ABRAHAM MASLOW

Maslow studied what he called exemplary people such as Albert Einstein, Jane
Addams, Eleanor
Roosevelt,
and Frederick
Douglass rather
than mentally
ill or neurotic people, writing that "the study of crippled, stunted, immature, and
unhealthy specimens can yield only a cripple psychology and a cripple
philosophy." Maslow studied the healthiest 1% of the college student population.
Maslow's theory was fully expressed in his 1954 book Motivation and Personality. The
hierarchy remains a very popular framework in sociology research, management
training and secondary and higher psychology instruction.
Maslow's hierarchy of needs is often portrayed in the shape of a pyramid with the
largest, most fundamental levels of needs at the bottom and the need for selfactualization at the top. While the pyramid has become the de facto way to represent
the hierarchy, Maslow himself never used a pyramid to describe these levels in any of his
writings on the subject.
The most fundamental and basic four layers of the pyramid contain what Maslow called
"deficiency needs" or "d-needs": esteem, friendship and love, security, and physical
needs. If these "deficiency needs" are not met with the exception of the most
fundamental (physiological) need there may not be a physical indication, but the
individual will feel anxious and tense. Maslow's theory suggests that the most basic level
of needs must be met before the individual will strongly desire (or focus motivation
upon) the secondary or higher level needs. Maslow also coined the term
"metamotivation" to describe the motivation of people who go beyond the scope of the
basic needs and strive for constant betterment.
The human mind and brain are complex and have parallel processes running at the same
time, thus many different motivations from various levels of Maslow's hierarchy can
occur at the same time. Maslow spoke clearly about these levels and their satisfaction in
terms such as "relative," "general," and "primarily." Instead of stating that the individual
focuses on a certain need at any given time, Maslow stated that a certain need
"dominates" the human organism. Thus Maslow acknowledged the likelihood that the
different levels of motivation could occur at any time in the human mind, but he focused
on identifying the basic types of motivation and the order in which they should be met.
Physiological needs
Physiological needs are the physical requirements for human survival. If these
requirements are not met, the human body cannot function properly and will ultimately
fail. Physiological needs are thought to be the most important; they should be met first.
Air, water, and food are metabolic requirements for survival in all animals, including
humans. Clothing and shelter provide necessary protection from the elements. While
maintaining an adequate birth rate shapes the intensity of the human sexual
instinct, sexual competition may also shape said instinct.

Safety needs
With their physical needs relatively satisfied, the individual's safety needs take
precedence and dominate behavior. In the absence of physical safety due to war,
natural
disaster, family
violence, childhood
abuse,
etc.

people
may
(re-)experience post-traumatic stress disorder or transgenerational trauma. In the
absence of economic safety due to economic crisis and lack of work opportunities

these safety needs manifest themselves in ways such as a preference for job security,
grievance procedures for protecting the individual from unilateral authority, savings
accounts, insurance policies, reasonable disability accommodations, etc. This level is
more likely to be found in children because they generally have a greater need to feel
safe.
Safety and Security needs include:
Personal security
Financial security
Health and well-being
Safety net against accidents/illness and their adverse impacts
Love and belonging
After physiological and safety needs are fulfilled, the third level of human needs is
interpersonal and involves feelings of belongingness. This need is especially strong in
childhood and can override the need for safety as witnessed in children who cling to
abusive parents. Deficiencies within this level of Maslow's hierarchy due to hospitalism,
neglect, shunning, ostracism, etc. can impact the individual's ability to form and
maintain emotionally significant relationships in general, such as:
Friendship
Intimacy
Family
According to Maslow, humans need to feel a sense of belonging and acceptance among
their social groups, regardless whether these groups are large or small. For example,
some large social groups may include clubs, co-workers, religious groups, professional
organizations, sports teams, and gangs. Some examples of small social connections
include family members, intimate partners, mentors, colleagues, and confidants.
Humans need to love and be loved both sexually and non-sexually by others. Many
people become susceptible to loneliness, social anxiety, and clinical depression in the
absence of this love or belonging element. This need for belonging may overcome the
physiological and security needs, depending on the strength of the peer pressure.
Esteem
All humans have a need to feel respected; this includes the need to have selfesteem and self-respect. Esteem presents the typical human desire to be accepted and
valued by others. People often engage in a profession or hobby to gain recognition.
These activities give the person a sense of contribution or value. Low self-esteem or
an inferiority complex may result from imbalances during this level in the hierarchy.
People with low self-esteem often need respect from others; they may feel the need to
seek fame or glory. However, fame or glory will not help the person to build their selfesteem until they accept who they are internally. Psychological imbalances such
as depression can hinder the person from obtaining a higher level of self-esteem or selfrespect.
Most people have a need for stable self-respect and self-esteem. Maslow noted two
versions of esteem needs: a "lower" version and a "higher" version. The "lower" version
of esteem is the need for respect from others. This may include a need for status,
recognition, fame, prestige, and attention. The "higher" version manifests itself as the
need for self-respect. For example, the person may have a need for strength,
competence, mastery, self-confidence, independence, and freedom. This "higher" version
takes precedence over the "lower" version because it relies on an inner competence

