The Theory of Hierarchical Needs as developed by Abraham Maslow was first published in a journal article in 1943. Since that time, the concept has been expanded, revised, and utilized to describe and develop theories about the best ways to motivate individuals regarding a wide variety of subjects, including that of education.



Maslow's theory categorizes human needs in the form of a hierarchy. The most basic of human needs must be met in order to reach the next level of essential needs. The first level or the lowest level is common to all humans; it is that of physiological survival. The next level is that of safety needs which serves as the most basic motivation for action. This must be achieved in order to reach the higher level, the need for social responsibility. This is followed by the need for self esteem in the society. The final and the last stage is that of self-actualization.

Maslow explicated his Hierarchy in terms of general life experiences, but it has also been used with respect to persons seeking an education as well as in many other life experiences. First, children who do not experience the satisfaction of basic necessities, such as air, food, water, and sleep, cannot hope to achieve great educational success. The arrogance and futility of trying to teach people dying from starvation or dehydration is clearly evident, but it is likewise equally important to ensure that children have plenty of sleep and healthy air to breathe.

Psychological demands can be dealt with once physical necessities are met. Learning is hard for children who have an abusive or neglected home life. Students need educators who will assist them in noticing potential difficulties as well as seeing the educators as people they can trust.

Educators have come to be concerned nowadays that the next level of human necessities may become too fundamental and much too persuasive force in the classroom. Individuals who have successfully achieved physiological safety and security will shift their focus on socializing, which includes the essentials such as friendship, belonging to a group, and love. These goals, however, are important aspirations. Hence, the teachers and professionals have a responsibility to teach the students to work together in groups, and provide positive examples of social interactions and honest, accepting environments.

Only after certain levels have been achieved, can individuals focus on the important tasks related to esteem, reputation, achievement, and recognition. These are the levels that educators often wish to see their pupils reach, so that they will further excel in the classroom, reaching this goal and particular point of development is challenging and difficult.

Although the former students are a delight in the classroom, educators may feel intimidated by those who reach the point of seeking self-actualization. It is at this pinnacle that individuals focus on truth, wisdom, meaning, and honor. Few individuals ever reach this point of development, and those who have not, may find themselves profoundly threatened by such individuals. Educators should remember, however, that students who have reached this point are more likely to have a profound impact on the world and that, as teachers, they have an instrumental role in shaping the world by shaping this precocious, self-actualized student into someone truly special.