Types of human needs: social studies. Human needs: what they are, what they are, types in psychology

Definition of the term

This mental state speaks of a desire that has not been satisfied, so discomfort and tension are formed.
This need is determined by the lack of conditions and means to achieve set goals - from basic (eat, get warmth, procreate) to high, for example, self-realization. This sensation regulates the entire human body. It is very important to understand your goals, understand their nature, and also find ways to satisfy them. Otherwise, they begin to act on us subconsciously. So, all the needs can be divided into:

Conscious - they are understood, accepted, corrected and consciously turned into goals and interests.
Unconscious ones are not perceived directly, therefore they are actualized emotionally.

Regardless of what needs a person has, whether they are conscious of them or not, they are resolved or replaced - this is how a mental reaction works when it is not possible to achieve what you want.

Let me present the characteristic features of this condition:

lack of staticity;
instability, tendency to change;
the possibility of new ones appearing in place of lost or sold ones;
dependence of desires on activities.

This condition is inherent in every man and woman from the moment of birth. If for an infant only the receipt of warmth, close proximity to the mother and food are essential, then for a developed, adult member of society there are higher levels of necessity, including self-realization.

Concept of need

The need for any goods that requires satisfaction in the human consciousness is called a need.
The concept is used not only for humans. Every living creature, plant, has a need. Need is a form of connection with the outside world and environment. Human needs are necessary for the development of one specific individual, an entire social group. The concept undergoes changes during the evolution of society. What people dreamed of in ancient centuries is not similar to the desires of their contemporaries. At the same time, at the same social level, people can dream about different things. Needs directly depend on various factors:

living conditions;
level of education;
cultural development;
wealth;
profession.

A state in which a person experiences needs, but cannot satisfy them, causes a feeling of discomfort. Dissatisfaction leads to tension in society and population activity.

Satisfying the needs that arise returns a person to balance and a normal perception of the world.

Identification and development of needs

Any task is formed in stages, in several steps. With a healthy psyche, the main ideas are formed at an early stage - before the age of 18-20, then an independent, holistic personality appears. If a child develops slowly and does not realize what he wants, the question of developmental disabilities can be raised.

It is worth noting that most people experience various kinds of changes throughout their lives. This is due to new tasks - this is normal. If a woman does not understand what motivates her, why she makes decisions that are not typical for her, then she has not recognized her own new desires.

In such cases, contact me, I will help you understand yourself. After my consultation, you will feel a surge of strength, analyze your own motives, set goals and realize them.

So, any task is formed in two stages:

An ideal entity appears - a unique condition for achieving the set goals. This ideal for activity is gradually becoming more specific and acquiring logical features.
The concept is transformed into a concrete form and is realized. It begins to move intentions and actions.

Let me give you an example. A person first feels emptiness, a desire to get closer to others. Then he realizes that this feeling is a need for love. And only when full awareness occurs, this goal contributes to the emergence of the task - to find a beloved man/woman in order to realize one’s own intentions.

Formation of human needs

Taking into account the considered classification of needs, we can talk about the features of their formation. Basic physiological needs are innate, transmitted to us at the genetic level. A person lives with them until his death; without receiving them, he dies physically.

Such needs cannot be prohibited or imposed by force. Primary needs cannot be good or bad, pure or dirty. Only ways and methods of satisfying them can be considered unworthy. For example, a person uses a public space instead of a toilet.

Primary spiritual needs also appear with a person. The presence of love, close people, harmony, and self-realization in life are mandatory for his mental health. Of course, without the listed benefits, a person will not die, but he will be stuck in reflection and frustration for a long time.

Secondary needs are formed in an individual in several stages.

Infancy

All the physiological needs of the baby are provided by his parents. Since the child has contact with adults, social needs arise even before six months: he smiles, looks at rattles, identifies mother and father.

Earlier childhood

At about the age of 3 years, the baby develops an understanding of objects to satisfy needs - he realizes the need for toys, certain food, specific clothing. Cognitive needs grow, the child reads books, sculpts, draws, and actively explores the world.

