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Humanistic Psychology: Abraham Maslow
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In Chapter 47, Alfonse Montuori and Ron Purser explore trends in humanistic psychology in the workplace. They begin by tracing the history of humanistic psychology's influence on organization development theory and practice, particularly highlighting the contributions of Maslow and Rogers. Although they have witnessed a decrease in humanistic psychology's role within organization development over the past two decades, they foresee valuable contributions yet to be made. Changing social and economic trends augur a resurgence of interest in what the humanistic and existential traditions have to contribute. Montuori and Purser ... explore several emerging possibilities for "cross-pollination" between theoretical orientations, spotlighting the work of Pauchant and Associates (1995) on "organizational existentialism" as an especially intriguing development. Montuori and Purser conclude with several suggestions for humanistic psychologists who want to "seize this opportunity" for making more potent contributions in the workplace.
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Humanistic psychology or the "third force" arose in reaction to the perceived sterility of behavioral explanations of personality. Maslow, discussed elsewhere, personified the movement as he abandoned his training as a behaviorist after having a child. He simply could no longer explain the totality of human experience through stimulus-response methods.
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Maslow envisioned humanistic psychology as a psychology of the whole person, based on the study of healthy, fully functioning, creative individuals. He criticized the psychologists of his time for spending too much time studying mentally ill and maladjusted humans, and for seeking to explain higher levels of human experience by means of neurotic mechanisms. Maslow proposed an investigation of "superior specimens," as a pathway to understanding the highest potentials of human nature (1973). Maslow turned empirically to the study of "self-actualized" persons and the patterns of their lives, selecting both living and dead individuals who had strained their human nature to its highest limits. Maslow concluded that the highest reaches of human nature included the capacity for self-transcending altruism and for what he later would call transpersonal experiencing. During the early 1960s, Maslow, along with colleagues such as Anthony Sutich, founded the transpersonal psychology movement, a branch of humanistic psychology dedicated to the study of humans' highest potential.
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An often commented upon contribution to the Humanistic Psychology edifice was made by Abraham Maslow in the forties. He challenged the traditional psychological view of mental illness by putting forward the notion that human beings were basically healthy in their construction and in their will to live. This
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The major theorists considered to have prepared the ground for Humanistic Psychology are Abraham Maslow, Carl Rogers and Rollo May. The work of Wilhelm Reich, who postulated an essentially 'good', healthy core self, in contrast to Freud, was an early influence, especially his Character Analysis (1933). Other noteworthy inspirers and leaders of the movement include Roberto Assagioli, Gordon Allport, Medard Boss, Martin Buber, R. D. Laing, Fritz Perls, Anthony Sutich, Erich Fromm, Kurt Goldstein, Clark Moustakas, Lewis Mumford and James Bugental (Aanstoos, Serlin & Greening, 2000).
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In recent years, theories of humanistic psychology have been applied to the field of linguistics and foreign language teaching. Using a theoretical framework of humanistic psychology and em-pirical data obtained by interviewing some recognized"best foreign language learners," Gao Yi-hong(e.g., 1992) found that foreign language and culture learning at a higher level is closely associated with the cultivation of healthy personalities. The existing "accul-turation model" (Schumann,1978), which favors a total substitu-tion of cultural identities, is misleading, because the subjects in that study were at the lower level of basic needs (e.g.,belonging) and they could only serve as examples of "non-learning" rather than "learning." Successful foreign language learning involves a positive interaction between the native language and the target language, the native cultural identity and the target cultural identity. In Erich Fromm's terms, the relationship between different languages and cultural identities is a "productive" one. In Maslow's terms, these best learners will transcend the dichotomy of cultural identities and achieve "synergy" in language and cultural personalities. At a deep enough level, discovery of"selfhood" and discovery of "specieshood" will merge into one.
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Abraham Maslow