I am not sure Maslow helps. I have put a reference below.
I am personally very wary of any argument that sleep deprivation has
educational benefits. The effect on performance of physical and
cognitive performance is comparable to drinking alcohol. I would be
inclined to see sleep deprivation as more of a control technique than
an educational method. (BTW - the effects are temporary - your
intelligence returns after sleep - but the ONLY cure for sleep
deprivation is sleep. Any strategy the doesn't involve sleep won't
work).
There might be an argument for deliberate sleep deprivation. At least
that would involve (a) recognising that an outdoor program used sleep
deprivation (b) acknowledging the effects of sleep deprivation, and
the risks. (The Mt Hood tragedy in the USA was one in which I have
been told - but can't confirm - that one of the leaders was up much of
the night grading assignments before the fateful trip).
Come to think of it is well after midnight and I am definitely in the
sleep deficit zone - so I might just stop typing now ...
Andrew
(reference as promised:)
Belief when evidence does not support theory
Barlow Soper 1 *, Gary E. Milford 1, Gary T. Rosenthal 2
1Louisiana Tech University
2Nicholls State University
*Correspondence to Barlow Soper, Box 10048, T.S., Ruston, LA 71272
ABSTRACT
Marketing has looked to other scientific disciplines to supplement its
understanding of motivation. Maslow's Hierarchy of Needs theory is
frequently uncritically cited in texts, even though most evidence has
failed to support its validity. Science requires that theory be
supported by empirical facts. Maslow's theory is briefly summarized,
along with a review of the related literature. Reasons are given and
empirically supported for the continued popularity of Maslow's theory
in marketing despite lack of scientific support. A cautionary note for
the continued development of marketing theory concludes the
presentation. © 1995 John Wiley & Sons, Inc.
On 17/07/2009, at 11:27 PM, Pete Bunyan wrote:
> Rogers writing was a little simplistic I feel! Surely it depends on
> your learning outcomes. If are requiring cognitive outcomes then we
> might argue initially that the learner should be in a ‘good’
> physiological and psychological state. As these are developed we
> might argue that skilful performance requires that these techniques
> or processes be operational in more adverse conditions and therefore
> create a learning environment where stressors such as sleep
> deprivation, hunger and cold are present. If we ascribe to Maslow’s
> hierarchy of needs this is a very well argued concept. Similarly if
> our learning outcomes are in the affective domain for example
> empathy we may directly use stressors such as hunger, lack of
> shelter and sleep deprivation to mimic the conditions where other
> less fortunate people live. We seem to have moved away from the
> third man debate!
>
>
>
> Dr Peter Bunyan LPIOL
> STA Tutor
> Adventure Education Subject Leader
> University of Chichester
> College Lane
> Chichester PO19 6PE
>
> 01243816317
Dr. Andrew Brookes http://www.latrobe.edu.au/oent/Staff/brookes_andrew.htm
Associate Professor
Director - Research and Quality,
Centre for Excellence in Outdoor and Environmental Education
La Trobe University Bendigo Ph 61 3 54447559
PO Box 199 Fax 61 3 54447848
Bendigo, Victoria, 3552, AUSTRALIA [log in to unmask]
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