Preschool period, primary school age

Children's social environment expands significantly. In addition to mothers and grandmothers, they have their own friends - children from kindergarten, class, yard or clubs where he begins to go. The need for communication, recognition, mutual assistance and understanding is formed.

Teenagers

At this age, the last physiological need is revealed - sexual. For the first time, such secondary needs as self-realization and self-improvement are formed. There is a sharp change and expansion of cognitive interests. A teenager strives to learn about those things and objects that he did not even think about in the early periods of his life.

On the basis of the formed sexual need, a need for a person of the opposite sex and romantic experiences appear. The need for communication is shifting towards peers and friends. Relatives fade into the background.

It is believed that by the end of adolescence, all the basic needs of a person have already been developed. Their further development occurs through changes in their content and methods of achievement.

Biological needs

Without satisfying these needs, a person would not be able to survive. Everyone has a need for food, water, sleep, and breathing. Sunlight is also required as it regulates natural processes in the body. Without breathing, a person will die in a matter of minutes, without water he will live only a few days, but without food he can live for several weeks. A person also cannot live without urination and defecation.

Many scientists who discuss basic human needs debate whether sexual activity is considered basic. Some say that you can live without sex, but others disagree, since this activity is regulated by instincts, and without it a person would not continue his race.

Needs ratio

The first thing that comes to mind is Maslow’s pyramid. At its base are the needs for food and drink, and at the very top is the ideal need, which Abraham Maslow called the need for self-actualization.

To a first approximation, this scheme is correct. However, the main clarification is related to the diversity of human personalities. Some people have a strong need to accumulate vital resources (money), while others have a need to lead, which requires spending money widely. Still others are dominated by the need to remain unnoticed.

In addition, vital needs do not always dominate over social ones. Turgenev recalled that he was once invited to dinner by Belinsky. The owner sat the guest down and started a conversation. Time passed, and finally Turgenev asked: “What’s for dinner today?” To this Belinsky exclaimed: “I don’t understand how you can eat and drink if the question has not yet been resolved: is there a God!”

The set of basic needs and their hierarchy are individual for each person; they relate to the components that characterize the psychological type of personality.

Finally, the balance of needs of a particular person is constantly changing. Satisfaction of an actual need brings another one to the forefront - a change in dominant motivations occurs.

Each person has his own idea of the balance of needs; it reflects the worldview of a particular individual. For example, the denial of social needs is characteristic of the ancient school of cynics, the most famous representative of which was Diogenes, who argued: “Everything that is natural is not ugly.” In the modern understanding, “cynicism” is the denial of ideal needs and altruism, which relates to social needs.

In concluding our brief excursion into people's needs, it is necessary to emphasize that in real - and not in model - behavior, people always satisfy a number of needs. Perhaps the only time a person satisfies one single need is when he is in a hurry to go to the toilet. This behavior is determined by the social need to retire when performing natural needs.

What types of needs exist?

There are several classifications, but the most developed and widespread is by origin. There are:

Biological. They are also physical or material. These include all needs that are innate in nature. In many ways, they are similar to the instincts of animals and should be one of the first to be realized. Much depends on their implementation, on some - directly the life of the individual, on others - the development of the human species. This category includes the need for food, reproduction, and warmth (hence the desire to be in comfort). If you get stuck on this lower level, serious psychological problems can begin, including those associated with overeating or, in general, with a consumer type of consciousness, when the individual no longer has tasks other than buying items and clothes.
Social. They are personal. Each of us is in society, is a direct part of it. At the same time, we play the roles of wife, mother, daughter, employee, customer. The basis of each mask is both typical (general stereotypes, norms) and individual. The higher the level of individuality, the brighter the personality traits are drawn. This type includes all spiritual and social aspirations, including the development of relationships and careers. The most significant needs include work and communication. Everyone needs rest, but you need to relax after work.
Spiritual or existential. They represent the most complex set of desires, since they are formed on the basis of real cultural experience and knowledge. There are people who do not experience significant impact from these needs because they are fixated on the first two categories. These include everything that connects a particular individual with the world - not only from a social point of view, but from a moral one. This is art, creativity, self-realization, development.