established through experience. Deprivation of these needs may lead to an inferiority

complex, weakness, and helplessness.
Maslow states that while he originally thought the needs of humans had strict guidelines,
the "hierarchies are interrelated rather than sharply separated. This means that esteem
and the subsequent levels are not strictly separated; instead, the levels are closely
related.
Self-actualization
"What a man can be, he must be." This quotation forms the basis of the perceived need
for self-actualization. This level of need refers to what a person's full potential is and the
realization of that potential. Maslow describes this level as the desire to accomplish
everything that one can, to become the most that one can be. Individuals may perceive
or focus on this need very specifically. For example, one individual may have the strong
desire to become an ideal parent. In another, the desire may be expressed athletically.
For others, it may be expressed in paintings, pictures, or inventions. As previously
mentioned, Maslow believed that to understand this level of need, the person must not
only achieve the previous needs, but master them.
Self-transcendence
In his later years, Maslow explored a further dimension of needs, while criticizing his own
vision on self-actualization. The self only finds its actualization in giving itself to some
higher goal outside oneself, in altruism and spirituality.

CARL JUNG
Theory of the Unconscious
Like Freud (and Erikson) Jung regarded the psyche as made up of a number of separate
but interacting systems. The three main ones were the ego, the personal unconscious
and the collective unconscious.
According to Jung, the ego represents the conscious mind as it comprises the thoughts,
memories, and emotions a person is aware of. The ego is largely responsible for feelings
of identity and continuity.
Like Freud, Jung (1921, 1933) emphasized the importance of the unconscious in relation
to personality. However, he proposed that the unconscious consists of two layers.
The first layer called the personal unconscious is essentially the same as Freuds
version of the unconscious. The personal unconscious contains temporality forgotten
information and well as repressed memories. Jung (1933) outlined an important feature
of the personal unconscious called complexes. A complex is a collection of thoughts,
feelings, attitudes and memories that focus on a single concept. The more elements
attached to the complex, the greater its influence on the individual. Jung also believed
that the personal unconscious was much nearer the surface than Freud suggested and
Jungian therapy is less concerned with repressed childhood experiences. It is the present
and the future, which in his view was the key to both the analysis of neurosis and its
treatment.
However by far the most important difference between Jung and Freud is Jungs notion of
the collective (or transpersonal) unconscious. This is his most original and
controversial contribution to personality theory. This is a level of unconscious shared
with other members of the human species comprising latent memories from our

ancestral and evolutionary past. The form of the world into which [a person] is born is
already inborn in him, as a virtual image (Jung, 1953, p. 188).
According to Jung the human mind has innate characteristics imprinted on it as a result
of evolution. These universal predispositions stem from our ancestral past. Fear of the
dark, or of snakes and spiders might be examples and it is interesting that this idea has
recently been revived in the theory of prepared conditioning. However more important
than isolated tendencies are those aspects of the collective unconscious that have
developed into separate sub-systems of the personality. Jung called these ancestral
memories and images archetypes.

