Comparison of Maslow’s Hierarchy of Needs With Skinner’s Behaviorist Theory

|Issue |Maslow |Skinner |
|Define Motivation |Motivation arises from the desire to satisfy the |Motivation stems from the way behavior is rewarded- |
| |basic needs, defined by Maslow as a hierarchy, moving|good behavior rewarded, bad behavior reprimanded |
| |from physiological to self-actualization. | |
|How Motivation Changes |Moves from basic to more advanced, from emotional |Work from simple to complex steps; |
|For Elementary Versus |needs to more intellectual needs, the ability to |performance/feedback motivation and actualization |
|Secondary Students |capture concepts that are more detailed, less static,|changes; amount of reward changes; kind and quality |
| |and to analyze problems that have open-ended answers |of reward changes |
|Similarities |Set of needs must be met, and to move to next level |Behavior affected by consequences; theory of operant |
|/Differences |reward occurs; melding of layers of needs; primary |conditioning always manipulation of |
| |human focus is establishing inner needs |reward/punishment; humans desire belonging, feedback |
| | |important |
|Miscellaneous |Set of complex inner needs to be filled |Set of complex rewards to be filled |
| | | |

Using the chart above, we compare some basic factors between Maslow’s Hierarchy of Needs and the B.F. Skinner Model of Behaviorism. A psychologist, Abraham Maslow is noteworthy as the founder of what is termed humanistic psychology. Being the combined study of psychoanalysis and behaviorism. Explained as the study of the unseen behaviors of thinking and processing information along with the physical actions of the body. B. F. Skinner, a man of many achievements contributed the scientific philosophy of Radical Behaviorism. The premise of this behavioral science is on operant conditioning or reactions to stimuli. These reactions constitute positive or negative behaviors. Skinner believed that humans have similar responses to animals under these operant conditions. A Harvard professor he also designed the operant conditioning chamber on which Radical Behaviorism originates (Hotherstall, 2003). There are several ways the ideas of Maslow and Skinner can be used in the classroom, both singly and in combination. First, applying Maslow’s hierarchy, regardless of the level of classroom, it is important to help each individual student reach their potential by using self-actualization (open communication, tools to succeed, interaction) within any given subject. Using Skinner’s view of motivation, each task, depending on its complexity, degree of importance, etc. should have a desirable award – ideally, structured towards that student’s individual needs, but not always possible (e.g. some students are thrilled with a grade, some verbal praise, some, a simple piece of candy or touch) (Wiseman, 2008). However, one of the most important aspects in the modern classroom is the manner in which an instructor maintains order and influences positive behavior in the classroom. Using Skinner’s Operant Conditioning model, certainly an improvement upon Pavlovian responses, different technologies can be used in teaching that include well-defined objectives. Rather than broadly teaching a concept, take small units with high levels of student involvement; use technology if at all possible to enhance the learning experience, and combine Maslow by forming these lessons with a highly-motivation and fun objective (Rainwater, 2007) A third, and more recent application for both Maslow and Skinner is the idea of utilizing behavioral research towards specific reinforcement techniques that allow a so-called “open” classroom. In this form of learning, students are able to move forward at their own speed, based on their own systems of reward and actualization, within the paradigm of the lessons necessary. This will allow, in some subjects, the instructor to work with slower students, while brighter students are able to leap forward and not be bored. Since the actualization and motivations are so different for each student, this approach allows a sense of accomplishment for all ranges of performance (Madden, 1972). Of course, there are critiques of both theories, but the literature does show that, in the last three decades, both theories have had actual positive applications within the classroom, and in particular, bringing forth the paradigm of individual differences and needs, and the satisfying of those needs, to make a positive, influence, and creative learning environment (Svinicki, 2004).
References:

Hotherstall, David, (2003), History of Psychology, McGraw Hill.

Madden, Peter C. (1972), “Skinner and the Open Classroom,” American Journal Of Education, 81:100.

Rainwater, Don, (6/12/07), “B.F. Skinner and the Behavior Classroom,” AC Associated Content – Education, cited in www.associatedcontent.com.

Svinicki, Marilla (2004), Learning and Motivation in the Postsecondary Classroom, Anker Publications.

Wiseman, Dennis and Gilbert Hunt, (2008), Best Practice in Motivation and
Management in the Classroom, Charles C. Thomas.