According to these three varieties, the basic types of human needs can occasionally be replaced with each other. For example, let’s imagine a creative person, an artist, a creator. He can spend a day at a canvas and feed on inspiration alone. Here we see how the biological basis has temporarily given way.

In addition to the one presented, there are many classifications based on different principles:

by origin: natural and imparted by society (eat / eat in a cafe);
in the direction: material and spiritual (buy a fur coat / love animals);
by field of activity: communication, professional (communicate / get promoted);
by origin: endogenous and exogenous, that is, appearing on their own, from the inside, or grafted by people or external conditions - any organism must be nourished, but only those who are in a cold climate receive twice as much heat.

Also in the professional literature there is a division into basic and acquired. According to this concept, some form the foundation and are indisputable, while others are subject to adjustment and discussion.

A. Maslow's theory

The most popular classification of needs (also known as hierarchy) is Maslow’s pyramid. The American psychologist ranked needs from lower to higher, or from biological to spiritual.

Physiological needs (food, water, sleep, that is, everything related to the body and organism).
The need for emotional and physical security (stability, order).
The need for love and belonging (family, friendship), or social needs.
The need for self-esteem (respect, recognition), or the need for evaluation.
The need for self-actualization (self-development, self-education, other “self”).

The first two needs are considered lower, the rest are higher. Lower needs are characteristic of a person as an individual (biological being), higher needs are characteristic of personality and individuality (social being). The development of higher needs is impossible without satisfying the primary ones. However, after their satisfaction, spiritual needs do not always develop.

Higher needs and the desire for their realization determine the freedom of human individuality. The formation of spiritual needs is closely related to the culture and value orientations of society, historical experience, which gradually becomes the experience of the individual. In this regard, material and cultural needs can be distinguished.

There are several differences between lower and higher needs:

Higher needs develop genetically later (the first echoes appear in late adolescence).
The higher the need, the easier it is to push it aside for a while.
Living at a high level of needs means good sleep and appetite, absence of disease, that is, a good quality of biological life.
Higher needs are perceived by a person as less urgent.
Satisfaction of higher needs brings great joy and happiness, ensures personal development, enriches the inner world, and fulfills desires.

According to Maslow, the higher a person climbs on this pyramid, the healthier he is mentally and the more developed as a person and individual he can be considered. The higher the need, the more a person is ready for active action.

Which human needs are more important?

On average, a person can simultaneously have more than 10 unmet needs, which are lined up in a “queue”. Maslow suggested that the average person satisfies 85% physiological needs, 70% safety and protection, and 50% love and affection. Self-esteem is important for an individual by 40%, and self-realization by 10%, which is very little when compared with other needs.

If at the moment a person, being at the highest level of the pyramid, feels the need to satisfy the needs of a lower level, he will return there and will remain there until he receives sufficient comfort.

Everything is not permanent

The diagram presented by Maslow is valid, but it is generalized information. People are multifaceted, all personalities are different. One person will need constant accumulation of funds, and the other will need music and creativity. One wants recognition and fame, while the other dreams of a secluded, quiet life. We can say that a person's needs depend on the type of personality. Therefore, the set of basic human needs (besides the basic ones) and their hierarchy differ for each individual.

And also the same need can manifest itself differently in different people. For example, for some, only the opinion of their beloved partner is enough for recognition, while others need to win the hearts of millions of people. It all depends on personal experience, ambitions, character.

Moreover, even for the same individual, the balance of needs changes constantly. Having satisfied the currently dominant desire, a person tends to immediately switch to the next. This happens all my life.

In addition, age greatly influences a person’s needs and the degree to which they are expressed. For example, children and adults need food, sleep and safety. Teenagers want attention and love more than adults, who learn not to depend on other people's opinions. And more mature individuals need self-expression.

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K. Alderfer's theory

The author empirically modified Maslow's theory and identified three groups of needs, differentiating the need for assessment:

existence (physiological and the need for safety according to Maslow);
connectedness (social needs and external evaluation according to Maslow);
development (internal assessment and self-actualization according to Maslow).

