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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]