DEVELOPMENT A HUMANISTIC LEARNING THEORY

Development a Humanistic Learning

Theory: Following Maslows Theory
Yadolla Saeednia, Mariani MD NOR
University Malaya Malaysia
ysaeednia@gmail.com
marianin@um.edu.my

Abstract
Learning theories impact the instructional systems. Many recent researches
indicate the lack of efficiency in educational systems. Humanistic psychology
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 obvious. Although the root of most recent and pioneer approaches in
education is in humanistic psychology, there is not a comprehensive
humanistic learning theory.
This manuscript is an endeavor to develop a humanistic learning theory on the
base of known and some unknown Maslows ideas regarding education.
Although many scholars currently are working and developing the humanistic
psychology era, it seems that the water from source is more limpid.

Keywords: Maslow Intrinsic Learning Humanistic Education Motivation

Basic Needs

1. Introduction

It is now the beginning of the 21st century. Choosing a theory from

1970s for research might be questionable. However, many recent
researchers (Charles, 1989; Dick, 2001; Griffith, 1999; Norwood, 2004;
Rivero, 2002a, 2002b; Zimmerman, 2002a, 2002b) have done scientific
works either directly about Maslows theory.

DEVELOPMENT A HUMANISTIC LEARNING THEORY

Furthermore, it seems that Maslow has intended to put forth his own
educational theory (Maslow, 1971); the intention which according to this
study seems not has been materialized yet. In spite of the fact that
Maslows theory affected many areas of educational psychology (Lyon,
1971); apparently there is not a known theory in education which was
claimed that it is a Maslowian educational theory. Therefore, although
perhaps Maslows heart shock did not permit him to complete his
intention, his ideas about learning and education are accessible through
his writings. Despite the fact some researchers have tried to elaborate
Maslows theory, yet more effort is necessary to find out the essence of
his theory and its application in education (Wlodkowski, 1984).

Recent advances have revealed the need for changes and

developments in education (Gibbons, 2004a). On the other hand it
seems that humanism is probably an upcoming paradigm in most fields.
Education needs to follow this predominant paradigm as well. Maslows
theory is the most appropriate one to underlie this movement (Charles,
1989). It seems that there is a gap between the Maslows ideas in
education and the researches in humanistic education. Perhaps if a
scholar had aimed at developing a humanistic theory in learning and
education followed the exact way that Maslow had, now the world would
have had a more advanced educational system. According to Maslow
(1968) the most significant component for human to grow healthy and
happy is to remove external forces from our life.

Maslows theory is an influential theory which has affected majority

of psychology fields among education (Lyon, 1971). While critics have
decried the absence of empirical support for his theory, Maslows ideas
have led to studies which reflect the higher-order needs of human
beings (Roming & Cleland, 1972; Huitt, 2001). His work underlies most
humanistic educational movements and provides philosophical and
physiological frameworks for new paradigms in education (Lyon, 1971).
Maslows motivation theory has the most capability to apply in education
through motivating students. Wlodkowski (1984) believed that Maslows
theory is the most holistic and dynamic one which offers the best
guidelines to explain student motivation. According to Charles (1989)
Maslows theory is holistic and relevant to many current educational
issues. Maslow, himself, also was quite keen to find out his own theory
in education. He stated: I am now very busily occupied in trying to

DEVELOPMENT A HUMANISTIC LEARNING THEORY

catch up with all the epiphenomena of this notion of intrinsic education

(Maslow, 1971, p. 170).

According to these descriptions, it is natural to expect applying

Maslows theory vastly in education. However, even though resources
investigation indicates the application of Maslows hierarchy in
management (Altman & Pratt, 1999; Herrington, 2004; Hoffman, 1988;
Leideker & Hall, 1974; Lefkowitz, Somers, & Weinberg, 1984; Zemke,
1998), applying Maslows theory in education is quite rare.

Perhaps the most adjustable work to Maslows theory in instruction is

that of Zimmerman (2002a, 2002b). He is running an online course
which includes his basic ideas in education, however his theory,
probably needs some reconstruction in order to apply in instruction.

Maslow is the first and the best in humanistic psychology. Following

the real roots of humanism, which is accessible in Maslows ideas, will
result in the more fruitful consequences, especially in education.
Maslows ideas in this realm have not been revealed completely.

