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Comparison Of Maslows And Skinners Ideas Education Essay

The inspiration drives the habits of human to achieve some level in the modern culture. The following discourse will make our understanding relating the humanistic and behaviorist vies of determination and learning. The foremost paragraph will give small advantages to the two theories and down the road will move to the comparison relating varying elements.

Maslow's hierarchy of needs was provided by Abraham Maslow in 1943 as "A Theory of Individual Motivation". The humanism aspect was considered by this psychologist regarding motivation. The five phases forecasted by him relating fulfillment of need are physiological, safety, social, self-esteem, and self-actualization needs. These needs explain the process through which human drive drive. Maslow concentrate and research was only conducted relating exemplary people rather than the unfit people. The idea was accepted as a contribution to mindset in 1954 (Cherry, 2012).

B. F. Skinner was a behaviorist psychologist. B. F. Skinner's theory of behaviorism is based on operant conditioning. The organism is taken as in operating process in the surroundings. During this "operating, " that organism encounters the stresses from stimulus to mold his activities, called a reinforcing stimulus. This stimulus affects the operating process. This is termed as operant conditioning. In this process the behavior is accompanied by an effect, which process modify the future behaviors of this organism. Replies to stimuli can be reinforced with positive or negative feedback to condition desired behaviors. Punishment may also be used in getting rid of or reducing wrong actions, followed by clarifying desired actions. Educational ramifications of behaviorism are significant in growing basic skills and foundations of understanding in every subject matter and in class management (Tayo, 2001).

Comparison of Maslow's Hierarchy of Needs with Skinner's Behaviorist Theory:

The chart desk that present the comparison of the Maslow theory and Skinner theory is explained below:

Issue

Maslow

Skinner

Define Motivation

Motivation arises from the desire to gratify the basic needs, identified by Maslow as a hierarchy, moving from physiological to self-actualization

Motivation stems from the way tendencies is compensated- good tendencies rewarded, bad habit punished and warned

Motivation Changes from Secondary to Elementary Students

Moves from basic to more complex, from emotional must more intellectual needs, the ability to capture ideas that are more descriptive, less static, and to analyze problems that contain open-ended answers

Work from simple to intricate steps; performance/reviews drive and actualization changes; amount of praise changes; kind and quality of incentive changes

Similarities/Differences

Set of needs must be achieved, and to proceed to next level incentive occurs; melding of layers of needs; key human concentrate is establishing internal needs

Behavior affected by results; theory of operant fitness always manipulation of reward/punishment; humans desire belonging, feedback important Miscellaneous Set of complex inner must be filled Group of complex rewards to be filled

Implications in education

Some implications in education system predicated on Maslow hierarchical needs are defined below:

Psychological: discount at food items in university, breaks and healthy environment

Safety: planning of lectures, action control, well retained discipline

Social: emphatic instructor frame of mind, provide support and don't be harsh, course celebrations and meetings

Esteem: focus on each student's strength and weakness, respect students and guide them properly, require all students in course participation

Self-Actualization: create positive expectations, allow liberty to explore the ability, allow creative activities to reward students

Skinner's theories have been very impressive when put on education system (Cortland Education, 2012). Some implications are layed out below:

Teachers and parents should give rewards to students once and for all behavior

The immediate praise, feedback, and/or reward when wanting to change problematic or encourage correct behavior in the classroom

Teachers seeking to implement a encouragement system in their class should use strategies such as a "token overall economy" to reward students immediately for behaviors that they are reinforcing.

Teachers should promote using and manipulating environmental results on student tendencies.

Teacher should identify "triggers" of university student tendencies to enhance

The above mentioned ideas are also enhancing the training environment in academic institutions but the blend of both theories may also be applied to enhance the education system. Through the use of Maslow's hierarchy, regardless of the level of class, it is important to help each individual pupil reach their potential by using self-actualization within any given subject matter. Using Skinner's view of desire, each activity, depending on its complexity, degree of importance, etc. must have a desirable honor. However, one of the main aspects in the present day classroom is the way in which where an instructor maintains order and influences positive behavior in the classroom. Using Skinner's Operant Fitness model, different technology can be used in teaching that include well-defined goals (Andrius, 2012). Instead of broadly teaching a concept, take small models with high degrees of student engagement; use technology if at all possible to enhance the training experience, and incorporate Maslow by developing these lessons with a highly-motivation and fun goal. Moreover, both Maslow and Skinner is the idea of utilizing behavioral research towards specific support techniques that allow a so-called "open" class. In this form of learning, students are able to progress at their own swiftness, predicated on their own systems of incentive and actualization, within the paradigm of the lessons necessary. This allows, in some subjects, the instructor to work with slower students, while brighter students have the ability to leap forward and not be bored. Since the actualization and motivations are so different for every single student, this process allows a sense of accomplishment for everyone runs of performance (Brennen, 2000).

Conclusion:

Of course, there are critiques of both ideas, but the books will show that, in the last three generations, both theories have had real positive applications within the classroom, and in particular, taking forth the paradigm of specific differences and needs, and the satisfying of those needs, to make a positive, affect, and creative learning environment

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