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动机与人格(第3版)·英文版

心理学史上划时代巨著,关于人性的超时空解读。

作者:[美] 亚伯拉罕·马斯洛(Abraham H.Maslow)
定价:129
印次:1-1
ISBN:9787302533276
出版日期:2020.06.01
印刷日期:2020.06.01

《动机与人格》是“人本主义心理学之父”马斯洛的代表作,本书奠定了马斯洛的学术地位。本书 中,马斯洛提出了许多精彩的理论,其中需求层次理论、自我实现理论、高峰体验理论最为广大读者所 熟悉。本书自1954年初版后,对管理学、心理学、教育学、社会学等学科领域和实际工作产生了巨大的 影响力。 本书是一部经典的、解读“人性”的著作。阅读本书,就如同在倾听自己内心的声音。它并不晦涩 难懂,适合每一位想了解自己、了解人性的读者阅读。

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PREFACE TO THE THIRD EDITION Motivation and Personality is an original record of the work in progress of one of the most creative psychologists of this century. It has become a primary reference for anyone interested in Abraham H. Maslow’s theories, as clearly evidenced by growing attention from authors in many major professional journals in psychology, education, business, and social studies, among other fields. Although the first edition of this book was published in 1954 and the second in 1970, its influence has continued to grow over the years. From 1971 to 1976, Motivation and Personality was cited as a reference 489 times, an average of over 97 references a year. From 1976 t0 1980, more than 20 years after publication of the first edition, citations rose to 791, an average of over 198 citations a year. This third edition of Motivation and Personality has been revised to highlight Maslow’s creative thinking and emphasize his far-reaching concepts. Within the text itself, we have reordered the chapters, added new headings and subheadings in one chapter, and deleted a few sections of dated material. Chapter 13 is a new addition to this book. It is the text of a lecture Maslow gave in 1958 at Michigan State University. In the hope of enhancing the reader’s sense of the historical 18 Motivation and Personality THIRD EDITION and intellectual context of the book, several other features have been added to this edition: a brief biography of Maslow, an afterword on the extensive effect of Maslow’s vision in contemporary lives, chapter introductions, a citation study, and a complete bibliography of his work. This edition has four major sections: l. Motivation Theory, 2. Psychopathology and Normality, 3. Self-Actualization, and 4. Methodologies for a Human Science. Chapter l, “Preface to Motivation Theory,” provides a humanistic critique of traditional behaviorist theories of motivation. Maslow systematically lists the limitations of traditional motivation theory. He emphasizes the need to consider the whole person, the effects of culture, environment, multiple motivation, nonmotivated behavior, healthy motivation. In short, Maslow lays out the major foundations for a truly human theory of motivation. Chapter 2, “A Theory of Human Motivation,” is a classic presentation of Maslow’s hierarchy of needs. Maslow provides a brilliant and elegant integration of behaviorist, Freudian, and humanistic psychology. The need hierarchy has become a widely used paradigm in business, advertising, and other applications of psychology. Maslow argues that all human needs can be arrranged in a hierarchy, beginning with physical needs—for air, food, and water. Next come four levels of psychological needs—for safety, love, esteem, and self-actualization. Maslow argues that our higher needs are as real and as integral a part of human nature as our need for food. He avoids the oversimplifications of both behaviorist and Freudian positions. In Chapter 3, “Gratification of Basic Needs,” Maslow explores some of the implications of his need hierarchy. He discusses need 19 PREFACE TO THE THIRD EDITION gratification, its consequences, and its relation to leaning, character formation, psychological health, pathology, and a variety of other phenomena. Maslow reexamines the classic psychological theory of instinct in Chapter 4, “Instinct Theory Reexamined.” This theory applies the biological concept of instinct to human behavior. Instinctivists look for the roots of all behavior in inherited instincts, as opposed to the behaviorists who have tended to explain all behavior in terms of leaning. In this chapter, Maslow summarizes the major problems of the instinctivist approach. He argues that any careful look at human behavior will show a mixture of the effects of heredity and environment. Maslow writes that human needs do have an instinctive component, but generally one that is weak. Normal, healthy human beings are not dominated by their instinctive needs, nor are they deeply frustrated if some of their instinctive needs are unfulfilled. Freud held that the demands of our egos and our culture are inevitably at odds with our deepest, essentially selfish instincts. Maslow disagrees. He argues that we are essentially good and cooperative, that we can be fulfilled by our culture rather than frustrated by it. In Chapter 5, “The Hierarchy of Needs,” Maslow discusses the differences between needs that are higher and those that are lower in the need hierarchy. He argues that higher needs are later evolutionary developments and also that they develop later in each individual. Higher needs are less demanding and can be postponed longer. Satisfaction of higher needs produces more happiness and leads to greater individual growth. It also requires a better external environment. Next, Maslow explores some of the implications of his hierarchy. Maslow’s need hierarchy is one way of doing justice to the richness and complexity of higher human functioning and at the same time placing human behavior on a single continuum with the motivation and behavior of all organisms. Maslow also outlines the model’s implications for philosophy, values, psychotherapy, culture, and theology. In Chapter 6, “Unmotivated Behavior,” Maslow expands traditional psychological concerns to include expressive and artistic behavior. Behavioral psychologists of his day tended to ignore everything but learned, motivated behavior. Maslow points out that not all behavior is motivated or purposive. Expressive behaviors, including singing, dancing, and play, are relatively spontaneous, unpurposeful, and enjoyable in their own right. They are also worthy of the attention of psychology. Maslow discusses two kinds of need frustration in Chapter 7, “Origins of Pathology.” Threatening frustration produces pathology. Nonthreatening frustration does not. Maslow argues that not all frustration is threatening, and, in fact, deprivation may have positive as well as negative effects. Maslow also discusses threatening and nonthreatening conflict, arguing here too that some kinds of conflict can have positive consequences. In Chapter 8, “Is Destructiveness Instinctive?,” Maslow argues that destructiveness is not innate. He reviews evidence from studies of animals, children, and cross-cultural behavior indicating that in a healthy, supportive environment there is virtually no destructive behavior. He argues that for destructiveness, as for any behavior, we must consider three factors: the individual’s character structure, cultural pressures, and the immediate situation. Maslow begins Chapter 9, “Psychotherapy as Good Human Relationships,” by relating psychotherapy to traditional concepts of experimental psychology, such as threat, act