The theory is distinguished by two more provisions:

several needs may be involved at the same time;
the lower the satisfaction of the highest need, the stronger the desire to satisfy the lower (we are talking about replacing the inaccessible with the accessible, for example, love with something sweet).

E. Fromm's theory

In Fromm's concept, needs are classified based on the unity of man and nature. The author identifies the following needs:

The need for communication and inter-individual bonds (love, friendship).
The need for creativity. Regardless of the type of specific activity, a person creates the world around him and society itself.
The need for a sense of deep roots that guarantee the strength and security of existence, that is, an appeal to the history of society, the family.
The need for the desire for similarity, the search for an ideal, that is, the identification of a person with someone or something.
The need for knowledge and mastery of the world.

It is worth noting that Fromm adhered to the concept of the influence of the unconscious on a person and attributed needs precisely to this. But in Fromm’s concept, the unconscious is the hidden potential of the individual, the spiritual powers allocated to each person initially. And also the element of community, the unity of all people is brought into the subconscious. But the subconscious, like the described needs, is broken by the logic and rationality of the world, clichés and taboos, stereotypes. And most of the needs remain unfulfilled.

D. McClelland's theory of acquired needs

The author identified three needs that a person acquires throughout life:

need for achievement or accomplishment;
the need for human connection or affiliation;
need for power.

According to the author's concept, every person has these needs, but their expression and influence on behavior differ. The development of needs begins in childhood:

if children are encouraged to control others, then the need for power is formed;
with independence – the need for achievement;
when establishing friendship, there is a need for affiliation.

Need for achievement

A person strives to surpass other people, stand out, achieve established standards, be successful, and solve complex problems. Such people themselves choose situations where they will be responsible for everyone, but at the same time avoid being too simple or too complex.

Need for joining

A person strives to have friendly, close interpersonal relationships based on a close psychological connection and avoids conflicts. Such people are focused on situations of cooperation.

Need for power

A person strives to create conditions and requirements for the activities of other people, to manage them, control them, use authority, and decide for other people. A person gains satisfaction from being in a position of influence and control. Such people choose situations of competition, competition. They care about status, not performance.

Characteristics of needs

Needs have a number of characteristics and are subject to certain laws:

At birth, a person is characterized only by physiological needs, the rest develop later.
The lower needs are characteristic of all people equally.
The higher ones differ greatly from person to person and form an individual portrait of the individual.
Satisfaction of lower needs opens the possibility for the formation of higher ones, but does not guarantee it.
The higher the need, the less important it is for survival and the longer it may remain unsatisfied.
The more a person is involved in various activities, the more complex his system of needs.
Suppression has a negative impact on psychological and physiological well-being and deforms the personality.
The occurrence and satisfaction are associated with various emotions.
A person's focus is fixed on the subject of need and causes attention to flow in its direction.

What is the essence of the hierarchy of needs?

Maslow suggested that human needs are distributed according to levels - from the simplest to the highest. At the same time, the desire to satisfy elevated needs arises when we satisfy the lower ones.

Let's imagine that a person needs food and shelter. It is unlikely that he spends much effort on developing any of his abilities. His thoughts and efforts are focused on eating and finding shelter. But if a person has already provided himself with food and accommodation, then he becomes motivated to start a family and achieve success at work.

And when everything is there - a comfortable home, a decent job, a good family, recognition in society - a person can think about realizing his lofty needs. For example, he worked as an engineer all his life, but dreamed of learning to draw or play the guitar. And the person begins to satisfy these sublime needs.

Maslow explained his theory in more detail in 1954 in his work “Motivation and Personality.” He described the sequence of needs by level:

Physiology. At the very first level, a person needs food, rest and satisfaction of other needs that are necessary for the normal existence of the body.
Safety. Here there is a desire for stability, protection from external threats.
Love and belonging. This level assumes that a person satisfies social needs. For example, he finds friends, creates a family, makes acquaintances with interesting people.
Respect and recognition. At this stage, there is a need for recognition from society. For example, you want to achieve high status, earn the respect of others, and receive confirmation of your merits.
Self-actualization. Upon reaching this level, a person has a desire to fulfill his spiritual needs. This could be the development of talents, the search for the meaning of life.