In brief, disclosing the educational implications of Maslows theory is

a gap that emerges through review of literature. This study tried to find
out the most significant elements of Maslow's writings regarding
education. Elaborating and synthesizing g these findings resulted in a
new insight in learning and education which is brought as "Intrinsic
learning".

2. Maslows Theory
2.1. Motivation

DEVELOPMENT A HUMANISTIC LEARNING THEORY

Motivation is one of the fundamental concepts of psychology. There

are at least ten models of motivation in the literature, each emphasizing
different aspects, some of which are interrelated (see Waugh, 2002 for
details). While it is claimed that motivation is composed of a number of
dimensions, there is disagreement about the specific composition of
those dimensions (Donohue & Wong, 1997 cited in Waugh, 2002).

Motivation involves the internal processes that give behavior its

energy and direction. Reeve (1996, cited in Waugh, 2002) suggested:
Motivation originates from a variety of sources (needs, cognitions and
emotions) and these internal processes energize behavior in multiple
ways such as starting, sustaining, intensifying, focusing, and stopping it
(p. 2). While still not widespread in terms of introductory psychology
textbooks, many researchers are now beginning to acknowledge that
the factors that energize behavior are likely different from the factors
that provide for its persistence (Huitt, 2001). while orthodox definitions
of motivation insist and emphasize in energizing, directing, and activate
behavior (see P., Jr. Kleinginna & A. Kleinginna, 1981a), Maslow's
definition of needs presents something deeper than motivation, that is,
needs either motivate behavior or persist it. The rational is the needs
are the intrinsic motives. Extrinsic motives though have the
specifications such as: energizing, directing, and activating; persistence
of behavior depends on final organism goals, which are basic needs.

Maslow (1977) was the first who differentiate between derives and
fundamental needs. While an unlimited of desires or needs are
accountable, there are limited sets of basic needs that organism pursues
them. To Maslow, these basic needs are the intrinsic motivators, even
though others may believe to other things as intrinsic motivators (e.g.,
Deci & Ryan, 2000; Gawel, 1997; Reiss, 2004). Although Reiss (2004)
believes in 16 sets of basic needs in contrast to Maslow who believed to
fewer sets, he accepts the difference between ultimate goals of
organism and instrumental motives which was suggested by Maslow.

Investigating Maslows most famous book Motivation and

Personality (2nd ed.) (1970) -- shows certainly he has introduced five
classified basic needs for human. These 5 sets -- as appeared in original
text -- are:

DEVELOPMENT A HUMANISTIC LEARNING THEORY

1. The physiological needs

2. The safety needs
3. The belongingness and love needs
4. The esteem needs
5. The need for self-actualization

In addition, whole sources that have referred to these 5 levels, have

explained the nature of pre-potency of lower needs.

Although different writers explain the particulars of Maslow's work in

different ways, the basic components of his theory are that all
individuals have specific needs that are sequential, and lower level
needs must be at least partially met before the individual may begin to
satisfy the needs at higher levels (Daresh, 2001).

2.2. Nature of Human

Maslows interpretation of human nature was one which caused his

renown as father of humanistic psychology. He preferred to choose his
image through health and pioneer people rather sick people. He
accepted some component of Freudian definition of human, and
modified and completed it. He claimed:

His (Freud) one big mistake, which we are correcting now, is that he
thought of the unconscious merely as undesirable evil. But
unconsciousness carries in it also the roots of creativeness, of joy, of
happiness, of goodness, of its own human ethics and values.
(Maslow, 1971, p. 173)

DEVELOPMENT A HUMANISTIC LEARNING THEORY

One of the most beauties of human nature in Maslows interpretation

is his belief of a dichotomy, that is, belief in humanism and at the same
time, in an instinctoid self. He believed that human has an essential
biological based inner nature. Although this inner nature is natural and
intrinsic, it is not strong and unmistakable like the instinct of animals.
He assumed that this instinctoid is subtle and easily overcome by
cultural pressure and habits (Maslow, 1968b). He called it as self,
however a different conception of the self. To Maslow, it is an intrinsic
nature, a specie hood, an instinctoid, and a kind of animal nature
(Maslow, 1968a). Self is something exists, and just should to be
sustained. It is very subtle, and is not necessarily conscious. It has to be
uncovered and built upon, actualized, taught, and educated (Maslow,
1968a).