completion, and need- gratification. By acknowledging the central theoretical role of need-gratification, Maslow argues that we can understand how different therapeutic systems are all effective and how relatively untrained psychotherapists can also be effective. He points out that our basic needs can be satisfied only interpersonally. These include satisfaction of the needs in Maslow’s need hierarchy—needs for safety, belongingness, love, and self-esteem. Maslow argues that good human relations are essentially therapeutic and, conversely, that good therapy is built on a good human relationship between therapist and patient. For Maslow, a good society is one in which good human relations are fostered and encouraged. A good society is also a psychologically healthy society. Maslow stresses that there will always be a role for professional psychotherapists, especially for those people who no longer even seek basic need gratification and could not accept such gratification if offered. For such individuals, professional therapy is needed to make consciously available their unconscious thoughts, desires, frustrations, and inhibitions. In Chapter 10, “Approaches to Normality and Health,” Maslow discusses the major definitions of psychological normality—in statistical, conventional, and cultural terms and in terms of being well-adjusted and without dysfunction. He suggests a more positive definition in terms of positive psychological health. Maslow relates psychological health to the process of self-actualization and to the gratification of the other inherent needs of his need hierarchy. He also discusses how psychological health is best supported by an environment that freely allows each individual a wide range of choices. In Chapter 11, “Self-actualizing People: A Study of Psychological Health,” Maslow describes his ground-breaking investigation of self- actualization. He outlines the methods he used in selecting and testing his subjects. Most of the chapter is devoted to detailed descriptions of the qualities and attributes common among Maslow’s self-actualizing subjects. These include: accurate perception, spontaneity, detachment, independence, peak experience, sense of humor, and creativeness. Maslow also indicates that his subjects were far from perfect human beings and discusses their failings. In addition he discusses the role of values in self-actualization and the resolving of conflicting dichotomies among self-actualizing people, dichotomies such as heart versus head, selfishness versus unselfishness, duty versus pleasure. The importance of studying love, especially love in healthy people, is emphasized in Chapter 12, “Love in Self-actualizing People.” He discusses the interrelationship of sex and love. He also discusses how love can lead us to transcend our egos and to affirm the independence and dignity of our beloved. Maslow also discusses the intrinsically rewarding and altruistic nature of love. In Chapter 13, “Creativity in Self-actualizing People,” Maslow compares the creativity of artists, poets, and others in “creative professions” with self-actualizing creativeness, which springs more directly from the personality. This second kind of creativity manifests as a tendency to do anything originally and creatively, whether teaching, cooking, sports, or the like. Creative self-actualizing people tend to see the world with clear, fresh eyes and to be more spontaneous and expressive than most. Because they accept themselves, more of themselves is available for creative purposes. Maslow also calls this “primary creativity,” the original insight and inspiration that form the basis of great art, music, and so forth. Maslow points out that while only a few of the gifted and well trained can achieve artistically creative success, primary self-ac- tualizing creativeness is a fundamental aspect of our basic humanness. In Chapter 14, “Questions for a New Psychology,” Maslow outlines a series of questions that emerge from his new approach to psychology. These include new approaches to the traditional psychological topics of learning, perception, emotions, motivation, intelligence, cognition, clinical psychology, animal psychology, social psychology, and personality theory. Maslow gives us a psychological interpretation of science in Chapter 15, “A Psychological Approach to Science”: Scientists are people. Their behavior as scientists follows psychological principles. This includes the role in science of values and of human fears, hopes, and dreams. Maslow also emphasizes that science is not the only way to discover truth. He recommends that, to the traditional scientific outlook, we add the approaches of the poets, philosophers, dreamers, and others. The healthy, happy, well-rounded person is likely to be a better, more creative scientist. In Chapter 16, “Means Centering Versus Problem Centering,” Maslow argues that many of the problems of science, especially of psychology, are due to excessive means centering. Means centering refers to a focus on the instruments, apparatus, and techniques of scientific research. This often leads to methodologically sound research that is trivial. Means centering tends to create scientific orthodoxies, to stifle originality, and to limit the questions that science can study. In Chapter 17, “Stereotyping Versus True Cognition,” Maslow differentiates two types of thinking and argues that much of what passes for thinking is secondrate categorizing. He emphasizes the importance of first attending to a new experience, seeing it clearly and in detail, rather than immediately categorizing new experiences. For Maslow, stereotyping is one example of blind categorizing; habits are another example. While some stability is useful and necessary, too much categorizing leads to rigidity and lack of awareness of the present. It also leads to ineffective problem sloving. New problems either unrecognized or handled with inappropriate techniques, old solutions that do not fit. In Chapter 18, “A Holistic Approach to Psychology,” Maslow argues that complex human behavior is not reducible to simpler parts. Even in studying specific personality aspects, Maslow insists we remember that we are studying a part of a whole rather than a discrete entity. Maslow introduces the concept of “personality syndrome,” a structured, organized complex of apparently diverse parts, and discusses in detail various implications of this approach. We sincerely hope you will enjoy this book as much as we have enjoyed editing it. Abraham Maslow has inspired us as a man and as a thinker. If his vision of psychology and human potential touches you and leads you to contemplate the issues he raises, this book has been a success. Robert Frager ACKNOWLEDGMENTS The editors wish to thank Bertha Maslow for her support and George Middendorf whose initial vision and encouragement led to this edition. Ruth Cox wishes to thank Cynthia McReynolds, Jim Fadiman, Bob Frager, and the 1984 class of graduate students of the California Institute of Transpersonal Psychology for their comments on earlier drafts. Thanks are also due to Miles Vich for his perspective and to Milton Chen and Paul Cox for their editorial advice.

