DEVELOPMENT A HUMANISTI C LEARNING THEORY 1 Development a Humanistic Learning Theory: Following Maslow’s Theory Yadolla Saeednia, Mariani MD NOR University Malaya – Malaysia [email protected][email protected]Astract Learning theories impact the instructional systems. Many recent researches indicate the lack of efficiency in educational systems. Humanistic psycholog y as the third force is apparently the upcoming paradigm in most fields amongst educational psychology. Despite this fact, lack of a humanistic learning theory is o!ious. "lthough the root of most recent and pioneer approaches in education is in humanistic psychology, there is not a comprehensi!e humanistic learning theory. #his manuscript is an endea!or to de!elop a humanistic learning theory on the ase of kno$n and some unkno$n Maslo$%s ideas regarding education. "lthough many scholars currently are $orking and de!eloping the humanistic psychology era, it seems that the $ater from source is more limpid. !eywords: Maslo$ & 'ntrinsic Learning & Humanistic (ducation&Moti!ation & )asic Needs ". #ntroduction 't is no$ the eginning of the *+st century. hoosing a theory from +-/s for research might e 0uestionale. Ho$e!er, many recent researchers 1harles, +-2-3 Dick, *//+3 4riffith, +---3 Nor$ood, *//53 Ri!ero, *//*a, *//*3 6immerman, *//*a, *//*7 ha!e done scientific $orks either directly aout Maslo$%s theory.
Transcript
8/15/2019 Toward a Humanistic Learning Theory Shorter Ed
Learning theories impact the instructional systems. Many recent researchesindicate the lack of efficiency in educational systems. Humanistic psychologyas the third force is apparently the upcoming paradigm in most fields amongsteducational psychology. Despite this fact, lack of a humanistic learning theoryis o !ious. "lthough the root of most recent and pioneer approaches ineducation is in humanistic psychology, there is not a comprehensi!ehumanistic learning theory.#his manuscript is an endea!or to de!elop a humanistic learning theory on thease of kno$n and some unkno$n Maslo$%s ideas regarding education."lthough many scholars currently are $orking and de!eloping the humanisticpsychology era, it seems that the $ater from source is more limpid.
't is no$ the eginning of the *+st century. hoosing a theory from+- /s for research might e 0uestiona le. Ho$e!er, many recentresearchers 1 harles, +-2-3 Dick, *//+3 4riffith, +---3 Nor$ood, *//53Ri!ero, *//*a, *//* 3 6immerman, *//*a, *//* 7 ha!e done scientific$orks either directly a out Maslo$%s theory.
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catch up $ith all the epiphenomena of this notion of intrinsic educationC1Maslo$, +- +, p. + /7.
"ccording to these descriptions, it is natural to e<pect applyingMaslo$%s theory !astly in education. Ho$e!er, e!en though resources%in!estigation indicates the application of Maslo$%s hierarchy inmanagement 1"ltman @ ;ratt, +---3 Herrington, *//53 Hoffman, +-223Leideker @ Hall, +- 53 Lefko$it9, Somers, @ :ein erg, +-253 6emke,+--27, applying Maslo$%s theory in education is 0uite rare.
;erhaps the most ad>usta le $ork to Maslo$%s theory in instruction isthat of 6immerman 1*//*a, *//* 7. He is running an online course$hich includes his asic ideas in education, ho$e!er his theory,pro a ly needs some reconstruction in order to apply in instruction.
Maslo$ is the first and the est in humanistic psychology. 8ollo$ingthe real roots of humanism, $hich is accessi le in Maslo$%s ideas, $illresult in the more fruitful conse0uences, especially in education.Maslo$%s ideas in this realm ha!e not een re!ealed completely.
'n rief, disclosing the educational implications of Maslo$%s theory isa gap that emerges through re!ie$ of literature. #his study tried to findout the most significant elements of Maslo$ s $ritings regardingeducation. (la orating and synthesi9ing g these findings resulted in ane$ insight in learning and education $hich is rought as E'ntrinsiclearningE.
$. Maslow’s Theory
2.1. Motivation
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Moti!ation is one of the fundamental concepts of psychology. #hereare at least ten models of moti!ation in the literature, each emphasi9ingdifferent aspects, some of $hich are interrelated 1see :augh, *//* fordetails7. :hile it is claimed that moti!ation is composed of a num er ofdimensions, there is disagreement a out the specific composition ofthose dimensions 1Donohue @ :ong, +-- cited in :augh, *//*7.