Basic needs are what this self needs in order to grow healthy and to
become a complete and actualized human. Satisfaction of basic needs
results in happiness, healthy, growth, and will take human being to his
or her destination. In contrast any deficiency in satisfaction of them
results in disease and illness. Abraham Maslow believed in looking at
mental problems as the result of what he called deficiency needs
(1968a, p. 28).

Following this inner nature, which is in spite of being instinctoid

especially belongs to human, generates educational consequences. For
instance, learning would be performed through intrinsic motivation;
learner would be able to recognize his educational needs; and an
autonomous learning would be expected. Maslow looks to basic needs as
built-in values which means basic needs are either what our organism
wants and seeks or they are good and necessary for the organism
(1966).

In brief, Maslow found psychoanalytic theory lacking because it

viewed humans as victims of animal instincts and of conflicts caused by
culture and behaviorism lacking because it viewed humans as creatures
whose behavior is entirely molded by the environment (Hergenhahn &
Olson, 1999). Rather, Maslows image of human shows a self-governing,
self-regulating, and autonomous organism which deserves a good deal
of trust (Maslow, 1959).

DEVELOPMENT A HUMANISTIC LEARNING THEORY

2.3. Learning

Learning and motivation are tied together. Mellan (n. d.) explained
that in relation to learning in education, motivation is used to describe
those processes that (a) arouse and give rise to certain behavior, (b)
give direction or purpose to behavior, and (c) influence behavior to
persist and lead to preferred behaviors. Therefore, Maslows idea in
learning may affected strongly from his theory of humans motivation,
which is the most important section of his theory.

Maslow explicitly has rejected behaviouristic and Gestalt view in

learning. To Maslow, any definition of learning is insufficient if it stresses
simply changes in the connection between stimuli and response. The
essence of this critique is that associative learning deals with the
manipulation of means to unstated [sic] ends. In contrast, the theory of
basic needs presented here is a theory of the ends and ultimate values
of the organism (Maslow, 1970, p. 63). He expressed that when his
first baby was born, by looking at him he felt foolish and claimed that
anyone who had a baby couldn't be a behaviorist (1968). In the same
way, Maslow claimed that there is serious doubt in efficiency of Gestalt
approach to express learning (1970, p. 63).

Then, Maslow has put his own idea in learning as follow: We need a
stronger tie to the co-native and affective process within the person
than is affordable either by associative or Gestalt learning (Maslow,
1970, p. 64). As Merriam and Caffarella (1998) stated, learning in
humanistic and Maslows view can be seen as a form of selfactualization. Burleson (2005) has an exceptional research which shows:
(a) Self-actualization is equivalent to the goals for education; (b) selfawareness, intrinsic motivation, and self-actualization are fundamental
to learning and creativity; and (c) learning is enhanced when it is
pursued as a self-actualization and creative passion. Maslow (1971)
believes that learning is a process of becoming grown up. To be
creative as a trait of growing might be self-actual, creativity and selfactualization may perhaps turn out to be the same thing (p. 57).

DEVELOPMENT A HUMANISTIC LEARNING THEORY

Zimmerman (2002d) who has a series of online lectures mostly

based on Maslow has explained the learning in Maslows view as clear
as possible as follow: Self-actualization is a function of the cortex which
the writer (Maslow) calls the Learning Neurological Network. Selfactualization is the process of growing neurological connections in the
Learning Network of the brain, which results in the creation of
specialized functions (Para 1). This statement shows clearly Maslows
dichotomous view, meaning humanistic as well as instinctoid view.
Comparing these findings and Maslows suggestions in learning, it would
be seen that individuals, at least, nowadays are mostly acting in about
end of level 3 and beginning of level 4 of Maslows hierarchy, that is,
most of people looking for affection and self-esteem. This interpretation
is in agreement with finding of kunc (1992) who showed that students
need to belong more than self-esteem.

