A Closer Look at Maslow's Hierarchy of Needs

Maslow first introduced his concept of a hierarchy of needs in his 1943 paper "A Theory of
Human Motivation" and his subsequent book Motivation and Personality. This hierarchy
suggests that people are motivated to fulfill basic needs before moving on to other, more
advanced needs.

While some of the existing schools of thought at the time (such

as psychoanalysis and behaviorism) tended to focus on problematic behaviors, Maslow was
much more interested in learning about what makes people happy and the things that they do to
achieve that aim.

As a humanist, Maslow believed that people have an inborn desire to be self-actualized, that
is, to be all they can be. In order to achieve these ultimate goals, however, a number of more
basic needs must be met such as the need for food, safety, love, and self-esteem.1

There are five different levels of Maslow’s hierarchy of needs. Let's take a closer look at
Maslow’s needs starting at the lowest level, known as physiological needs.

From Basic to More Complex Needs

Verywell / Joshua Seong

Maslow's hierarchy is most often displayed as a pyramid. The lowest levels of the pyramid are
made up of the most basic needs, while the most complex needs are at the top of the pyramid.

Needs at the bottom of the pyramid are basic physical requirements including the need for food,
water, sleep, and warmth. Once these lower-level needs have been met, people can move on to
the next level of needs, which are for safety and security.
As people progress up the pyramid, needs become increasingly psychological and social. Soon,
the need for love, friendship, and intimacy become important. Further up the pyramid, the need
for personal esteem and feelings of accomplishment take priority.

Like Carl Rogers, Maslow emphasized the importance of self-actualization, which is a process of
growing and developing as a person in order to achieve individual potential.

Deficiency Needs vs. Growth Needs

Maslow believed that these needs are similar to instincts and play a major role in motivating
behavior.2 Physiological, security, social, and esteem needs are deficiency needs, which arise due
to deprivation. Satisfying these lower-level needs is important in order to avoid unpleasant
feelings or consequences.

Maslow termed the highest level of the pyramid as growth needs. These needs don't stem from a
lack of something, but rather from a desire to grow as a person.

While the theory is generally portrayed as a fairly rigid hierarchy, Maslow noted that the order in
which these needs are fulfilled does not always follow this standard progression. For example, he
noted that for some individuals, the need for self-esteem is more important than the need for
love. For others, the need for creative fulfillment may supersede even the most basic needs.

Physiological Needs

The basic physiological needs are probably fairly apparent—these include the things that are
vital to our survival. Some examples of physiological needs include:

 Food
 Water
 Breathing
 Homeostasis

In addition to the basic requirements of nutrition, air and temperature regulation, the
physiological needs also include such things as shelter and clothing. Maslow also included
sexual reproduction in this level of the hierarchy of needs since it is essential to the survival and
propagation of the species.

Security and Safety Needs

As we move up to the second level of Maslow’s hierarchy of needs, the requirements start to
become a bit more complex. At this level, the needs for security and safety become primary.
People want control and order in their lives, so this need for safety and security contributes
largely to behaviors at this level.

Some of the basic security and safety needs include:

 Financial security
 Heath and wellness
 Safety against accidents and injury
Finding a job, obtaining health insurance and health care, contributing money to a savings
account, and moving into a safer neighborhood are all examples of actions motivated by the
security and safety needs.

Together, the safety and physiological levels of the hierarchy make up what is often referred to
as the basic needs.

Social Needs

The social needs in Maslow’s hierarchy include such things as love, acceptance, and belonging.
At this level, the need for emotional relationships drives human behavior. Some of the things that
satisfy this need include:

 Friendships
 Romantic attachments
 Family
 Social groups
 Community groups
 Churches and religious organizations

In order to avoid problems such as loneliness, depression, and anxiety, it is important for people
to feel loved and accepted by other people. Personal relationships with friends, family, and
lovers play an important role, as does involvement in other groups that might include religious
groups, sports teams, book clubs, and other group activities.

Esteem Needs

At the fourth level in Maslow’s hierarchy is the need for appreciation and respect. When the
needs at the bottom three levels have been satisfied, the esteem needs begin to play a more
prominent role in motivating behavior.

At this point, it becomes increasingly important to gain the respect and appreciation of others.
People have a need to accomplish things and then have their efforts recognized.

In addition to the need for feelings of accomplishment and prestige, the esteem needs include
such things as self-esteem and personal worth. People need to sense that they are valued and by
others and feel that they are making a contribution to the world. Participation in professional
activities, academic accomplishments, athletic or team participation, and personal hobbies can all
play a role in fulfilling the esteem needs.

People who are able to satisfy the esteem needs by achieving good self-esteem and the
recognition of others tend to feel confident in their abilities. Those who lack self-esteem and the
respect of others can develop feelings of inferiority.

Together, the esteem and social levels make up what is known as the psychological needs of the
hierarchy.

Self-Actualization Needs
At the very peak of Maslow’s hierarchy are the self-actualization needs. "What a man can be, he
must be," Maslow explained, referring to the need people have to achieve their full potential as
human beings.

According to Maslow’s definition of self-actualization:

"It may be loosely described as the full use and exploitation of talents, capabilities, potentialities,
etc. Such people seem to be fulfilling themselves and to be doing the best that they are capable of
doing... They are people who have developed or are developing to the full stature of which they
capable."

Self-actualizing people are self-aware, concerned with personal growth, less concerned with the
opinions of others, and interested fulfilling their potential.

