This is illustrated in the motive of peer approval which becomes a motive to the individual to the extent that it satisfies his need of belonging and social recognition.
There are common implications in the terminology of motivation whether we speak of it as motive, drive, need, impulse, wish, want id or valence. There is the implied existence of a force, of some degree of intensity that activates and arouses behavior. The object or goal of this force defines its direction.
Motives may either be physiological or psychological. Physiological motives drive the individual to meet his body needs for food, water, and sleep. A kindergarten child may not be attentive in the class because he is malnourished or he did not eat breakfast. A college student cannot concentrate on the class discussions for he was sleepless the night before.
Psychological needs, those that are not basically physiological are more numerous and have more variations depending on the theory that one subscribes to. It is generally accepted that psychological need cannot be separated from physiological needs. The two are interdependent. Each affects the other.
Maslow's theory is consistent with the basic objectives of the teaching-learning process in particular and of the educational system in general, that is, to develop the potentials of the learners. The theory states that self-actualization cannot be achieved unless the lower levels of needs are satisfied. Thus, the learners' biological needs must be met. The student must feel that he belongs to the group. He must have self-esteem before he can self-actualize.
An atmosphere conducive to the meeting of these needs is important. No fast rules can be stated here. But suffice to say that the teacher's awareness of his pupils' need cannot be overemphasized. His ingenuity to create situations facilitative of self-actualization is thereby challenged. Of course, there are hindrances to this such as big classes that make it difficult for the teacher to recognize individual differences and heavy teaching loads that may take away the teacher from the learners.
When man wants to attain happiness and freedom, man has to satisfy his needs and motivation transpires giving the person enough reason to reach for his goals. With the Brave New World, freedom is being discussed in relation to social stratification and social order.
Motives, wants and needs and also drives often spoken of interrelatedly may be broken into classifications as physiological and psychological motives. The physiological motives are also referred to as biological, organic, primary or basic. A large part of man's activity is devoted to the maintenance of bodily needs - the need for food, water, air, excretion, sleep, activtity, shelter and sexual needs. These comprise the first stage in Maslow's hierarchy of needs.
Man is attracted towards states which are pleasant and draws away from stimulations which are unpleasant. Man naturally looks for relationships that are warm and affectionate. During infancy, this need is very often satisfied by loving parents who provide the warm emotional security that will etermine to a large extent, later personal adjustments in life.
In Huxley's work, "All members of society are conditioned with the values that the World State idealizes. Children are trained to