Maslow uncovered more than he knew when he formulated his Hierarchy of Needs.

On Monday, we posted an image making reference to Maslow’s Hierarchy of Needs superimposed by the question of art education. We raised this question because we think art education could be a significant motivator in Maslow’s hierarchy. At least, if it isn’t recognized as such, it should be.

Abraham Maslow (1908 – 1970) was an American psychologist interested in human motivation. Interestingly, his research methodology is considered not rigorous enough to make his theory more than speculative. Nonetheless, it has influenced social psychology in education, medicine, sports, corporate culture, and beyond. The development of his expanded Hierarchy of Needs resembles arts-based research, where subjective inspiration is the driver of exploration and conceptualisation. Empirical research it is not, but a creative analysis and synthesis of ideas and information it is.

‘While Maslow’s work was indeed relatively informal and clinically descriptive, it did provide a rich source of ideas, and as such, a framework for discussing the richness and complexity of human motivation that goes beyond homeostatic models and other biological models,’ writes Saul Mcleod, PhD in his article, “Maslow’s Hierarchy Of Needs” published in Simply Psychology.

From 2005 to 2010, Tay and Diener put Maslow’s theory to the test ‘by analysing the data of 60,865 participants from 123 countries, representing every major region of the world,’ Mcleod continues. They found there exists a system of universal human needs similar to Maslow’s hierarchy, which is not limited to cultural distinctions. However, their research suggests the order of these needs is incorrect.

This was exactly the point of scepticism I experienced in reading about Maslow’s Hierarchy. For creatives, aesthetic and cognitive needs, which are on rungs five and six near the top of the pyramid, are fundamental to existence often surpassing other basic needs in importance. Art and aesthetics are not merely about beauty or feeling better in ourselves. For those of us who identify strongly with aesthetics, the pursuit of art is an existential need. We know that art is a change-maker. It can challenge and change social norms, collapse barriers, and open horizons. Likewise, other important and meaningful disciplines like science, medicine, and education need art to communicate their research. Simply put, we communicate through art in ways that bring meaning to our lives. Gemma and I know from our own experience that art education defines and refines the skills used to make these communications.

Maslow recognised this, whether he realised it or not. He describes fifteen characteristics of what he calls self-actualisers, which are those who attain the highest level of fulfilment in his hierarchy. These individuals…

1. Perceive reality efficiently and can tolerate uncertainty;
2. Accept themselves and others for what they are;
3. Are spontaneous in thought and action;
4. Problem-centered (not self-centered);
5. Unusual sense of humor;
6. Able to look at life objectively;
7. Highly creative;
8. Resistant to enculturation, but not purposely unconventional;
9. Concerned for the welfare of humanity;
10. Capable of deep appreciation of basic life-experience;
11. Establish deep satisfying interpersonal relationships with a few people;
12. Peak experiences;
13. Need for privacy;
14. Democratic attitudes;
15. Strong moral/ethical standards.

These characteristics describe just about every artist we know.