Criticisms of Maslow’s Hierarchy of Needs

Maslow's theory has become wildly popular both in and out of psychology. The fields of
education and business have been particularly influenced by the theory. While popular, Maslow's
concept has not been without criticism.

Chief among these:

Needs Do Not Necessarily Follow a Hierarchy

While some research showed some support for Maslow's theories, most research has not been
able to substantiate the idea of a needs hierarchy. Wahba and Bridwell reported that there was
little evidence for Maslow's ranking of these needs and even less evidence that these needs are in
a hierarchical order.

The Theory Is Difficult to Test

Other criticisms of Maslow's theory note that his definition of self-actualization is difficult to test
scientifically. His research on self-actualization was also based on a very limited sample of
individuals, including people he knew as well as biographies of famous individuals that Maslow
believed to be self-actualized.

Why Was Maslow's Hierarchy of Needs So Influential?

Regardless of these criticisms, Maslow’s hierarchy of needs represents part of an important shift
in psychology. Rather than focusing on abnormal behavior and development,
Maslow's humanistic psychology was focused on the development of healthy individuals.

While there was relatively little research supporting the theory, the hierarchy of needs is well-
known and popular both in and out of psychology. In a study published in 2011, researchers from
the University of Illinois set out to put the hierarchy to the test.3

What they discovered is that while the fulfillment of the needs was strongly correlated with
happiness, people from cultures all over the world reported that self-actualization and social
needs were important even when many of the most basic needs were unfulfilled.
Such results suggest that while these needs can be powerful motivators of human behavior, they

do not necessarily take the hierarchical form that Maslow described.

image attribution fractus learning

What Is Bloom’s Taxonomy? A Definition For Teachers
by TeachThought Staff
In one sentence, Bloom’s Taxonomy is a hierarchical ordering of cognitive skills that can,
among countless other uses, help teachers teach and students learn.
For example, Bloom’s Taxonomy can be used to:

 create assessments
 plan lessons (see 249 Bloom’s Taxonomy Verbs For Critical Thinking)
 evaluate the complexity of assignments
 design curriculum maps
 develop online courses
 plan project-based learning
 self-assessment
 more
See How To Teach With Bloom’s Taxonomy for more reading.
A Brief History Of Bloom’s Taxonomy Revisions
Bloom’s Taxonomy was created by Benjamin Bloom in 1956, published as a kind of
classification of learning outcomes and objectives that have, in the more than half-century since,
been used for everything from framing digital tasks and evaluating apps to writing questions and
assessments.

The original sequence of cognitive skills was Knowledge, Comprehension, Application,

Analysis, Synthesis, and Evaluation. The framework was revised in 2001 by Lorin Anderson and
David Krathwohl, yielding the revised Bloom’s Taxonomy. (You can read more here.) The
most significant change was the removal of ‘Synthesis’ and the addition of ‘Creation’ as the
highest-level of Bloom’s Taxonomy. And being at the highest level, the implication is that it’s
the most complex or demanding cognitive skill–or at least represents a kind of pinnacle for
cognitive tasks.
From Procedural Knowledge To Self Knowledge: The 4 Stages Of Curiosity
The Assimilation vs Accommodation Of Knowledge

How Bloom’s Taxonomy Is Useful For Teachers

In a separate post, we’re going to cover exactly how Bloom’s can be used by teachers. There are
many reasons for the popularity of Bloom’s Taxonomy (that likely deserve an article of their
own to explore). For now, it’s clear that many educators love Bloom’s because, among other
virtues, it gives them a way to think about their teaching—and the subsequent learning of their
students.

As mentioned above, the framework can be used to used to create assessments, evaluate the
complexity of assignments, increase the rigor of a lesson, simplify an activity to help personalize
learning, design a summative assessment, plan project-based learning, frame a group discussion,
and more. Because it simply provides an order for cognitive behaviors, it can be applied to
almost anything. (You can see one example here–one of our teaching materials that
combined Bloom’s Taxonomy with common digital tasks.)
The image above visually demonstrates the hierarchy of Bloom’hierarchymy, which is crucial
because it is that structure that characterizes its use. There are six levels in Bloom’s Taxonomy
(the initialism RUA2EC may be useful to recall the levels).
The 6 Levels of Bloom’s Taxonomy
1. The first level of Bloom’s Taxonomy is to Remember.
Example activities at the Remembering level: memorize a poem, recall state capitals, remember
math formulas

2. The second level of Bloom’s Taxonomy is to Understand.

Example activities at the Understanding level: organize the animal kingdom based on a given
framework, illustrate the difference between a rectangle and square, summarize the plot of a
simple story

3. The third level of Bloom’s Taxonomy is to Apply.

Example activities at the Application level: use a formula to solve a problem, select a design to
meet a purpose, reconstruct the passage of a new law through a given government/system

4. The fourth level of Bloom’s Taxonomy is to Analyze.

Example activities at the Analysis level: identify the ‘parts of’ democracy, explain how the steps
of the scientific process work together, identify why a machine isn’t working

5. The fifth level of Bloom’s Taxonomy is to Evaluate.

Example activities at the Evaluation level: make a judgment regarding an ethical dilemma,
interpret the significance of a given law of physics, illustrate the relative value of a technological
innovation in a specific setting—farming, for example.

6. The sixth and final level of Bloom’s taxonomy is to Create.

Example activities at the Creation level: design a new solution to an ‘old’ problem that
honors/acknowledges the previous failures, delete the least useful arguments in a persuasive
essay, write a poem based on a given theme and tone