Kritikan Untuk Teori Abraham Maslow

Terdapat dua kelemahan teori beliau
i. Tentang keperluan individu- keperluan individu tidak selalunya mengikut susunan hierarki sedangkan Maslow mengatakan bahawa keperluan tersebut mesti dipenuhi satu persatu secara berperingkat. Tapi ia bukannya sedemikian rupa kerana, terdapat individu yang tidak mendapat keperluan kasih sayang juga berjaya dan telah melonjak ke peringkat yang lebih tinggi tanpa melalui kasih sayang.
ii. Keperluan murid; ia berbeza kerana ia menunjukkan perbezaan ketara mengikut tempoh atau masa sesuatu tugas dijalankan. Walau bagaimanapun Teori Maslosw membuat kategori keperluan, menentukan hierarki yang mustahak amat bermanfaat dalam meninggikan motivasi kerja.

SMS Abbrevation Now

ASAP : As Soon As Possible
OMG : Oh My God
TC : Take Care
OIC : Oh I See
LOL : Lots Of Love




by me n franks..

Is This Arts?

This was created by me...

Im holding my husband unique guitar..

He loves playing guitar..and music too..

He has four guitars at home..

Bass,electric, accoustic guitar and so on...

We loves these guitars ..

And we like Rock and Country Music very much...

Winter Moonlight

The snow, so peaceful and serene,
caressed by the soft moonlight,
gave magical feelings to the night.

The soft blue glow,
the lovers' words that then did flow,
their lips closer and closer
until, locked in the throes
of a passionate embrace,
he decided to express his feelings,
to keep her safe.

He whispered softly,
his words like music to her ears,
"I Love You,"
and her response the same,
heard like the gentle breeze,
"And I, love you, forever."

That was the night they promised
to be together through everything,
each to care for the other when old and gray.
A lovers' pact
the most likely to last.

- Krista J. Mikula

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JEAN PIAGET

Jean Piaget (August 9, 1896 - September 16, 1980), a professor of psychology at the University of Geneva from 1929 to 1954, was a French Swiss developmental psychologist who is most well known for organizing cognitive development into a series of stages.
For example, he outlines four stages of cognitive development:
1. Sensorimotor

2. Preoperational

3. Concrete Operational

4. Formal Operational

These four stages have the following characteristics:
1. invariant sequence

2. universal (not culturally specific)

3. related to cognitive development

4. generalizable to other functions

5. stages are logically organized wholes

6. hierarchical nature of stage sequences (each successive stage incorporates elements of previous stages, but is more differentiated and integrated)

7. stages represent qualitative differences inmodes of thinking, not merely quantitative differences

Piaget's theory supposes that people develop schemas (conceptual models) by either assimilating or accommodating new information.

These concepts can be explained as fitting information in to existing schemas, and altering existing schemas in order to accommodate new information, respectively.

Although some of Piaget's ideas are similar to those of Lev Vygotsky, Piaget was apparently unaware of Vygotsky's work. Originally a marine biologist, with a specialization in the molluscs of Lake Geneva, he embarked on his studies of developmental biology when he observed the way his infant daughters came to grips with and then mastered the world around them.
Piaget's theories of psychological development have proved influential. Among others, the philosopher and social theorist Jürgen Habermas has incorporated them into his work, most notably in The Theory of Communicative Action.

Piaget also had a considerable impact in the field of computer science. Seymour Papert used Piaget's work while developping the Logo programming language. Alan Kay used Piaget's theories as the basis for the Dynabook programming system concept, which was first discussed within the confines of the Xerox Palo Alto Research Center, or Xerox PARC. These discussions led to the development of the Alto prototype, which explored for the first time all the elements of the GUI, or Graphical User Interface, and influenced the creation of all of the user interfaces which were to appear in the 1980s, the 1990s and beyond.

Piaget authored of The Child's Conception of the World (1926), The Origin of Intelligence in Children (1936), The Early Growth of Logic in the Child(1958).

Related Topics
Biography of Jean PiagetKey Concepts in Cognitive DevelopmentSupport and Criticism of Piaget

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MULTIPLE INTELLIGENCES, SPIRITUAL, EQ and IQ

Illini Christian Faculty and Staff February 18, 1999
Spiritual Intelligence
Part 1 - Multiple Intelligence Theory (Multiple Intelligences, Howard Gardner; MI in the
Classroom, Thomas Armstrong) Overlapping layers that we all possess in greater or lesser
amounts:
Intelligence Core Components (high end-states)
1. Linguistic Sensitivity to sounds, structure, meanings and functions of words and
language (writer, orator)
2. Logical-Mathematical Sensitivity to, and capacity to discern logical or numerical patterns;
ability to handle long chains of reasoning (scientist, mathematician)
3. Spatial Capacity to perceive the visual-spatial world accurately and to
perform transformations on one’s initial perceptions (artist,
architect)
4. Bodily-Kinesthetic Ability to control one’s body movements and to handle objects
skillfully (athlete, dancer, sculptor, surgeon)
5. Musical Ability to produce and appreciate rhythm, pitch, and timbre;
appreciation of the forms of musical expressiveness (composer,
performer)
6. Interpersonal Capacity to discern and respond appropriately to the moods,
temperaments, motivations, and desires of other people (counselor,
political leader)
7. Intrapersonal Access to one’s own feeling life and the ability to discriminate among
one’s emotions; knowledge of one’s own strengths and weaknesses
(psychotherapist, religious leader)
8. Naturalistic Ability to perceive the environment and ecosystems;
knowledge of relationships in nature (naturalist, environmentalist)