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  • 马斯洛(1908—1970),“人本心理学之父”,当代最伟大的心理学家之一,曾担任美国心理学学会主席。《动机与人格》是他最重要的著作之一,奠定了他的学术定位。
    美国知名作家、教育家乔治?伦纳德评价他说:在改变我们对人性和人类可能性的看法方面,亚伯拉罕?马斯洛所做的,比过去50年中其他任何一位美国心理学家所做的都要多。他的影响,仍在继续直接或间接地增长,特别是在健康、教育和管理理论领域,以及在几百万美国人的私人和社会生活中。
  • 亚伯拉罕·马斯洛,国际上最有影响力的心理学家之一,开拓了心理学史上的第三思潮——“人本主义心理学”,被誉为“人本主义心理学之父”。《动机与人格》是马斯洛最经典的著作。

    应用的领域较广

    本书在心理学、管理学、教育学、社会学、哲学等领域都享有盛誉,为多个领域的研究者所熟悉。

    具备新版的特点
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  • 目录

    第3版序

    第2版序

    写在前面的话

    亚伯拉罕·马斯洛的影响 51

    引言 51

    马斯洛的影响 52

    生平简历 56

    参考文献 65

    第1部分

    动机理论 1

    第1章 动机理论引言 2

    作为一个整体的个人 2

    作为动机状态典型的饥饿 3

    2

     

    Motivation and Personality 

    THIRD EDITION 

    手段和目的 5

    无意识动机 6

    欲望与文化 6

    复杂多样的动机 7

    促动状态 8

    满足产生新的动机 9

    不可能列出内驱力一览表 10

    按照基本目标为动机分类 12

    动物资料不足以说明问题 12

    环境 14

    整合作用 16

    无动机的行为 17

    达到目的的可能性 18

    现实和无意识 18

    健康人的动机 21

    第2章 人类动机理论 22

    基本需要的层次 22

    基本的认知需要 36

    基本需要的特点 41

    第3章 基本需要的满足 52

    满足一个基本需要所产生的一些后果 53

    学习和需要的满足 56

    需要满足和性格形成 58

    满足和健康 62

    满足和病态 65

    需求满足理论的应用 66

    满足的影响 70

    3

     

    目录

    第4章 重新考察本能理论 75

    重新考察本能理论的重要性 75

    对传统本能理论的批判 77

    类本能理论中的基本需要 86

    第5章 需要的...

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