Moti!ation in!ol!es the internal processes that gi!e eha!ior itsenergy and direction. Ree!e 1+--=, cited in :augh, *//*7 suggestedA
BMoti!ation originates from a !ariety of sources 1needs, cognitions and
emotions7 and these internal processes energi9e eha!ior in multiple$ays such as starting, sustaining, intensifying, focusing, and stopping itC1p. *7. :hile still not $idespread in terms of introductory psychologyte<t ooks, many researchers are no$ eginning to ackno$ledge thatthe factors that energi9e eha!ior are likely different from the factorsthat pro!ide for its persistence 1Huitt, *//+7. $hile orthodo< definitionsof moti!ation insist and emphasi9e in energi9ing, directing, and acti!ateeha!ior 1see ;., Fr. Gleinginna @ ". Gleinginna, +-2+a7, Maslo$ sdefinition of needs presents something deeper than moti!ation, that is,needs either moti!ate eha!ior or persist it. #he rational is the needsare the intrinsic moti!es. (<trinsic moti!es though ha!e thespecifications such asA energi9ing, directing, and acti!ating3 persistenceof eha!ior depends on final organism goals, $hich are asic needs.
Maslo$ 1+- 7 $as the first $ho differentiate et$een deri!es andfundamental needs. :hile an unlimited of desires or needs areaccounta le, there are limited sets of asic needs that organism pursuesthem. #o Maslo$, these asic needs are the intrinsic moti!ators, e!enthough others may elie!e to other things as intrinsic moti!ators 1e.g.,Deci @ Ryan, *///3 4a$el, +-- 3 Reiss, *//57. "lthough Reiss 1*//57elie!es in += sets of asic needs in contrast to Maslo$ $ho elie!ed tofe$er sets, he accepts the difference et$een ultimate goals oforganism and instrumental moti!es $hich $as suggested y Maslo$.
'n!estigating Maslo$%s most famous ook & Moti!ation and;ersonality 1*nd ed.7 1+- /7 ?? sho$s certainly he has introduced fi!eclassified asic needs for human. #hese sets ?? as appeared in originalte<t ?? areA
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'n addition, $hole sources that ha!e referred to these le!els, ha!e
e<plained the nature of pre?potency of lo$er needs.
"lthough different $riters e<plain the particulars of Maslo$ s $ork indifferent $ays, the asic components of his theory are that allindi!iduals ha!e specific needs that are se0uential, and lo$er le!elneeds must e at least partially met efore the indi!idual may egin tosatisfy the needs at higher le!els 1Daresh, *//+7.
2.2. Nature of Human
Maslo$%s interpretation of human nature $as one $hich caused hisreno$n as father of humanistic psychology. He preferred to choose hisimage through health and pioneer people rather sick people. Heaccepted some component of 8reudian definition of human, andmodified and completed it. He claimedA
His 18reud7 one ig mistake, $hich $e are correcting no$, is that hethought of the unconscious merely as undesira le e!il. )utunconsciousness carries in it also the roots of creati!eness, of >oy, ofhappiness, of goodness, of its o$n human ethics and !alues.1Maslo$, +- +, p. + I7
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One of the most eauties of human nature in Maslo$%s interpretationis his elief of a dichotomy, that is, elief in humanism and at the sametime, in an instinctoid self. He elie!ed that human has an essentialiological ased inner nature. "lthough this inner nature is natural andintrinsic, it is not strong and unmistaka le like the instinct of animals.He assumed that this instinctoid is su tle and easily o!ercome ycultural pressure and ha its 1Maslo$, +-=2 7. He called it as self,ho$e!er a different conception of the self. #o Maslo$, it is an intrinsicnature, a specie hood, an instinctoid, and a kind of animal nature1Maslo$, +-=2a7. Self is something e<ists, and >ust should to esustained. 't is !ery su tle, and is not necessarily conscious. 't has to eunco!ered and uilt upon, actuali9ed, taught, and educated 1Maslo$,+-=2a7.
)asic needs are $hat this self needs in order to gro$ healthy and toecome a complete and actuali9ed human. Satisfaction of asic needsresults in happiness, healthy, gro$th, and $ill take human eing to hisor her destination. 'n contrast any deficiency in satisfaction of themresults in disease and illness. " raham Maslo$ elie!ed in looking atmental pro lems as the result of $hat he called Bdeficiency needsC1+-=2a, p. *27.
