From the Research: Abraham Maslow and 'Self-Actualization'

By CHARLES DEBELAK
Head of School

Abraham Maslow, the father of humanistic psychology, claimed that every person has a strong internal desire to reach their full potential. It is simply human to grow, thrive and become the best version of yourself. 
The thought is inspiring. It speaks to the potential beauty in every person and recognizes a common human aspiration. 
 
In summarizing his research, Maslow writes, “What a man [or woman] can be, he must be. Human life will never be understood unless its highest aspirations are taken into account. Growth, self-actualization, the striving toward health, the quest for identity and autonomy, and yearning for excellence (and other ways of phrasing the striving ‘upward’) must now be accepted beyond question as a widespread and perhaps universal human tendency … .” (Maslow, “Motivation and Personality,” 1954)
 
Maslow created a hierarchy of human needs. It is illustrated by a pyramid that places basic needs at the bottom of the pyramid and subsequent needs as consecutive layers in the pyramid leading to the pinnacle, self-actualization. 
 
For Maslow, the developmental stage of self-actualization rests upon satisfying foundational human needs. Physiological needs come first, followed by the need for safety, security, social belonging, and love. Upon these rests the need for self-esteem and self-confidence.
 
When these needs are met, the individual is prepared to pursue his or her highest need – self-actualization. In his 2014 book entitled “Toward a Psychology of Being,” Maslow relates self-actualization to the term “becoming,” a term we frequently use at Birchwood. According to Maslow, self-actualization – or becoming – is the highest aspiration for human existence.
 
Maslow’s hierarchy is not only a clear and accurate portrait of human needs, it is a framework that provides clear guidelines for parenting and schooling practices. The framework illustrates priorities and timing. We cannot talk to a child about self-actualization or about a “becoming” life if he is hungry, or if he is in an abusive setting at home, or if he is being bullied at school and has no friends.
 
Nor can we easily discuss achievement goals or the necessity of hard work to reach goals if his sense of self-worth is undeveloped and he lacks confidence. As Maslow’s hierarchy explains, if the physiological and psychological needs of children are not met, they will not be prepared or equipped to answer a high calling toward self-actualization.
 
At the same time, Maslow’s illustration of hierarchical needs provides educational direction to lead children toward the highest levels of development. They must be fed, clothed, and housed. Their environments should be physically and psychologically safe. Learning environments should be filled with a lovely balance of expectations and kindness, of discipline and gentleness, of challenge and support.
 
At each stage of their learning, children are led toward intellectual success that calls for excellence, affirms competency, and nurtures self-worth. Children who are given an educational setting that provides for these foundational needs will be inspired. They will be able to dream, to imagine, to hope, and to discover who they can become and what they can become. 
 
Certainly, this educational objective is aspirational; the obstacles to creating such an educational environment at home and school are formidable. Nevertheless, at Birchwood we embrace the challenge and ask ourselves, “Can we aim for less?” The objective uplifts our efforts. In reaching for the ideal, even if we fall short, we will still have given our children a wonderful introduction to the highest plane of life.
 
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