2.4. Education

As mentioned before, Maslow had intended to put forth his own

theory in education. He called his theory as intrinsic education and
blamed his contemporary educational system by describing it mighty
sick (1971, p. 164). He tried to introduce his explicit ideas about
education in his article (1968a) entitled as Some Educational
Implications of Humanistic Psychologies .Al Proffit (n. d.) says: While I
saw many theories come to life as a public school teacher, none were
more immediately relevant than the work of Abraham Maslow (Para 1).
Maslow is one of Zimmermans most important references in his
lectures. He has constructed a theory in education based on Maslow and
would like to call it Ortho-education. He says: Ortho-education holds to
Maslow's theory that mental diseases result from various deficiency
needs, Ortho-education teaches children and adults skills that show
them how to better satisfy their needs (2002a, Para. 14).

3. Intrinsic Learning

DEVELOPMENT A HUMANISTIC LEARNING THEORY

3.1. Intrinsic and Extrinsic Motivation

As long as scholars distinguished between two general types of

motivational orientations (e.g., Rotter, 1966; deCharms, 1968; Deci,
1975), there were emerged many questions with regard to their
characteristics, relations, and effects in learning as well as many other
fields. Huitt (2001) described the characteristics of these two categories.
Intrinsic learning: (a) Creates and/or maintains curiosity, (b) sets goals
for learning, and (c) relates learning to student needs; and extrinsic
motivation (a) provides clear expectations, (b) provides valuable
rewards, and (c) makes rewards available.

While the definition of extrinsic motivation might be obvious due to

the ancient usage of it in behaviorism, scholars have different
perceptions from intrinsic motivation. Taetle and Ryan (2003) defined it
as anything we do to motivate ourselves without rewards from an
outside source.

Regarding how these two kinds of motivation affect learning, scholars

have gone to three ways. Some claim that extrinsic motivations are
essential for learning (e.g. behaviorists) and intrinsic motivations does
not exist at all (e.g. Reiss, 2005). Some believe that intrinsic
motivations are eligible for learning and extrinsic motivations undermine
motivation (Amabile, 1993). Last part of scholars believe to a kind of
synergy of them, that is, intrinsic motivations are the original
motivations for learning that make learning deep and stable and make
the learner health and complete, yet extrinsic motivation can combine
synergistically with intrinsic motivation, particularly when initial levels of
intrinsic motivation are high (Amabile, 1993, from abstract).

Maslow had a similar opinion. Actually to Maslow (1970), there is not

any actual extrinsic motivation. That is, human acts in order to achieve
a basic need otherwise he will not act at all, because there is not any
reason to do it. As long as external stimulus provides satisfaction of

DEVELOPMENT A HUMANISTIC LEARNING THEORY

some basic needs, it is effective to hold the behavior, otherwise it will be

null. In fact, basically rewards from outside cannot produce learning
unless they contribute to satisfy some origin basic needs which motivate
person to learn something (Maslow, 1970). Yet, Maslow and others who
believe in intrinsic learning have different ideas in what are the intrinsic
motivators? While others believe in different things (e.g. Reiss, 2004),
Maslow has indicated to limited number of intrinsic motivators in his
hierarchy of basic needs. He (1970) has indicated that the task of need
gratification is almost entirely limited to intrinsically appropriate
satisfiers.

3.2. New insight in intrinsic learning

The fact that Maslow has believed to limited number of basic needs
as intrinsic motivators and he has faith to intrinsic learning as the
unique procedure which helps human being in order to approach his
actual essence, provides a new insight in intrinsic learning. Maslow
(1968a) proposed his idea so as to be in contrast to most of the brands
of learning theories. He stated that for the sake of contrast and
confrontation, he wants to call those kinds of learning as extrinsic
learning and explained it like this:

In this kind of learning, most often its not the person himself, who
decides, but rather a teacher or an experimenter who says . In this
sense the learning is extrinsic to the learner, extrinsic to the
personality. I would maintain that a good 90 percent of learning
theory deals with learning that have nothing to do with the intrinsic
self that Ive been talking about. (p. 309)

Then Maslow introduced another kind of learning that is actually

going on, but is usually unconscious and unfortunately happens more
outside the classroom than inside (p. 309).