SIGMUND FREUD
The Unconscious Mind
Freud (1900, 1905) developed a topographical model of the mind, whereby he described
the features of minds structure and function. Freud used the analogy of an iceberg to
describe the three levels of the mind.
On the surface is consciousness, which consists of those thoughts that are the focus of
our attention now, and this is seen as the tip of the iceberg. The preconscious consists of
all which can be retrieved from memory. The third and most significant region is the
unconscious. Here lie the processes that are the real cause of most behavior. Like an
iceberg, the most important part of the mind is the part you cannot see.
The unconscious mind acts as a repository, a cauldron of primitive wishes and impulse
kept at bay and mediated by the preconscious area. For example, Freud (1915) found
that some events and desires were often too frightening or painful for his patients to
acknowledge, and believed such information was locked away in the unconscious mind.
This happens through the process of repression.
Sigmund Freud emphasized the importance of the unconscious mind, and a primary
assumption of Freudian theory is that the unconscious mind governs behavior to a
greater degree than people suspect. Indeed, the goal of psychoanalysis is to make the
unconscious conscious.
The Psyche
Freud (1923) later developed a more structural model of the mind comprising the entities
id, ego and superego (what Freud called the psychic apparatus). These are not physical
areas within the brain, but rather hypothetical conceptualizations of important mental
functions.
Freud assumed the id operated at an unconscious level according to the pleasure
principle (gratification from satisfying basic instincts). The id comprises two kinds of
biological instincts (or drives) which Freud called Eros and Thanatos.
Eros, or life instinct, helps the individual to survive; it directs life-sustaining activities
such as respiration, eating and sex (Freud, 1925). The energy created by the life instincts
is known as libido.
In contrast, Thanatos or death instinct, is viewed as a set of destructive forces present
in all human beings (Freud, 1920). When this energy is directed outward onto others, it is
expressed as aggression and violence. Freud believed that Eros is stronger than
Thanatos, thus enabling people to survive rather than self-destruct.

The ego develops from the id during infancy. The

egos goal is to satisfy the demands of the id in a
safe a socially acceptable way. In contrast to the id
the ego follows the reality principle as it operates in
both the conscious and unconscious mind.
The superego develops during early childhood
(when the child identifies) and is responsible for
ensuring moral standards are followed. The
superego operates on the morality principle and
motivates us to behave in a socially responsible and
acceptable manner.
The basic dilemma of all human existence is that
each element of the psychic apparatus makes
demands upon us that are incompatible with the
other two. Inner conflict is inevitable.
For example, the superego can make a person feel
guilty if rules are not followed. When there is conflict
between the goals of the id and superego, the ego
must at as a referee and mediate this conflict. The ego can deploy various defense
mechanisms (Freud, 1894, 1896) to prevent it from becoming overwhelmed by anxiety.

PHILOSPHY OF MAN
Philosophy- Dr. Bob Zunjic
- philosophy is difficult to define
because:
1. No specific subject matter
2. Pursues questions rather than
answer
3. Changes historically
*Philosophy a field of study of the
process which includes standards and
guidelines for thought.
*Philosophy is a human drive in the
search of knowledge and wisdom to
facilitate the evolution of man.
*Philosophy studies the fundamental
nature of existence, of man, and of
mans relationship to existence.
Branches of Philosophy
Metaphysics- study of existence;
answers the questions, what is out
there? Or what is real; it determines
whether the world is real, or merely an
illusion.
Epistemology- study of knowledge;
answers the questions, how do we
know?; concerned with how our minds
are related to reality, and whether this
relationships are valid or invalid.
Ethics- study of action; answers the
questions, what should I do?; deals
with the proper course of action for
man; method by which people
categorize values and pursue them.
Politics- study of force; answers the
questions, what acts are permissible;
ethics applied to a group of people.
Aesthetic- study of art; answers the
questions, what life can be like?; it
evaluates art by using the standards
of human life, and if whether it
accomplishes the job of satisfying
mans intellectual needs, or whether it
tends to hurt or make worse of those
needs.
Logic- study of reason; answers the
question, what is correct reasoning?;
attempts to distinguish a fact from a
fallacy.