8ollo$ing this inner nature, $hich is in spite of eing instinctoidespecially elongs to human, generates educational conse0uences. 8orinstance, learning $ould e performed through intrinsic moti!ation3learner $ould e a le to recogni9e his educational needs3 and anautonomous learning $ould e e<pected. Maslo$ looks to asic needs asuilt?in !alues $hich means asic needs are either $hat our organism$ants and seeks or they are good and necessary for the organism1+-==7.
'n rief, Maslo$ found psychoanalytic theory lacking ecause it!ie$ed humans as !ictims of animal instincts and of conflicts caused yculture and eha!iorism lacking ecause it !ie$ed humans as creatures$hose eha!ior is entirely molded y the en!ironment 1Hergenhahn @Olson, +---7. Rather, Maslo$%s image of human sho$s a self?go!erning,self?regulating, and autonomous organism $hich deser!es a good dealof trust 1Maslo$, +- -7.
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Learning and moti!ation are tied together. Mellan 1n. d.7 e<plainedthat in relation to learning in education, moti!ation is used to descri ethose processes that 1a7 arouse and gi!e rise to certain eha!ior, 1 7gi!e direction or purpose to eha!ior, and 1c7 influence eha!ior topersist and lead to preferred eha!iors. #herefore, Maslo$%s idea inlearning may affected strongly from his theory of human%s moti!ation,$hich is the most important section of his theory.
Maslo$ e<plicitly has re>ected eha!iouristic and 4estalt !ie$ inlearning. #o Maslo$, any definition of learning is insufficient if it stressessimply changes in the connection et$een stimuli and response. #heessence of this criti0ue is that associati!e learning Bdeals $ith themanipulation of means to unstated JsicK ends. 'n contrast, the theory ofasic needs presented here is a theory of the ends and ultimate !aluesof the organismC 1Maslo$, +- /, p. =I7. He e<pressed that $hen hisfirst a y $as orn, y looking at him he felt foolish and claimed thatanyone $ho had a a y couldn t e a eha!iorist 1+-=27. 'n the same$ay, Maslo$ claimed that there is serious dou t in efficiency of 4estaltapproach to e<press learning 1+- /, p. =I7.
#hen, Maslo$ has put his o$n idea in learning as follo$A B:e need astronger tie to the co?nati!e and affecti!e process $ithin the personthan is afforda le either y associati!e or 4estalt learningC 1Maslo$,+- /, p. =57. "s Merriam and affarella 1+--27 stated, learning inhumanistic and Maslo$%s !ie$ can e seen as a form of self?actuali9ation. )urleson 1*// 7 has an e<ceptional research $hich sho$sA1a7 Self?actuali9ation is e0ui!alent to the goals for education3 1 7 self?a$areness, intrinsic moti!ation, and self?actuali9ation are fundamentalto learning and creati!ity3 and 1c7 learning is enhanced $hen it ispursued as a self?actuali9ation and creati!e passion. Maslo$ 1+- +7elie!es that learning is a process of ecoming gro$n up. B#o ecreati!e as a trait of gro$ing might e self?actual, creati!ity and self?actuali9ation may perhaps turn out to e the same thingC 1p. 7.
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6immerman 1*//*d7 $ho has a series of online lectures & mostlyased on Maslo$ & has e<plained the learning in Maslo$%s !ie$ as clearas possi le as follo$A BSelf?actuali9ation is a function of the corte< $hichthe $riter 1Maslo$7 calls the Learning Neurological Net$ork. Self?actuali9ation is the process of gro$ing neurological connections in theLearning Net$ork of the rain, $hich results in the creation ofspeciali9ed functionsC 1;ara +7. #his statement sho$s clearly Maslo$%sdichotomous !ie$, meaning humanistic as $ell as instinctoid !ie$.omparing these findings and Maslo$%s suggestions in learning, it $oulde seen that indi!iduals, at least, no$adays are mostly acting in a out
end of le!el I and eginning of le!el 5 of Maslo$%s hierarchy, that is,most of people looking for affection and self?esteem. #his interpretationis in agreement $ith finding of kunc 1+--*7 $ho sho$ed that studentsneed to elong more than self?esteem.
