2. self actual what?
What a person can be, they must be. This need, we may call
self-actualization
It refers to the desire for self-fulfillment, namely, to the
tendency for them to become actualized in what they are
potentially.
This tendency might be phrased as the desire to become more and
more what one is, to become everything that one is capable of
becoming. (Maslow)
3. Goal of education
Emmerson Philippe states that the purpose of education should be to
give students the tools needed in order to become self-actualized.
There are some effective ways modern students, young adults to
aging adults, can achieve and utilize self-actualized learning in
their pursuit of a four year degree.
According to Eldon Taylor: It is knowing that my life has made a
difference.
4. Experiential learning
This adapted and enhanced Lewinian Experiential learning Model, is
based upon work by Kurt Lewin. Learning is shown as a cycle.
Chavkin promotes the importance of experiential learning for adult
learners: this kind of active learning is being used successfully
today as the exception to the traditional model (1)
5. Maslows Hierarchical Pyramid
Abraham Maslow (1943) built a hierarchical pyramid relationship for
human needs. At the base are basic physical needs like food and
shelter. At the top is self-actualization.
6. The reiss profile
Dr.s Steven Reiss & Susan Havercamp sought to study Maslows
theory in a scientific manner. The Reiss profile concluded: The
results provided some support for the idea that motivation changes
as adults mature (Reiss & Havercamp, 49).
They continue: If it is true that some adults lose interest in
career and the physical aspects of life, what are the fundamental
strivings of older adults?
Honor, family, and idealism were shown to be more prepotent for
older than younger adults (50). Maslow had confined the concept of
self-actualization to older adults (qtd. In Reiss and Havercamp,
43).
See table 2
7. Table 2: motivation scores across age groups (n=1,712)
Age Group
8. Generational context
Another study performed by Laura Holyoke and Erick Larson surveyed
adult learners based upon their placement in a generational
context; the Bay Boomers (1943-1960), Gen-X (1960-1980), and the
Millennial (1981-2002).
They found adults viewed learning differently as they age.
Readiness to learn, orientation to learn, and motivation to learn
were attributes explored.Letting adult learners do assignments that
pertain to their real life situation provides a natural orientation
to learn new theories for each generation(21).
9. PLA: Prior Learning Assessment
The process in granting credits for college-level learning from
previous life experience.
Better outcomes for participants:
56% earn degreeswithin 7 years as opposed to 21% of non PLA adult
learners.
Cathy Brigham and Rebecca Klein-Collins of Council for Adult &
Experiential Learner state that these findings support claims that
PLA is a strategy that will help adults earn degrees(112)
10. The marylhurst community
Adam & Ramona interviewedsome of our fellow using the following
questions:
1. Please share a situation that you noticed you handled
differently since you've been taking courses at Marylhurst?
2. When engaging in a conversation with "highly educated"
individuals, does it feel different; do you "know more" which makes
you more comfortable?
3. Philippe once said "The purpose of learning and education should
be to helpthe individual grasp and create a self-identity as he/she
learned integral facts about the universe and his/her role in it."
When you think of Philippe's statement, where would you like to see
yourself fitting into the universe?
4. Do you feel your work at Marylhurst will help you make a
difference for others in the future and how does this effect your
learning experience? Have you already seen yourself making a
difference? Please give an example.
11. The marylhurst community
Interviewees were asked the following questions:
First Interviewee: Richard Nelson, answered questions 1,4 and
3
Second: Matthew Worley, Question 4
Third: Sister Baxter, question 4, 2
Fourth: Lesley, question 2
Fifth: Natalie, question 4
Our impact on others is important. Self Actualization is really
about changing our community. To impact those around us through our
education is a gift we are just beginning to explore.
12. Self actualization at marylhurst
What are some ways modern students, young adults to aging adults,
can effectively achieve and utilize self-actualized learning in
their pursuit of a four year degree?
By creating a sense of community, truly being present in our
conversations with others, and educating ourselves around our
passion we are practicing self actualized learning.
13. bibliography
Maslow, A. H. (1943). A Theory of Human Motivation, Psychological
Review 50, 370-96
Reiss, Steven & Havercamp, Susan. "Motivational in
Developmental Context: A New Method for Studying Self-
Actualization." Journal of Humanistic Psychology (2005):
41-53.
Philippe, E. (2009, October 7). Self-Actualization and Education.
Retrieved May 20, 2011, from Suite 101:
http://www.suite101.com/content/the-role-of-selfactualization-in-education-a156590
Taylor, Eldon. Self Actualization Speech. 13 Jan. 2008 YouTube. 22
May 2011.
Interview at Marylhurst University conducted by Adam Webber and
Ramona Kauhi:
Natalie, Music Therapy student looking forward to helping teenage
girls
Lesley, MBA student
Sister Baxter, Lake Oswego
Matthew Worley, Interdisciplinary Studies in Business and
Organizational Communication
Richard Nelson, Design Student.
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