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and personality. While working with monkeys during his early
years of research, he noticed that some needs take precedence
over others. For example, thirst is relieved before hunger
because the need for water is a stronger need than the need for
food. In 1954, Maslow published what has become known as
Maslow’s Hierarchy of Needs which remains valid today for
understanding human motivation. [Figure 1-2] According to
Maslow, human needs go beyond the obvious physical needs
of food and shelter to include psychological needs, safety
and security, love and belongingness, self esteem, and self
actualization to achieve one’s goals.
Human needs are satisfied in order of importance. Once
a need is satisfied, humans work to satisfy the next level
of need. Need satisfaction is an ongoing behavior that
determines everyday actions.
1-4
Human Needs That Must Be Met To Encourage
Learning
Physiological
These are biological needs. They consist of the need for air,
food, water, and maintenance of the human body. If a student
is unwell, then little else matters. Unless the biological needs
are met, a person cannot concentrate fully on learning, selfexpression, or any other tasks. Instructors should monitor
their students to make sure that their basic physical needs
have been met. A hungry or tired student may not be able to
perform as expected.
Security
Once the physiological needs are met, the need for security
becomes active. All humans have a need to feel safe. Security
needs are about keeping oneself from harm. If a student does
not feel safe, he or she cannot concentrate on learning. The
aviation instructor who stresses flight safety during training
mitigates feelings of insecurity.
Belonging
When individuals are physically comfortable and do not
feel threatened, they seek to satisfy their social needs of
belonging. Maslow states that people seek to overcome
feelings of loneliness and alienation. This involves both
giving and receiving love, affection, and the sense of
belonging. For example, aviation students are usually out of
their normal surroundings during training, and their need for
association and belonging is more pronounced. Instructors
should make every effort to help new students feel at ease
and to reinforce their decision to pursue a career or hobby
in aviation.
Esteem
When the first three classes of needs are satisfied, the need
for esteem can become dominant. Humans have a need for
a stable, firmly based, high level of self-respect and respect
from others. Esteem is about feeling good about one’s self.
Humans get esteem in two ways: internally or externally.
Internally, a person judges himself or herself worthy by
personally defined standards. High self-esteem results in
self-confidence, independence, achievement, competence,
and knowledge.
Most people, however, seek external esteem through social
approval and esteem from other people, judging themselves
by what others think of them. External self-esteem relates
to one’s reputation, such as status, recognition, appreciation,
and respect of associates.
When esteem needs are satisfied, a person feels self-confident
and valuable as a person in the world. When these needs
are frustrated, the person feels inferior, weak, helpless, and
worthless. Esteem needs not only have a strong influence on
the instructor-student relationship, but also may be the main
reason for a student’s interest in aviation training.
Cognitive and Aesthetic
In later years, Maslow added cognitive (need to know and
understand) and aesthetic (the emotional need of the artist)
needs to the pyramid. He realized humans have a deep need
to understand what is going on around them. If a person
understands what is going on, he or she can either control
the situation or make informed choices about what steps
might be taken next. The brain even reinforces this need by
giving humans a rush of dopamine whenever something is
learned, which accounts for that satisfying “eureka!” moment.
For example, a flight student usually experiences a major
“eureka!” moment upon completing the first solo flight.
Aesthetic needs connect directly with human emotions, which
makes it a subtle factor in the domain of persuasion. When
someone likes another person, a house, a painting, or a song,
the reasons are not examined—he or she simply likes it. This
need can factor into the student-instructor relationship. If an
instructor does not “like” a student, this subtle feeling may
　
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