Maslow's Philosophy Of Education

1476 Words 6 Pages
Maslow’s Hierarchy of Needs encompasses the Traditional, Progressive, and Critical tradition’s set forth to achieve, through the application of distinct educational lessons. Maslow’s interpretations of Physiological, Safety, Love/Belonging, Esteem and Self-actualization acknowledge individual needs to manage physical and mental development (Maslow, 1954). The purposes of intellectual, political, economic and social education are explained by how well an individual’s unique needs are met in relation to their educational career. Education prevents and allows individuals to satisfy their needs by cultivating a system where theorists analyze traditions, distinguish an educational method, organize a curriculum that suites the needs of all students …show more content…
The literature works given to the subgroups of students relate to historical events that affected people of any race and all economic status. Explained by Chang-Order (2016) this process incorporates Traditional education from reading plain text and writing a paper, Progressive tradition from collaborative historical critical analysis, and Critical traditions by creating a macro analytics of each student’s performance. The lesson plan is designed to produce micro data within subgroups and translate subgroup data into macro level analysis of the certain subgroups communication of their conceptions and ability to concentrate their findings to similar events that occurred. Students and subgroups are then measured against each other to complete the last lesson objective. The objective for the Modules is to help student gain an understanding of home education works, while it’s being taught. Conception and Concentration: Cole’s Module of Modern of Communicable Comprehension is a lesson plan that I created by grabbing arguments from the course readings in which, I either applied, made changes to, or create a new lesson style based on interpretation of the readings. By doing this, I …show more content…
In my lesson plan, I integrated concepts that McLaren emphasizes upon and applied my original methods of establishing critical traditions. The final module analyzes and compares each students Individual Critical Analysis Paper and how their final assessment of the lesson plan ranks compared to that of their subgroup and that of other subgroups McLaren. The results create micro and macro levels of data, in which the student can be graded on their performance throughout the three modules. This paper will be graded on the construction of their thoughts and content they present in their arguments. The student should conduct a Who, What, When, Where, Why, and How Analysis and present the impact each factor plays on their education experience. The papers will be received and interpreted like an SAT Test, but graded on a numerical grade scale (as cited in Hirsch, 1988). Students of different subgroups will be able to view other groups paper, if allowed by author, and see how other student experiences reflected or differed in each individuals’ experience in the educational system. The critical traditions of educations are designed to link, according to culture and power, class and discourse (McLaren.,1989). In my lesson plan, I integrated concepts that McLaren emphasizes upon to reinforce the concepts I

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