Unlike the behaviorists, who view behavior as a product of the environment, humanistic psychologists not only view human behavior as a product of the environment. Humanistic psychologist rather view, while study human understandings, meanings and experiences as the pointer of growth (Kazantzis, Reinecke, Freeman, 2009)
However, an individual can overcome this perception and imitate steps towards growth. To add to this, Rogers believed that growth of an individual is more progressive in situations where the person is aware of all changes and have acceptance on their self (Clark, 2010)
Most psychological studies by other scholars borders on the study of mentally ill patients, which is not the case for Abraham Maslow. From studying humans through his procedures, Maslow came to realize that all humans have common characteristics in the case of successful individuals (Wong, 2011)
Perhaps these are the most important needs to a human since if they become scarce a person would not get satisfied. Maslow argues that a person has to first satisfy their physiological needs before they can satisfy other needs of higher level (Poston, 2009)
Humanistic scholars assist individuals identify their potential. With regard to Abraham Maslow and Carl Rogers, their contribution has been of great importance in learning and in other fields (Joseph & Wood, 2010)
The proponents of this approach emphasize that humans have the capacity of growth and choice. The most prominent assumption to the humanistic approach is the ability of humans to have free will (Hansen, 2012)
By learners understanding their abilities, they can take proper interventions on situations, and these assist them in making informed choices. There is a certain assumption according to educators that learners need to be instructed with their learning (Besley, 2009)
By virtue, one can say that the ability of adults to make decisions has deeper history on the development of their psychological learning (Besley, 2009). A psychological learning environment by definition refers to that situation where the learner and the person teaching are in an environment conducive for teaching (Barkway, 2009)
"Maslow (1970) described self-actualizing individuals as mentally more healthy. " (Dai, Moon & Feldhusen, 1998, p
89) appears to equate his concept of the "peak experience" with "self-actualizing creativeness." (Gold, 1965, p
Maslow's idea that individuals must be incited to learn by allowing individuality, might not play out well in a class where perceived obstacles against learning are already grounded in years of thinking that math was to difficult. (Hashway, 1988, p
be given the opportunity to explore varied ways to reach answers to complex questions, such as applicable math equations. (Palmer, Bresler, & Cooper, 2001, p
Therefore, within a typical forty-five-minute class period, the Japanese teacher does what he or she was trained to do - deliver instruction - by introducing mathematical ideas and concepts and extending the development of each student's thinking. (Reys & Reys, 1995, p
At the pinnacle of this hierarchy Maslow placed self-actualization, an ability to place one's self in an abstract position and understand lofty concepts such as justice, equality and truth. (Roeckelein, 1998, p
"At first an ardent behaviorist, Maslow's firsthand experience with his children convinced him to abandon this approach as inadequate." (Ewen, 1998, p
In a 1993 review of the ideas of forgiveness and its importance within psychology and faith Gorsuch & Hao give one of countless examples of the collaborative nature of the psychological sciences. "Bonar (1989) emphasized the interpersonal, relational, reconciliatory components by using a learning paradigm coupled with the ideas of Abraham Maslow (1965), " (Gorsuch & Hao, 1993, p
The group includes Albert Einstein, Albert Schweitzer, Sigmund Freud, Jane Addams, William James and Abraham Lincoln. (Hergenhahn, 2000, p
Though some scholars have recently called Maslow's theories simplistic in that there is a certain sensationalism to his tactical research, and that he fails to even acknowledge the possibility that most people are not capable through nature or nurture of reaching the level of his famous subjects of study. (Kahle & Chiagouris, 1997, p
"Humanistic psychologists draw on the rich perspectives of existential philosophy, literature, and the arts to develop an understanding of human nature more adequate and comprehensive than that found in psychology textbooks and journals." ((Krippner, 1999, p
Any theory of motivation that is worthy of attention must deal with the highest capacities of the healthy and strong person as well as the maneuvers of crippled spirits." (Maslow, 1954/1987, p