The goal of human behavior according to Maslow's theory is to reach the fifth level: self-actualization. In later works, the psychologist added two more levels to self-actualization: cognitive abilities and aesthetic needs.

Classification of human needs

In psychology, all human needs are usually divided into three groups. This classification is quite unambiguous, since each group has very specific and obvious criteria. Let's look at each of them in detail.

Biological needs

This category includes basic needs aimed at survival, achieving physical comfort and procreation. It includes:

delicious food (taste is important to determine freshness and nutritional value);
clean water to quench thirst;
comfortable living conditions;
security and confidence in your future;
satisfaction of sexual needs.

The listed aspirations are present in all living beings. They were formed evolutionarily to ensure the survival of the population. Essentially, they are all mechanisms that allow a person (or other creature) to survive and achieve “reproductive success” (produce offspring and ensure their survival in the future).

Social needs

Since man is a social being, he has a number of instinctive aspirations aimed at increasing his own importance in society or his group. The most illustrative examples are:

Self-identification. A person associates himself with his social group, while striving to recognize himself as an individual with special personal and other qualities.
Self-affirmation. It is important for any person to be proud of their own actions and achievements, as well as to feel respect from others.
Altruism and passionarity. Most of us derive pleasure from doing things that benefit other people or society as a whole. At the same time, self-esteem grows even if our contribution goes unnoticed by others, since for an altruist the act itself is important, and not the approval of others.

Spiritual Needs

There is a system of universal spiritual values that most people share in one way or another. We strive for moral and spiritual growth, appreciate beauty, grace of form and harmony, enjoy contemplating objects of art and listening to beautiful music. At the same time, each person has his own taste, so we all like different styles in music and styles in painting. In addition, priorities of spiritual values change throughout life.

Spiritual needs include:

Self-actualization. Obtaining new knowledge, expanding the range of interests and hobbies, professional growth, advanced training - these are all natural aspirations for a person who is currently not concerned with satisfying basic biological needs.
Self improvement. As we grow up, we understand that we like to become better not in order to please someone, but simply to feel our progress. We give up smoking and alcohol, take up sports, begin to maintain a daily routine and control our stress levels. We just like to think that we're getting a little better every day.
Romantic love. This point could be considered a manifestation of the reproductive instinct, but for us it is something much more. It is very important for us to have a loved one nearby who inspires us and gives us not only sexual but also emotional pleasure.

Spiritual needs, unlike biological and social ones, are present only in humans. Moreover, their list is not just extensive, but almost endless, since each person finds some of his own hobbies that do not have to be shared with someone else. Some people like fishing, some prefer knitting, some watch TV series, some reread The Little Prince for the hundredth time, some adore the sound of pouring rain outside the window, and some experience peace from the echoing the croaking of frogs in a nearby pond.

Ideal Needs

Ideal (or spiritual, cultural) needs of a person are the internal motivations of a person to realize his creative potential, to create and master cultural values, ethical and aesthetic ideas and ideals, to acquire diverse knowledge about the world. The basis of ideal human needs is the desire to understand the world around us and the meaning of our existence. This category of needs stimulates the development of science, art, philosophy, and religious teachings. In the hierarchy of needs compiled by A. Maslow, the highest level is occupied by a person’s self-actualization - the implementation of his creative abilities, the realization of talents through creative spiritual activity. The results of self-realization are needed not only by the individual who carries it out, but also by society. Professional development is one of the results of self-realization. For society, self-realization of individuals means the development of the economy, political relations, art, science, sports, etc.

Additional types of needs

However, at the moment, other types of elements necessary for humans are also being identified. They are also called “secondary needs”. Because they are different for each person. Moreover, they may, in principle, not arise in an individual. Let's look at the main ones.

Need for movement

At its core, the need for movement is a type of biological need. In reality, without movement, the human body atrophies. It becomes unviable. Therefore, being without movement, a person is in danger of not being able to satisfy any of his desires.