2.4. Education
"s mentioned efore, Maslo$ had intended to put forth his o$ntheory in education. He called his theory as intrinsic education andlamed his contemporary educational system y descri ing it BmightysickC 1+- +, p. +=57. He tried to introduce his e<plicit ideas a outeducation in his article 1+-=2a7 entitled as Some (ducational'mplications of Humanistic ;sychologies ."l ;roffit 1n. d.7 saysA B:hile 'sa$ many theories come to life as a pu lic school teacher, none $eremore immediately rele!ant than the $ork of " raham Maslo$C 1;ara +7.Maslo$ is one of 6immerman%s most important references in hislectures. He has constructed a theory in education ased on Maslo$ and$ould like to call it Ortho?education. He saysA BOrtho?education holds to
Maslo$ s theory that mental diseases result from !arious deficiencyneeds, Ortho?education teaches children and adults skills that sho$them ho$ to etter satisfy their needsC 1*//*a, ;ara. +57.
3. Intrinsic Learning
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"s long as scholars distinguished et$een t$o general types ofmoti!ational orientations 1e.g., Rotter, +-==3 de harms, +-=23 Deci,+- 7, there $ere emerged many 0uestions $ith regard to theircharacteristics, relations, and effects in learning as $ell as many otherfields. Huitt 1*//+7 descri ed the characteristics of these t$o categories.'ntrinsic learningA 1a7 reates and or maintains curiosity, 1 7 sets goalsfor learning, and 1c7 relates learning to student needs3 and e<trinsicmoti!ation 1a7 pro!ides clear e<pectations, 1 7 pro!ides !alua lere$ards, and 1c7 makes re$ards a!aila le.
:hile the definition of e<trinsic moti!ation might e o !ious due tothe ancient usage of it in eha!iorism, scholars ha!e differentperceptions from intrinsic moti!ation. #aetle and Ryan 1*//I7 defined itas anything $e do to moti!ate oursel!es $ithout re$ards from anoutside source.
Regarding ho$ these t$o kinds of moti!ation affect learning, scholarsha!e gone to three $ays. Some claim that e<trinsic moti!ations areessential for learning 1e.g. eha!iorists7 and intrinsic moti!ations doesnot e<ist at all 1e.g. Reiss, *// 7. Some elie!e that intrinsicmoti!ations are eligi le for learning and e<trinsic moti!ations underminemoti!ation 1"ma ile, +--I7. Last part of scholars elie!e to a kind ofsynergy of them, that is, intrinsic moti!ations are the originalmoti!ations for learning that make learning deep and sta le and makethe learner health and complete, yet e<trinsic moti!ation Bcan com inesynergistically $ith intrinsic moti!ation, particularly $hen initial le!els ofintrinsic moti!ation are highC 1"ma ile, +--I, from a stract7.
Maslo$ had a similar opinion. "ctually to Maslo$ 1+- /7, there is notany actual e<trinsic moti!ation. #hat is, human acts in order to achie!ea asic need other$ise he $ill not act at all, ecause there is not anyreason to do it. "s long as e<ternal stimulus pro!ides satisfaction of
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some asic needs, it is effecti!e to hold the eha!ior, other$ise it $ill enull. 'n fact, asically re$ards from outside cannot produce learningunless they contri ute to satisfy some origin asic needs $hich moti!ateperson to learn something 1Maslo$, +- /7. Yet, Maslo$ and others $hoelie!e in intrinsic learning ha!e different ideas in $hat are the intrinsicmoti!ators :hile others elie!e in different things 1e.g. Reiss, *//57,Maslo$ has indicated to limited num er of intrinsic moti!ators in hishierarchy of asic needs. He 1+- /7 has indicated that the task of needgratification is almost entirely limited to intrinsically appropriatesatisfiers.
3.2. New insight in intrinsic learning
#he fact that Maslo$ has elie!ed to limited num er of asic needsas intrinsic moti!ators and he has faith to intrinsic learning as theuni0ue procedure $hich helps human eing in order to approach hisactual essence, pro!ides a ne$ insight in intrinsic learning. Maslo$1+-=2a7 proposed his idea so as to e in contrast to most of the randsof learning theories. He stated that for the sake of contrast andconfrontation, he $ants to call those kinds of learning as e<trinsiclearning and e<plained it like thisA
'n this kind of learning, most often it%s not the person himself, $hodecides, ut rather a teacher or an e<perimenter $ho says . 'n thissense the learning is e<trinsic to the learner, e<trinsic to thepersonality . ' $ould maintain that a good -/ percent of learningtheory% deals $ith learning that ha!e nothing to do $ith the intrinsicself that '%!e een talking a out. 1p. I/-7
#hen Maslo$ introduced another kind of learning that Bis actuallygoing on, ut is usually unconscious and unfortunately happens moreoutside the classroom than insideC 1p. I/-7.