Part 2 - Emotional and Social Intelligence (Emotional Intelligence, Daniel Goleman; also
Salovey and Mayer) A combination of interpersonal and intrapersonal intelligence (7 and 8 above),
including: self-awareness, personal decision making, managing feelings, handling stress, empathy,
communications, self-disclosure, insight, self-acceptance, personal responsibility, assertiveness, group
dynamics, conflict resolution
Goleman asserts that EQ is more important than IQ for success in business and relationships, and that
EQ can be increased.

Part 3 - Spiritual Intelligence Another possible category with the following characteristics:
1. Awareness of “otherness” (Flatland, A Testament of Devotion)
2. Wonder, awe, a sense of the numinous (astronomy, microbiology, cosmology)
3. Wisdom (proverbs, sages)
4. Perspective, awareness, ability to listen: “Be still and know that I am God.” (prophets)
5. Comfort with chaos, dichotomy, paradox (counter to conventional wisdom)
6. Commitment, dedication, faith
A case study in spiritual intelligence: A Testament of Devotion by Thomas Kelly, some quotes:
“There is a way of ordering our mental life on more than one level at once. On one level we
may be thinking, discussing, seeing, calculating, meeting all the demands of external affairs.
But deep within, behind the scenes, at a profounder level, we may also be in prayer and
adoration, song and worship and a gentle receptiveness to divine breathings.” (35)
“Facts remain facts, when brought into the Presence in the deeper level, but their value, their
significance, is wholly realigned. Much apparent wheat becomes utter chaff, and some chaff
becomes wheat.” (36)
“Logic finds, beneath every system of thought, some basic assumptions or postulates from
which all other items of belief are derived. ... Holy Fellowship reaches behind these
intellectual frames to the immediacy of experience in God, and seeks contact in this fountain
head of real, dynamic connectedness.” (84)
“Nor do all members share equally in spiritual discernment, but upon some falls more clearly
the revealing light of His guiding will.” (85)

Part 4 - Comparison of Multiple, Emotional, and Spiritual Intelligences
Commonalities
1. Each person has some of each, and the intelligences can be thought of as overlapping layers.
2. Individuals possess different inherent amounts of each intelligence.
3. Each intelligence can be developed further (ie., what may be more important than labeling is
how to be intelligent, and each suggest that intelligence can be increased).

Differences
1. SI deals extensively with an “other” (ie., not only self science).
2. SI seems to overlap all other layers more extensively than any other intelligences, e.g. MI:
word => flesh music “moves the spirit”
governing laws kindred spirits, fellowship
creation of universe personal soul
word => flesh spirits in nature, esp. Native Americans.
3. Assessment of SI is probably the most subjective of the intelligences. Though Kelly notes,
“Is religion subjective? Nay, its soul is in objectivity, in an Other whose Life is our true life,
whose Love is our love, whose Joy is our joy, whose Peace is our peace, whose burdens are our
burdens, whose Will is our will.” (57)

Part 5 - Applications Thinking about intelligences
1. helps explain and understand ourselves and others
2. offers hope, we can develop/increase our intelligence
3. builds linkages to others, bonds of commonality and appreciation of differences
4. builds unifying concept/structure for self
- in the overlapping nature of the intelligences
- in the unifying nature of spiritual intelligence: all becomes part of SI
Summary A progression: MI: talents, gifts EI: character, maturity SI: wisdom, knowing God
Gardner’s theory of multiple intelligences is changing our concept of individual competence.
Goleman asserts that it is emotional intelligence that explains success.
Perhaps spiritual intelligence holds the promise or hope for fulfillment.

ROGER SPERRY SPLIT BRAIN

Nobel Laureate Roger Sperry.

In the 19th century, research on people with certain brain injuries, made it possible to suspect that the "language center" in the brain was commonly situated in the left hemisphere. One had observed that people with lesions in two specific areas on the left hemisphere lost their ability to talk, for example.
The final evidence for this, however, came from the famous studies carried out in the 1960s by Roger Sperry and his colleagues. The results of these studies later led to Roger Sperry being awarded the Nobel Prize in Physiology or Medicine in 1981. Sperry received the prize for his discoveries concerning the functional specialization of the cerebral hemispheres. With the help of so called "split brain" patients, he carried out experiments (just like the one you can perform by yourself in the Split Brain Experiments Game), and for the first time in history, knowledge about the left and right hemispheres was revealed.


What Does "Split Brain" Mean?