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DEVELOPMENT A HUMANISTIC LEARNING THEORY

Foundation of this new brand of learning theory that Maslow has

proposed is based on humanistic psychology. The essence of humanistic
psychology is its perception from human being. Humanistic scientists
believe in human as a species that seeks growth. Human being has an
inner which is trustable. It is a good chooser and spontaneous. Roming
and Cleland (1972) mentioned: Davis (1928) showed, in a dietary
selection study, that weaned infants are satisfactory choosers that
reflected normal health and growth (p. 292). These foundations are
applicable in education and learning. Intrinsic learning that emphasizes
in freedom, autonomy, basic needs satisfaction, volition, and
spontaneous is the fruit of humanistic view to human being. For
example, Mistretta maintained that an autonomy system is in agreed
with humanistic psychology (1987).

Intrinsic learning is a process that behavior appears by intrinsic

motivation. Intrinsic motivation is based on basic needs. Activities in this
process are the ends and no reward is necessary. Deci expressed that
intrinsically motivated activities are ones for which there is no apparent
reward except the activity itself. The activities are ends in themselves
rather than means to ends (1975, p. 23). "Doing in intrinsic learning is
the primary reason. Wlodkowski explained that In intrinsic motivation
the 'doing of the behavior is considered to be the primary reason for the
performance of that behavior (1984, p. 153).

As a human, we have some basic needs and almost any attempts of

human is to satisfy some need (Dick, 2001) and everything we do is run
by emotion (Given, 2002). Lack of satisfaction of needs produce
motivation. Motivation produce an especial behave in order to satisfy
that need. Learning would be a natural process to achieve basic needs.
Learning will occur during satisfying basic needs and it would be favorite
and spontaneous (e.g., how to use spoon for eating).

If basic needs have been used in appropriate way so as to cause and

effect be related, an intrinsic learning process will create. Wlodkowski
(1984) has explained an example as follow: A child whose safety is
threatened will be motivated to learn verbal skills if she believes that
these skills will enable her to escape from or avoid the dangers that lurk
in her environment. Within these attempts, diversity of changes will take
place:

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DEVELOPMENT A HUMANISTIC LEARNING THEORY

1. Seeking and finding information (change in knowledge). Norwood

(2006) proposes that Maslow's hierarchy can be used to describe the
kinds of information that individuals seek at different levels. For
example, individuals at the lowest level seek coping information in order
to meet their basic needs. Information that is not directly connected to
helping a person meet his or her needs in a very short time span is
simply left unattended.
2. Ability to doing something (change in skill). For instance, children
need to eat. So they need to be able to apply spoon. They will try and
fail until be skill to use spoon.
3. Finding new attitudes. Pleasure is consequence of satisfaction of
needs and individuals attitude will change toward the things that cause
pleasure. Obviously these attitudes depends on the level that individual
operate in it and consequently will differ when the level change.
Even though within satisfying first levels of basic needs learner would
learn many things which cover some educational goals, we may expect
more official goals (curriculum). Many of these learning goals will occur
in the level of the needs to know and to understand, because it is in this
level that learning is only for the sake of itself.

Even, Maslow (1970) points out to a closer relation between the

concepts of learning and character formation, until ultimately he
believes that its fruitful to define learning as change in personal
development toward self-actualization and beyond (p. 64).
Therefore, Learning is a process like change and movement. This
change is toward satisfying basic needs which ultimately achieve selfactualization and beyond. Ultimate purpose of human being is
embracing growth needs and completion of highest needs. Learning is
the process of satisfying needs in which cause changes in manifest
behave as well as knowledge, capability and ultimately character traits.

During the last years of his life, Maslow discovered a new human
being experiences that he called it peak- experience. He believed that
peak-experiences occur for most people among children: We know that
children are capable of peak-experiences and they happen frequently
during childhood (Maslow, 1971, p. 188). It seems that one the most
important misunderstandings in Maslows theory is that to be thought he
has limited the growth and reach to upper levels to adults. Indeed, it is

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DEVELOPMENT A HUMANISTIC LEARNING THEORY

strongly appears to not be correct. When Maslow talks about basic

needs, he refers that the need to know is more observable practically in
young child or refers that about self-actualization, genius also may has
to wait until 4 which means normal people may reach to it few years
later. Here also Maslow refers to peak-experience about child. Also he
recommends it for education: Using peak-experiences or fascination or
wonder experiences as an intrinsic reward or goal at many points in
education is a very real possibility (Maslow, 1968a, p. 312).