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8oundation of this ne$ rand of learning theory that Maslo$ hasproposed is ased on humanistic psychology. #he essence of humanisticpsychology is its perception from human eing. Humanistic scientistselie!e in human as a species that seeks gro$th. Human eing has aninner $hich is trusta le. 't is a good chooser and spontaneous. Romingand leland 1+- *7 mentionedA BDa!is 1+-*27 sho$ed, in a dietaryselection study, that $eaned infants are satisfactory choosers thatreflected normal health and gro$thC 1p. *-*7. #hese foundations areapplica le in education and learning. 'ntrinsic learning that emphasi9esin freedom, autonomy, asic needs satisfaction, !olition, andspontaneous is the fruit of humanistic !ie$ to human eing. 8ore<ample, Mistretta maintained that an autonomy system is in agreed$ith humanistic psychology 1+-2 7.
'ntrinsic learning is a process that eha!ior appears y intrinsicmoti!ation. 'ntrinsic moti!ation is ased on asic needs. "cti!ities in thisprocess are the ends and no re$ard is necessary. Deci e<pressed that
Bintrinsically moti!ated acti!ities are ones for $hich there is no apparentre$ard e<cept the acti!ity itself. #he acti!ities are ends in themsel!esrather than means to endsC 1+- , p. *I7. EDoingC in intrinsic learning isthe primary reason. :lodko$ski e<plained that B'n intrinsic moti!ationthe doing% of the eha!ior is considered to e the primary reason for theperformance of that eha!ior 1+-25, p. + I7.
"s a human, $e ha!e some asic needs and almost any attempts ofhuman is to satisfy some need 1Dick, *//+7 and e!erything $e do is runy emotion 14i!en, *//*7. Lack of satisfaction of needs producemoti!ation. Moti!ation produce an especial eha!e in order to satisfythat need. Learning $ould e a natural process to achie!e asic needs.Learning $ill occur during satisfying asic needs and it $ould e fa!oriteand spontaneous 1e.g., ho$ to use spoon for eating7.
'f asic needs ha!e een used in appropriate $ay so as to cause andeffect e related, an intrinsic learning process $ill create. :lodko$ski1+-257 has e<plained an e<ample as follo$A " child $hose safety isthreatened $ill e moti!ated to learn !er al skills if she elie!es thatthese skills $ill ena le her to escape from or a!oid the dangers that lurkin her en!ironment. :ithin these attempts, di!ersity of changes $ill takeplaceA
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+. Seeking and finding information 1change in kno$ledge7. Nor$ood1*//=7 proposes that Maslo$ s hierarchy can e used to descri e thekinds of information that indi!iduals seek at different le!els. 8ore<ample, indi!iduals at the lo$est le!el seek coping information in orderto meet their asic needs. 'nformation that is not directly connected tohelping a person meet his or her needs in a !ery short time span issimply left unattended.*. " ility to doing something 1change in skill7. 8or instance, childrenneed to eat. So they need to e a le to apply spoon. #hey $ill try andfail until e skill to use spoon.
I. 8inding ne$ attitudes. ;leasure is conse0uence of satisfaction ofneeds and indi!idual%s attitude $ill change to$ard the things that causepleasure. O !iously these attitudes depends on the le!el that indi!idualoperate in it and conse0uently $ill differ $hen the le!el change.
(!en though $ithin satisfying first le!els of asic needs learner $ouldlearn many things $hich co!er some educational goals, $e may e<pectmore official goals 1curriculum7. Many of these learning goals $ill occurin the le!el of the needs to kno$ and to understand, ecause it is in thisle!el that learning is only for the sake of itself.
(!en, Maslo$ 1+- /7 points out to a closer relation et$een theconcepts of learning and Bcharacter formationC, until ultimately heelie!es that Bit%s fruitful to define learning as change in personalde!elopment to$ard self?actuali9ation and eyondC 1p. =57.#herefore, Learning is a process like change and mo!ement. #hischange is to$ard satisfying asic needs $hich ultimately achie!e self?actuali9ation and eyond. Pltimate purpose of human eing isem racing gro$th needs and completion of highest needs. Learning isthe process of satisfying needs in $hich cause changes in manifesteha!e as $ell as kno$ledge, capa ility and ultimately character traits.
