similarities and differences between greece and ancient rome educational sytems

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An application of Abraham Maslow 's Hierarchy of Needs to Carl Rogers 10 Principles of Learning

An Application of Abraham Maslow 's Hierarchy of Needs to
Carl Roger’s 10 Principles of Learning

Colin W Lambert
Regent’s College School of Psychotherapy & Counselling Psychology

This paper was produced as part of the Foundation Course of RCSP&CP
Summer Intensive 2011

All correspondence concerning this paper should be addressed to
Colin Lambert 34 South Molton Street
London W1K5RG
E-mail: colin@tlgconsulting.co.uk

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An application of Abraham Maslow 's Hierarchy of Needs to Carl Rogers 10 Principles of Learning

Introduction
The objective of this paper is to explore the relevance of applying Maslow’s
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‘On the other hand, the practical person who does not understand theory is also handicapped’(Goble,1970). It is clear Maslow supports Rogers view of experiential learning.
Our Basic Needs
Maslow perceived the human as driven, motivated and propelled by potent forces and called these forces human needs: ‘Human needs arrange themselves in hierarchies of pre-potency, that is to say the appearance of one need usually rests on the prior satisfaction of another, more pre-potent need. Man is a perpetually wanting animal’ (Maslow,1943). He also added that no need or drive could be treated as if it were isolated or discrete and that every drive was related to the state of satisfaction or dissatisfaction of the other drives.
Maslow presented his theory of motivation as a pyramid-like structure covering five levels of need; psychological, safety, love and belonging, esteem and – at the pinnacle - self-actualisation.
The psychological needs are somatic (i.e. they relate to the body not the mind) and as such are not strictly motivated actions. Maslow defines the somatic drives as: air, food, water, sex and secretion. Once the somatic drives are met, motivated drives will follow.
Significantly, Maslow was the first to expound the premise that learning can only commence once the psychological needs have been satisfied and that at least part of each stage of learning must be achieved before

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