In the 1960s, there was no other cure for people who suffered from a special kind of epilepsy than by cutting off the connection, corpus callosum, between the two hemispheres. Epilepsy is a kind of storm in the brain, which is caused by the excessive signaling of nerve cells, and in these patients, the brain storm was prevented from spreading to the other hemisphere when the corpus callosum was cut off. This made it possible for the patients to live a normal life after the operation, and it was only when carrying out these experiments one could notice their somewhat "odd behavior."
Each hemisphere is still able to learn after the split brain operation but one hemisphere has no idea about what the other hemisphere has experienced or learned. Today, new methods and technology in split brain operation make it possibleto cut off only a tiny portion and not the whole of the corpus callosum of patients.


Read Details

http://nobelprize.org/educational_games/medicine/split-brain/background.html

HUMANISME
MASLOW BACKGROUND (Abraham Maslow)

Maslow was born and raised in Brooklyn. the eldest of seven children. His parents were uneducated Jewish immigrants from Russia. He was slow and tidy, and remembered his childhood as lonely and rather unhappy, because, as he said, "I was the little Jewish boy in the non-Jewish neighborhood. It was a little like being the first Negro enrolled in the all-white school. I was isolated and unhappy. I grew up in libraries and among books, without friends.
Maslow first studied law at the City College of New York (CCNY). In 1927 he transferred to Cornell University, where his cousin Will Maslow was studying. His father hoped he would pursue law, but he went to graduate school at the University of Wisconsin to study psychology. While there, he married his first cousin Bertha in December 1928, and found as his chief mentor, professor Harry Harlow. At Wisconsin he pursued an original line of research, investigating primate dominance behavior and sexuality. He went on to further research at Columbia University, continuing similar studies; there he found another mentor in Alfred Adler, one of Sigmund Freud's early followers. From 1937 to 1951, Maslow was on the faculty of Brooklyn College. In New York he found two more mentors, anthropologist Ruth Benedict and Gestalt psychologist Max Wertheimer, whom he admired both professionally and personally. These two were so accomplished in both realms, and such "wonderful human beings" as well, that Maslow began taking notes about them and their behavior. This would be the basis of his lifelong research and thinking about mental health and human potential. He wrote extensively on the subject, borrowing ideas from other psychologists but adding significantly to them, especially the concepts of a hierarchy of needs, metaneeds, self-actualizing persons, and peak experiences. Maslow became the leader of the humanistic school of psychology that emerged in the 1950s and 1960s, which he referred to as the "third force" -- beyond Freudian theory and behaviorism.
Hierarchy of needs Maslow has set up a hierarchy of five levels of basic needs. Beyond these needs, higher levels of needs exist. These include needs for understanding, esthetic appreciation and purely spiritual needs. In the levels of the five basic needs, the person does not feel the second need until the demands of the first have been satisfied, nor the third until the second has been satisfied, and so on. Maslow's basic needs are as follows: Physiological Needs These are biological needs. They consist of needs for oxygen, food, water, sex, and a relatively constant body temperature. They are the strongest needs because if a person were deprived of all needs, the physiological ones would come first in the person's search for satisfaction.
Safety Needs When all physiological needs are satisfied and are no longer controlling thoughts and behaviors, the needs for security can become active. Adults have little awareness of their security needs except in times of emergency or periods of disorganization in the social structure (such as widespread rioting). Children often display the signs of insecurity and the need to be safe.
Needs of Love, Affection and Belonging When the needs for safety and for physiological well-being are satisfied, the next class of needs for love, affection and belonging can emerge. Maslow states that people seek to overcome feelings of loneliness and alienation. This involves both giving and receiving love, affection and the sense of belonging. Needs for Esteem When the first three classes of needs are satisfied, the needs for esteem can become dominant. These involve needs for both self-esteem and for the esteem a person gets from others. Humans have a need for a stable, firmly based, high level of self-respect, and respect from others. When these needs are satisfied, the person feels self-confident and valuable as a person in the world. When these needs are frustrated, the person feels inferior, weak, helpless and worthless.
Needs for Self-Actualization When all of the foregoing needs are satisfied, then and only then are the needs for self-actualization activated. Maslow describes self-actualization as a person's need to be and do that which the person was "born to do." "A musician must make music, an artist must paint, and a poet must write." These needs make themselves felt in signs of restlessness. The person feels on edge, tense, lacking something, in short, restless. If a person is hungry, unsafe, not loved or accepted, or lacking self-esteem, it is very easy to know what the person is restless about. It is not always clear

http://en.wikipedia.org/wiki/File:Maslow%27s_hierarchy_of_needs.svg
Bibliography A Theory of Human Motivation (originally published in Psychological Review, 1943, Vol. 50 #4, pp. 370–396). Motivation and Personality (1st edition: 1954, 2nd edition: 1970) Religions, Values and Peak-experiences, Columbus, Ohio: Ohio State University Press, 1964. Eupsychian Management, 1965; republished as Maslow on Management, 1998 The Psychology of Science: A Reconnaissance, New York: Harper & Row, 1966; Chapel Hill: Maurice Bassett, 2002. Toward a Psychology of Being, (2nd edition, 1968) The Farther Reaches of Human Nature, 1971