Maslow's Founding of the Brandeis Psychology Department

Feigenbaum, Kenneth D.

doi:10.1037/e505732008-001

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“…A tape of Maslow’s class titled “Experiential Approaches to Personality” has been transcribed into book form titled, Personality & Growth: A Humanistic Psychologist in the Classroom (hereinafter, Personality and Growth ; Maslow, 1965). An analysis of the class is presented here as an example of his undergraduate teaching, together with examples from his journals (Lowry, 1978), references to his view and relationship with his graduate students, and Feigenbaum’s memories from the period between 1962 and 1965 (Feigenbaum, 2020) when he was a colleague of his at Brandeis.…”

Section: Examining Abraham Maslow’s Viewsmentioning

confidence: 99%

“…The synergy theme was followed up in Maslow's writing on Eupsychian management (Maslow, 1965). relationship with many of the graduate students was mainly fractious (Feigenbaum, 2020;Hoffman, 1988;Lowry, 1978).…”

Section: Maslow's Blackfoot Epiphanymentioning

confidence: 99%

“…Maslow was the lead advisor on around six dissertations. His relationship with many of the graduate students was mainly fractious (Feigenbaum, 2020; Hoffman, 1988; Lowry, 1978).…”

Section: Examining Abraham Maslow’s Viewsmentioning

confidence: 99%

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A Critique of Abraham Maslow and Carl Rogers as Educators

Feigenbaum

2023

Journal of Humanistic Psychology

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In this article, the author examines the thoughts of Abraham Maslow and Carl Rogers on teaching and higher education themes, particularly the humanistic psychology approach to education. It reviews Maslow’s expert introduction of materials on psychology, literature, ethics, and philosophy in class, which demonstrates an interdisciplinary approach to teaching students. Maslow developed ideal core goals for college, emphasizing student creativity and experiences in the educational process, whereas Rogers tended to take a humanistic psychology approach to teaching. His philosophy emphasizes student-centered learning and client-centered therapy. Rogers considered the teacher a facilitator of learning, who builds relationships with students based on empathy, trust, and prioritizing of student needs, whereas Maslow adopted a hybrid position on education. His undergraduate teaching views included a student-directed curriculum and degrees of empathic involvement; yet he maintained a disciplinarian expert’s authority. His approach is also compared with that of graduate education. By contrast, Rogers’s view on education was homogeneous, making no distinctions as to what a student is supposed to learn at each level. This article compares the educational perspectives of two “giants” of humanistic psychology.

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Section: Examining Abraham Maslow’s Viewsmentioning

confidence: 99%

Section: Maslow's Blackfoot Epiphanymentioning

confidence: 99%