During the last years of his life, Maslo$ disco!ered a ne$ humaneing e<periences that he called it peak? e<perience. He elie!ed thatpeak?e<periences occur for most people among childrenA B:e kno$ thatchildren are capa le of peak?e<periences and they happen fre0uentlyduring childhoodC 1Maslo$, +- +, p. +227. 't seems that one the mostimportant misunderstandings in Maslo$%s theory is that to e thought hehas limited the gro$th and reach to upper le!els to adults. 'ndeed, it is
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strongly appears to not e correct. :hen Maslo$ talks a out asicneeds, he refers that the need to kno$ is more o ser!a le practically inyoung child or refers that a out self?actuali9ation, genius also may hasto $ait until 5 $hich means normal people may reach to it fe$ yearslater. Here also Maslo$ refers to peak?e<perience a out child. "lso herecommends it for educationA BPsing peak?e<periences or fascination or$onder e<periences as an intrinsic re$ard or goal at many points ineducation is a !ery real possi ilityC 1Maslo$, +-=2a, p. I+*7.
#o recogni9e intrinsic learning etter, it $ould e useful to compare
this notion of intrinsic learning $ith common ranches of learningtheories. Ho$e!er ecause the different et$een intrinsic learning andother theories $as discussed efore, it is tried here to distinguishet$een it and the closest learning theory $hich is constructi!ism. #a le+ sho$s some aspects of constructi!ism and their correspondence inintrinsic learningA
#a le +
'ntrinsic Learning !s. onstructi!ism
onstructi!ism 'ntrinsic learning(mphasis in agency and priorkno$ledge of learner
(mphasis in common, asic, andinstinctoid needs
Determinants of eha!iour arealmost society and culture
Determinant of eha!iour are thele!el $hich indi!idual operates in it
(mphasis in social interactions (mphasis in inner and co?nati!einteraction
Discussion, colla oration,negotiation, and shared meaningare pedagogical emphasis
Learner $ill choose his o$nstrategy in learning ased on hiscon!enience
urriculum is not o >ecti!eoriented
Main goal of learning is self?actuali9ation
Note. #his comparison is the result of re!ie$ing the literature of constructi!ism and thene$ suggestion 1intrinsic learning7 that has een suggested ased on educationalimplication of Maslo$%s theory
#here are some components in constructi!ism in $hich areaccepta le in intrinsic learning among themA
+. Learning re0uires self?regulation and the uilding of conceptualstructures.*. Learning emphasis the process and not the product.I. #here is no kno$ledge independent of the meaning attri uted toe<perience 1constructed7 y the learner.5. hildren construct meaning in their o$n path.. Moti!ation is a key component in learning.
=. Learning is an acti!e process, conte<tual, and is a take time process.
onstructi!ism emphasi9es that kno$ledge is constructed yindi!idual interpret of learner. #his is in agreeing $ith humanistic !ie$sparticularly Rogers. Yet, instructional strategies $hich constructi!ismrecommends are not inspiring the essence of human eing $hereasintrinsic learning more than and efore seeking for disco!ery themechanism of learning process, seeks for the ends, goals, and !alues ofhuman eing.
'n rief, the characteristic of intrinsic learning are as follo$A
+. hanging in traitA 'ntrinsic learning $ould result in changing in trait Brather than lifeless, sterile, futile, 0uickly forgotten stuff that iscrammed in to the mind of the poor helpless indi!idual tied into his seaty ironclad onds of conformityC 1Rogers, +-2/, p. +2?+-7.
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*. "utonomyA 'ntrinsic learning dri!es through asic needs, so there isnot any necessity to predetermined curriculum or disciplineI. HolisticA Maslo$%s first preposition in his moti!ation theory is that theindi!idual is as integrated, organi9ed $hole. Learning as satisfying asicneeds affects the $hole indi!idual.5. 'ntrinsicA 'ntrinsic learning is the result of intrinsic moti!ations ratherthan tri!ial or silly procedure et$een irrelati!e stimuli and response.
#he procedure of intrinsic learning $as not ela orated so far.8ollo$ing phrases until the end of this section are an effort to discloseso called procedure.