Pre-Socratic
Philosophycharacterized by the rejection of the
mythological explanation on the
nature and phenomena in the
universe.
Thales- first philosopher in
western civilization.
- became known for
positing that water is the single
element that comprised all things in
the universe.
Anaximanderstudent
of
Thales who postulated that air is the
source of all things in the universe.
Classical Philosophy- characterized
by the rise of the Greek
Triumvirate, Socrates, Plato, and
Aristotle.
Socratesmost
prominent
philosopher in ethics; more concerned
with how people should behave rather
than how the world works.
Plato- known through his dialogues
which contained the presentation of
his ideologies and theories in a
conversational form.
Aristotle- created comprehensive
system of philosophy, encompassing
ethics,
aesthetics,
politics,
metaphysics, logic, and science.
Medieval Philosophy- concerned
with proving the existence of God and
with reconciling Christianity/Islam with
the classical philosophy of Greece.
Avicenna- tried to reconcile the
rational Greek philosophy with Islamic
theology.
St. Thomas Aquinas- great influence
on subsequence
Christian philosophies, particularly
that of the Roman Catholic
Church.
Early Modern Philosophy- Age of
Reason during 17th century and the
Age of Enlightenment during the 18th
century. Changes during the period
were the advancement of science, the

growth of religious tolerance, and the

rise of liberalism.
Rene Descartes- Father of Modern
Philosophy; responsible for one of the
best-known quotations in philosophy I
think therefore I am.
Baruch Spinoza- human behavior
occurs through operation of necessity,
leaving absolutely no room for free will
and spontaneity.
Gottfried
Wilhelm
Leibnizpostulated the concept of monads
which refer to the ultimate element of
the universe from which all things,
including human being and God
Himself are made of.
Immanuel Kant- immeasurable
Modern Philosophy- referred to as a
contemporary period, became the
venue of major development in
philosophy characterized by the rise of
new philosophical movements.
Jeremy Bentham- political radical,
and legal and social reformer of the
early modern period; founder of
Utilitarianism which refer to the
moral principle that holds that the
right action is that which would cause
greatest happiness of the greatest
number.
John Stuart Mill- conducted major
improvements on the principles of
Utilitarianism.
Friedrich
Wilhelm
Nietzscheknown for challenging the foundations
of Christianity and traditional morality,
famously uttering, God is dead.
Western Philosophy- particular in
Europe. Western thought puts more
emphasis on individualism, science,
math, and politics hence rational and
materialistic. It can be seen as the
triumph of reason and empiricism over
faith/religion a search involving
many questions.
Eastern Philosophy- particular in
Arab country. Eastern thought puts
more emphasis on interdependence,
harmony, unity, and faith - hence,
meditative and spiritual. It can be

seen as the triumph of faith/religion

over science and reason - an answer
following realization.
The Teachings of Socrates
Socrates- born in Athens circa 469
B.C. and died 399 B.C., known as one
of the mankinds greatest teacher.
Eventually, Athenians charged him
with impiousness (lack for respect for
God) and corrupting the minds of the
youth and sentenced him to death.
Socrates on Man and Virtue
-virtue is a natural endowment, not an
artificial convention or habit of action
to be acquired by education.
-virtue is depended on knowledge and
could be defined as true knowledge of
ones self.
-true knowledge should not just be
speculative but practical.
Two Processes in Socratic Method
Ironic Process- this serves to make
the seeker of knowledge clear his
mental decks for action. Famous
Socratic Paradox the only thing that I
know is that I know nothing.
Maieutic Process- after clearing
ones mind through the ironic process,
Socrates uses the maieutic method to
draw out the truth from his students.
This is usually done through a
dialogue or a conversation.
The Teaching of Plato
-Born around 424 B.C. in Athens,
Greece.
-studied mathematics, and founded
the Academy of Athens.
-best known for a series of dialogues
which contained his teachings and
philosophical point of views; the main
character of most of the dialogues was
his former teacher, hence the name,
Socratic Dialogues.
Plato on Man and Soul
Platonic Soul- postulates that the
soul is the spirit that uses the body; it
is in a non-natural state of union, and

longs to be freed from its bodily

prison.
The Platonic Soul is composed of three
parts:
1. Logos- which is translated as
mind/reason

2. Thymon- which means emotion or

ego.
3. Pathos- which is synonymous to
appetite.