To recognize intrinsic learning better, it would be useful to compare

this notion of intrinsic learning with common branches of learning
theories. However because the different between intrinsic learning and
other theories was discussed before, it is tried here to distinguish
between it and the closest learning theory which is constructivism. Table
1 shows some aspects of constructivism and their correspondence in
intrinsic learning:

Table 1
Intrinsic Learning vs. Constructivism
Constructivism
Emphasis in agency and prior
knowledge of learner

Intrinsic learning
Emphasis in common, basic, and
instinctoid needs

Determinants of behaviour are

almost society and culture

Determinant of behaviour are the

level which individual operates in it

Emphasis in social interactions

Emphasis in inner and co-native

interaction

Spawned cognitive
apprenticeship approach in
teaching

Spawned teacher as a facilitator

into satisfaction basic needs by
learner approach in teaching

Teachers are coordinator,

facilitator, resource advisors,
tutors or coaches

Peak-experiences and awareness

help individual to find himself

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DEVELOPMENT A HUMANISTIC LEARNING THEORY

Discussion, collaboration,
negotiation, and shared meaning
are pedagogical emphasis

Learner will choose his own

strategy in learning based on his
convenience

Curriculum is not objective

oriented

Main goal of learning is selfactualization

Note. This comparison is the result of reviewing the literature of constructivism and the
new suggestion (intrinsic learning) that has been suggested based on educational
implication of Maslows theory

There are some components in constructivism

acceptable in intrinsic learning among them:

in

which

are

1. Learning requires self-regulation and the building of conceptual

structures.
2. Learning emphasis the process and not the product.
3. There is no knowledge independent of the meaning attributed to
experience (constructed) by the learner.
4. Children construct meaning in their own path.
5. Motivation is a key component in learning.
6. Learning is an active process, contextual, and is a take time process.
Constructivism emphasizes that knowledge is constructed by
individual interpret of learner. This is in agreeing with humanistic views
particularly Rogers. Yet, instructional strategies which constructivism
recommends are not inspiring the essence of human being whereas
intrinsic learning more than and before seeking for discovery the
mechanism of learning process, seeks for the ends, goals, and values of
human being.

In brief, the characteristic of intrinsic learning are as follow:

1. Changing in trait: Intrinsic learning would result in changing in trait

rather than lifeless, sterile, futile, quickly forgotten stuff that is
crammed in to the mind of the poor helpless individual tied into his seat
by ironclad bonds of conformity (Rogers, 1980, p. 18-19).

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DEVELOPMENT A HUMANISTIC LEARNING THEORY

2. Autonomy: Intrinsic learning drives through basic needs, so there is

not any necessity to predetermined curriculum or discipline
3. Holistic: Maslows first preposition in his motivation theory is that the
individual is as integrated, organized whole. Learning as satisfying basic
needs affects the whole individual.
4. Intrinsic: Intrinsic learning is the result of intrinsic motivations rather
than trivial or silly procedure between irrelative stimuli and response.
The procedure of intrinsic learning was not elaborated so far.
Following phrases until the end of this section are an effort to disclose
so called procedure.

4. Process of Learning in Intrinsic Learning

Main and simple principle of intrinsic learning is the relation between

three components: Behaviour, motivation, and need. Simply, this
relation -- as has been concluded -- can be shown as a chain as follow:
(figure 1)

Need

Motivation

Behaviour

Figure1. The chain of the intrinsic learning procedure (a conclusion from educational
implication of Maslows theory)

This chain may work in some combination of three states: (a) normal
chain (in contrast of abnormal), (b) direct chain (in contrast of indirect),
and (c) pure chain (in contrast of impure). It is useful to define these
states first.

Normal chain: When behaviour appears so that is directly appropriate

with need and it satisfies origin need, this chain has been called normal
chain (Figure 2). This name is adequate because in intrinsic learning the
task of need gratification is almost entirely limited to intrinsically
appropriate satisfiers (Maslow, 1970).