4. rocess of Learning in Intrinsic Learning
Main and simple principle of intrinsic learning is the relation et$eenthree componentsA )eha!iour, moti!ation, and need. Simply, thisrelation ?? as has een concluded ?? can e sho$n as a chain as follo$A1figure +7
8igure+. #he chain of the intrinsic learning procedure 1a conclusion from educationalimplication of Maslo$%s theory7
#his chain may $ork in some com ination of three statesA 1a7 normalchain 1in contrast of a normal7, 1 7 direct chain 1in contrast of indirect7,and 1c7 pure chain 1in contrast of impure7. 't is useful to define thesestates first.
Normal chainA :hen eha!iour appears so that is directly appropriate$ith need and it satisfies origin need, this chain has een called normalchain 18igure *7. #his name is ade0uate ecause in intrinsic learning thetask of need gratification is almost entirely limited to intrinsicallyappropriate satisfiers 1Maslo$, +- /7.
BehaviourMotivationNeed
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8igure*. #he chain of a normal intrinsic learning procedure
Direct chainA Some eha!iour directly satisfies the origin need.Ho$e!er, sometime t$o or more eha!iour should come togetherconse0uently to satisfy a certain need.
;ure chainA some eha!iour purely satisfies one asic need, ho$e!ermost often any eha!iour relate to t$o or more needs. 'n this case, thesu se0uent chain $ill e called as impure.
Normal chains ?? no matter pure or impure, direct or indirect ?? arethe foundation of a !alua le, permanent, practical and sound learning.;ushing human to learn through a normal chains either cause unsta leand tri!ial learning or cause illness and lack in gro$ing. Here is acommon e<ample of a normal chain 18igure I7A
8igureI. " normal intrinsic learning procedure
8igure 5 and present e<amples of di!erse com ination of normalchainsA
8igure5. hain of eha!ior 1normal, pure, and indirect7
Try to tell: I’m hungryHungryFood
Eating
Doing assignmentRespect needyEsteem
EatingHungerFood
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8igure . hain of eha!ior 1a normal, indirect, and impure7
8inding the $ays to satisfy asic needs resulted in learning. Duringthis effort learner doesn%t need any re$ard, reinforce, or encourage,ecause he has intrinsic desire to satisfy himself, to fulfil himself. #heseefforts initially are to$ard deficiency needs ecause indi!idual isoperating in lo$er le!els. 'n fact the conse0uence of any force to push
him to$ard other upper le!els of needs $ill result is failure, ecause allof organism concentrates to$ard pre?potent need. Once one needrelati!ely satisfied, indi!idual $ill turn to ne$ and upper and pre?potentneed, $here ne$ matters are $aiting to e learnt.
)ased on past premise, it is relati!ely cleared that it is !ery realpossi le that a child passes first needs, at least in some degrees, andreaches to the need to kno$ le!el. #hen there is in this le!el that $ee<pect child to e<perience en>oying of e<plore and disco!er and to learnmany su >ects $hich is not directly related to his daily life, ut satisfies
his curiosity, $hich is an intrinsic moti!ation. ;eak?e<periences $illoccur repeatedly in this state.
;assing this le!el $ill cause more gro$th and health for indi!idual as$ell as finding self and emerging self?actuali9ation. #here is in this le!elin $hich indi!idual e!en don%t learn so as to satisfy his curiosity, ratherdoing to actuali9e himself, $hich is the primary goal of intrinsic learning.
Entertainment Got reward: (bicycle)Boring
Doing assignmentRespect needyEsteem
Try to get “A”
8/15/2019 Toward a Humanistic Learning Theory Shorter Ed
"l ;roffit. 1n. d.7. Maslo$ s child. Retrie!ed 8e . /+, *// , fromhttpA facctr.$cu.edu mountainrise MRQ+Q+Q;D8 MRQ+Q+Q;roffit.pdf
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De harms, R. 1+-=27. ;ersonal ausation. San Diego, "A "cademic;ress.
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Dick, ). 1*//+7. Maslo$ re!is1it7edA Maslo$%s hierarchy of needs
e<amined and reformulated. J(lectronic fileK. Retrie!ed Ful. /2, *// ,from httpA $$$.u0.net.au 99 dick dlitt DLittQ;/*masre!.pdf. "discussion paper, originally $ritten in the +-2/s, re!ised +--/, +--I,this !ersion, *//+.
