativity JANE PIIRTO C
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CHAPTER 45 Transformative Learning:
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Culture/Cultural Studies CHAPTER 46
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CHAPTER 47 Implications of Cultural
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CHAPTER 49 Endorsing an Angel: Pegg
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CHAPTER 50 The Buddha View: ReVIEWi
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CHAPTER 51 Without Using the “S
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Developmentalism CHAPTER 52 Beyond
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CHAPTER 55 Postmodern Pedagogy LOIS
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CHAPTER 57 Providing a Warrant for
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CHAPTER 60 Knowledge in a Reconcept
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CHAPTER 61 Critical Epistemology: A
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Learning CHAPTER 63 Experiential Le
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CHAPTER 65 Dialogic Learning: A Com
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CHAPTER 66 John Dewey’s Theory of
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Memory CHAPTER 69 Memory: Counter-m
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CHAPTER 70 Memory and Educational P
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Psychoanalysis CHAPTER 75 What Educ
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Race, Class, and Gender CHAPTER 76
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CHAPTER 81 TEAM: Parent/Student Sup
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Reaching Out to “Underserved” F
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Teaching CHAPTER 86 Teacher Thinkin
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CHAPTER 87 Recognizing Students amo
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CHAPTER 90 Activity Theory as a Fra
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CHAPTER 93 What Are We Measuring? A
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CHAPTER 94 Curriculum, Instruction,
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PART IV New Visions—Postformalism
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Intelligence CHAPTER 98 Intelligenc
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CHAPTER 99 Unpackaging the Skinner
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Multilogicality CHAPTER 100 Postfor
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Ontology CHAPTER 101 Postformalism
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CHAPTER 105 Educational Psychology
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Power CHAPTER 107 Postformalism and
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CHAPTER 109 Research in Educational
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Spirituality CHAPTER 110 The Spirit
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Index Abalos, David, 420 Aboriginal
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Banking method, 191; of education,
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Christian National Education (CNE),
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Consumerism, 336-37 Consumer societ
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Decolonizing agency, 659 Decontextu
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Educational Adaptations in a Changi
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Eugenics, 221 Euro-American school
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Home, 578 Homeschooling, 779; assig
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Itard, Jean, 174 Jacobs, Jane, 463
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supremacy culture influencing, 122;
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Modernity: dialogic experience in,
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school communities involving, 690;
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Problems in the Poetry of Dostoevsk
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psychotherapy and, 198-99, 200 Rogo
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Social political movements, 159 Soc
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Swadener, Beth Blue, 19 Symbolic in
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Violence, 369-70 “Visionary postm
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About the Contributors MARY FRANCES
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About the Contributors 1005 ANNE BR
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About the Contributors 1007 BENJAMI
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About the Contributors 1009 transna
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About the Contributors 1011 for her
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About the Contributors 1013 MICHELL
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About the Contributors 1015 PATRICI
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Educational Psychology—Limitations and Possibilities

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