Power as a need

Such a vital necessity is individual and specific. Therefore, it may not be present in all people. That is, the desire for power is a consequence of the established foundations of the individual.

Surely, you have thought more than once that someone you know definitely needs to be a leader. Or, on the contrary, they believed that the person was too cruel. Because he wants to dominate others. This is the very need for power. What it may include:

Firstly, the desire to take a leading position in any relationship;
Secondly, the desire to be a boss at work;
Thirdly, a person’s high level of ambition;
Fourthly, the use of methods of suppression in relation to others and an inflated sense of self-importance, as well as egocentrism;
Fifthly, the possibility of reaching the stage of a tyrant in any social relationships.

Safety

This desire is also considered as the primary needs of a person. This need is inherent not only in humans, but also in animals. For example, for a normal life, every person must feel safe. That is, he must have a house, a roof over his head, as well as a certain income that will allow him to ensure his life.

There is a point of view in which the need for security is considered one of the fundamental ones. And this is indeed the correct position. That is, such a need is justified by physiological and instinctive reasons.

Achieving results

This life guide also depends on the individual. There are so-called people - conquerors, careerists. To feel complete and harmonious, they need to constantly achieve something. For example, set a goal to get a promotion at work and work hard towards it.

Career ambitions are also a type of human need

Need depending on another

It's more of an emotional whim than a physiological one. Despite the fact that it is based precisely on instincts.

So, a person is a living being who tends to think about the continuation of his kind. Therefore, due to the social characteristics of each individual, there is a need for close social and emotional connections.

Quite often in practice there are cases when a person feels inferior for several reasons. Firstly, he does not have a partner or a so-called love relationship. Secondly, he cannot realize his feelings (tenderness, kindness, care, love, etc.).

Liberty

What is included in this human need:

Freedom in relationships (the ability to freely choose your environment)

Spiritual freedom (freedom to choose profession, education, religion)

Freedom of movement (the ability to travel, change home)

A significant example of the need for freedom is the lockdown that occurred in March 2021. After being confined within four walls and unable to move freely, especially in Moscow, many experienced the first stages of depression. Moreover, specialist appointments have seen an influx of people suffering from disorders that have been made worse by isolation from the outside world.

How did the image of the pyramid of needs come about?

The theory of needs was developed by Abraham Maslow, but he was not involved in the creation of the pyramid. There was not a single graph in the psychologist’s work.

It is believed that the first graphic representation of the hierarchy of needs was published in 1975 - in the textbook by W. Stopp. Since then, the scheme has been used inextricably with Maslow’s theory. That’s what they call it: Maslow’s pyramid or pyramid of needs.

The pyramid is often depicted in the shape of a triangle. The lowest wide part covers basic needs, then the following levels are displayed towards the top:

Physiology (hunger, thirst and other natural needs).
Security (feeling of security, lack of fear).
Belonging and love.
Respect and recognition (fame, success, prestigious status).
Cognition (gaining knowledge, skills and abilities).
Aesthetics (striving for beauty, searching for ideals).
Self-actualization (realization of abilities and desires).

Schematic representation of Maslow's pyramid

In 2010, a group of scientists from the USA and Canada updated the pyramid taking into account modern realities. In their opinion, basic needs remained the same. In the same way, people need food, security, belonging and love. As for the upper levels, reproductive goals come to the fore: maintaining relationships, finding a suitable partner and raising children. Self-actualization is combined with recognition. At the same time, scientists note that needs sometimes shift and are interchanged.

Updated pyramid of needs

However, Maslow himself did not rule out deviations from the hierarchy. Some people may stop at the lowest level, others are more in need of self-actualization than security or recognition. Maslow considered such exceptions to be features of a person’s personality or a consequence of unfavorable external circumstances.

The hierarchy of needs remains popular in psychology, within the framework of sociology research, and in management training. However, Maslow's pyramid is often criticized and called outdated.

By subject of need

Need is the state of a person's need for something. Classify needs by subject.

Material

Material needs are needs that satisfy the need for something in material terms.

These types of needs include:

housing;
clothes;
food;
money.

