Psychological theory of learning

1. SUBMITTED TO: DR.M.BALAMURUGAN
ASSOCIATE PROFESSOR
SCHOOL OF EDUCATION
PONDICHERRY UNIVERSITY
SUBMITTED BY: BHABANI SENAPATI
M.ED.1ST YEAR
SCHOOL OF EDUCATION
PONDICHERRY UNIVERSITY

5.  Human nature is basically good, not
evil.
 Normal human development involves
the actualization of this inherent
goodness.
 Psychopathology results from the
frustration of a human being’s
essential nature.

6. CHARACTERISTICS OF MASLOW’S
THEORY
Keen sense of reality - aware of real situations - objective judgement, rather
than subjective.
See problems in terms of challenges and situations requiring solutions,
rather than see problems as personal complaints or excuses.
Need for privacy and comfortable being alone.
Reliant on own experiences and judgement - independent - not reliant on culture and
environment to form opinions and views.
Not susceptible to social pressures - non-conformist.

9. NEEDS
 Something that is necessary for an organism to
live a life.
NEEDS
OBJECTIVE
SUBJECTIVE
NEEDS

10. MASLOW’S ORIGINAL MODEL OF HIREACHY OF NEEDS
 Proposed this theory in his
paper-A Theory Of Human
Motivation in 1943.
 Focuses describing on the
stages of growth in humans.

17. EDUCATIONAL IMPLICATIONS OF MASLOW’S THEORY
 Views on all round developmental qualities of the individual and their impact
on learning.
 Provides teachers a model on behaving in a differentiated classroom.
 Teachers can provide students a safety environment.
 Teachers show affection and acceptance towards students.
 Teachers can help isolated group students.
 Provides students opportunities to integrate classroom in their life experience.

18. CRITICAL EVALUATION OF MASLOW’S
THEORY
 Only from an individual perspective because of the position and value of
sex in pyramid.
 Takes only qualitative method.
 Very specific not in general.
 Biased sample.
 Extremely subjective.
 Difficult to test empirically.
 Fails to illustrate the difference between social and intellectual needs.