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8/15/2019 Toward a Humanistic Learning Theory Shorter Ed
Huitt, :. 1*//+7. Moti!ation to learnA "n o!er!ie$. Educational psychology interactive. aldosta, 4"A aldosta State Pni!ersity.Retrie!ed Dec. + , *//= fromAhttpA chiron.!aldosta.edu $huitt col moti!ation moti!ate.html.
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Gleinginna, ;., Fr., @ Gleinginna ". 1+-2+a7. " categori9ed list ofmoti!ation definitions, $ith suggestions for a consensual definition.Moti!ation and (motion, , *=I?*-+.
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Leideker, F. G. @ Hall, F. F. 1+- 57. Moti!ation good theory?? poorapplication. #raining and De!elopment Fournal, *21=7, I.
8/15/2019 Toward a Humanistic Learning Theory Shorter Ed
Reiss, S. 1*//57. Multifaceted nature of intrinsic moti!ationA #he theoryof += asic desires. Re!ie$ of 4eneral ;sychology, 21I7.;syc"R#' L(S Data ase. ;ersistent link to this recordAhttpA search.e scohost.com login.asp< directTtrue@d Tpdh@"NTgpr?2?I?+ -@siteTehost?li!e.
Reiss, S. 1*// 7. 'ntrinsic Moti!ation Doesn t (<ist, Researcher Says.Retrie!ed May. +*, *// fromhttpA $$$.physorg.com ne$s5+*=.html.
Ri!ero, L. 1*//*a7. reati!e home schooling for gifted childrenA "resource guide. Scottsdale, "6A 4reat.
Ri!ero, L. 1*//* 7. ;rogressi!e digressionsA Home schooling for self?actuali9ation. Roeper Re!ie$ )loomfieldHills, *5157, +- ?++I.
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Rotter, F. ). 1+-==7. 4enerali9ed e<pectancies for internal !ersuse<ternal control of reinforcement. ;sychological Monographs. 2/.
Russ, ". 1*//5a7. #he de!elopment of a competent person. Retrie!ed"ug. /+, *//= fromhttpA home.earthlink.net mgei educate edQphil de!elop.htmU#;.
httpA $$$.ala.org ala aasl aaslpu sand>ournals slmr slmrcontents !olume++--2slm0o small.htm.
#aetle, F., @ Ryan, #. 1*//I7. Research on student moti!ation3 Psing'nformation (ffecti!ely in (ducation. Retrie!ed Oct. *=, *//= fromhttpA tiger.to$son.edu users >taetl+ paper.htm.
:augh, R. 8. 1*//*7. reating a scale to measure moti!ation to achie!eacademicallyA Linking attitudes and eha!iours using Raschmeasurement. )ritish Fournal of (ducational ;sychology, *, ;art +.= ?2 .
:lodko$ski, R.F. 1+-2+7. Making sense of moti!ationA " systematicmodel to consolidate moti!ational constructs across theories.(ducational ;sychologist, +=1*7, +/+&+/.
:lodko$ski, R.F. 1+-257. Moti!ation and teaching. :ashington D. .ANational (ducation "ssociation.
6emke, R. 1+--27. Moti!ation asics. #raining, I 1+*7, =.
6immerman, M. 1*//*a7. " raham Maslo$, (motional literacy andortho?educationA Ho$ to make the $orld a etter place, chapter =.
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6immerman, M. 1*//* 7. (motional literacy education and selfkno$ledgeA Ho$ to make the $orld a etter place, chapter +Retrie!ed "pr. +2, *// fromhttpA emotionalliteracyeducation.com inde<.shtml.
6immerman, M. 1*//*c7. National Standardi9ed #est, 8 "# #esting andState #estsA Ho$ to Make the :orld a )etter, ;lace, hapter -.Retrie!ed 8e . ++, *// , fromhttpA emotionalliteracyeducation.com national?standardi9ed?test?state?tests?8 "#?testing.shtml.
6immerman, M. 1*//*d7. Self?kno$ledge learning needs !s. self?actuali9ation skills. Retrie!ed "pr. +2, *// fromhttpA emotionalliteracyeducation.com a raham?maslo$?self?actuali9ation?skills?self?kno$ledge?learning?needs.shtml.
Sources offer simple use of hierarchy as precondition
8/15/2019 Toward a Humanistic Learning Theory Shorter Ed