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DEVELOPMENT A HUMANISTIC LEARNING THEORY

Food

Hunger

Eating

Figure2. The chain of a normal intrinsic learning procedure

Direct chain: Some behaviour directly satisfies the origin need.

However, sometime two or more behaviour should come together
consequently to satisfy a certain need.

Pure chain: some behaviour purely satisfies one basic need, however
most often any behaviour relate to two or more needs. In this case, the
subsequent chain will be called as impure.

Normal chains -- no matter pure or impure, direct or indirect -- are

the foundation of a valuable, permanent, practical and sound learning.
Pushing human to learn through abnormal chains either cause unstable
and trivial learning or cause illness and lack in growing. Here is a
common example of abnormal chain (Figure 3):

Esteem

Respect needy

Doing assignment

Figure3. Abnormal intrinsic learning procedure

Figure 4 and 5 present examples of diverse combination of normal

chains:

Food

Hungry

Try to tell: Im hungry

Eating
Figure4. Chain of behavior (normal, pure, and indirect)

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DEVELOPMENT A HUMANISTIC LEARNING THEORY

Esteem

Respect needy

Food

Hungry

Learn to apply spoon

Eating
Figure5. Chain of behavior (normal, impure, and indirect)

And Figures 6 and 7 shows some complex abnormal chains:

Esteem

Respect needy

Try to get A

Doing assignment
Figure6. Chain of behavior (abnormal, indirect, and pure)

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DEVELOPMENT A HUMANISTIC LEARNING THEORY

Entertainment

Esteem

Boring

Respect needy

Got reward: (bicycle)

Doing assignment

Try to get A
Figure7. Chain of behavior (abnormal, indirect, and impure)

Finding the ways to satisfy basic needs resulted in learning. During

this effort learner doesnt need any reward, reinforce, or encourage,
because he has intrinsic desire to satisfy himself, to fulfil himself. These
efforts initially are toward deficiency needs because individual is
operating in lower levels. In fact the consequence of any force to push
him toward other upper levels of needs will result is failure, because all
of organism concentrates toward pre-potent need. Once one need
relatively satisfied, individual will turn to new and upper and pre-potent
need, where new matters are waiting to be learnt.

Based on past premise, it is relatively cleared that it is very real

possible that a child passes first needs, at least in some degrees, and
reaches to the need to know level. Then there is in this level that we
expect child to experience enjoying of explore and discover and to learn
many subjects which is not directly related to his daily life, but satisfies
his curiosity, which is an intrinsic motivation. Peak-experiences will
occur repeatedly in this state.

Passing this level will cause more growth and health for individual as
well as finding self and emerging self-actualization. There is in this level
in which individual even dont learn so as to satisfy his curiosity, rather
doing to actualize himself, which is the primary goal of intrinsic learning.

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5. References
Al Proffit. (n. d.). Maslow's child. Retrieved Feb. 01, 2007, from
http://facctr.wcu.edu/mountainrise/MR_1_1_PDF/MR_1_1_Proffit.pdf
Amabile, T. M. (1993). Motivational synergy: Toward new
conceptualizations of intrinsic and extrinsic motivation in the
workplace. Human Resource Management Review, 3(3), 185-201.
Burleson, W. (2005): Developing creativity, motivation, and selfactualization with learning systems. International Journal of HumanComputer Studies. 63(4-5), 436-451.
Charles, J. F. (1989). The impact of Abraham Harold Maslow on
educational leadership. University of Miami, 220 pages; AAT
9017543.
Daresh, J.C. (2001). Supervision as proactive leadership (3rd ed.)
Prospect Heights, IL: Waveland.
DeCharms, R. (1968). Personal Causation. San Diego, CA: Academic
Press.
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Sources offer simple use of hierarchy as precondition

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DEVELOPMENT A HUMANISTIC LEARNING THEORY

1. http://teachers.net/gazette/JAN03/brickman.html Chuck
Brickman 2003
2. http://www.mcps.k12.md.us/schools/senecavalleyhs/childdev/ma
slow.htm
3. http://www.mrkay.org/lakeland/edpc230/Maslow/HierarchyofNee
ds.html.

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