We can also characterize material needs as the consumer’s desire to purchase any product or service necessary for his further existence.

Spiritual

Spiritual needs are characterized as a person’s desire to create and master spiritual values.

Components of spiritual needs:

The need for culture, science, religion.
The need for novelty. This characteristic determines the degree of development of the cognitive need to acquire new knowledge.
The need to overcome determines the ability to overcome obstacles to obtain new knowledge, to develop intellectual or creative abilities.
The need for information allows us to maintain the already developed level of thinking and the progress of individual sensitivity systems.

Spiritual needs determine the level of a person’s self-development.

Social

Social needs represent a person’s need for something that is a product of society’s activities.

Human social needs can be divided into several groups:

Group	Description
Need for recognition	A person’s need to meet with acquaintances, as well as to determine his own place in society.
Need for stimulation	Monitoring human activity, stimulating activity, and raising emotional tone.
Need for events	It manifests itself in receiving pleasure (or vice versa, dissatisfaction) from events that affect the course of life.
Need for structure in life	Represents the need for time planning. A striking example is the distribution of working time, the distribution of rest and work.
Need for achievement and recognition	It manifests itself in obtaining new experiences, respect and self-esteem of a person.

Social needs support the vital activity of a social personality.

Criticism

The criticism of Maslow's pyramid comes down to the fact that it is extremely difficult to apply this model in practice. For example, if a person is not able to meet the basic needs of food and a comfortable place to live, this does not mean that he does not strive to realize his talents. Also, not every person seeks recognition in society - for some, a stable job and starting a family are enough.

There are many examples in history when people achieved success in life precisely because their basic needs remained unsatisfied. Thus, living in poverty can force a person to seek acceptance in society, bypassing the needs of security and belonging. And unrequited love can become an incentive to create magnificent works of art. For example, Van Gogh's passion for painting is attributed to failures in love.

The theory is criticized because of its hierarchy and the impossibility of fully satisfying needs. For example, physiological processes will always be relevant - a person constantly needs to drink, eat, and sleep. For some people, only part of the needs may be important.

The fact that over time Maslow completely revised his own theory is often cited in favor of criticism. In later work, he changed the motivational concept and abandoned the multi-level system.

In the new version, Maslow divided human needs into two types:

“Scarce” (inferior). These are needs caused by a shortage of something and, accordingly, saturated.
"Existential" (highest). This type of need is dictated by growth and development and is therefore insatiable.

Like the previous theory about the hierarchy of needs, the new vision was presented by the psychologist in the format of an assumption. The author hoped to find confirmation in the future, but did not have time.

The pyramid of needs should not be taken as an unshakable truth. This is not a strict classification of human needs, but an attempt to determine the more and less significant of them. Basic needs will dominate for most people. But different people may have different motivation systems, and for some, higher-level needs will be more important. By the way, according to Maslow, only 2% of people reach the level of self-actualization.

It turns out that Maslow’s pyramid still makes sense, but it does not need to be interpreted literally. For example, in marketing, the pyramid of needs is actively used when developing a sales strategy. The general principle of the theory is interpreted as follows: it is important to monitor trends in needs and direct efforts to satisfy more pressing ones.

According to the criterion of update time

The types of needs in psychology depend on the time of actualization.

Actualization determines the importance of something at a given moment.

Permanent

Constant needs are the continuous need for something.

The most striking examples of constant needs are:

maintaining a constant body temperature;
oxygen demand;
the need to maintain a certain air humidity.

These needs are mainly based on the physiological needs of the body and the need to maintain normal functioning.

Sustainable

Sustainable needs are mainly related to human social needs. Such needs affect a person’s life, which is why they are consistently satisfied, but life without them is possible. The most striking example of such a need is the need to communicate with a representative of the same kind.

Cyclic

Cyclic needs represent a person’s need for something over a certain period. For example, the need for food. After 4-6 hours a person feels hungry - this is the cycle of this need.

Situational

Situational needs are those needs that depend on a specific event in life. For example, the need for recovery. In this case, the circumstance in this situation is illness.

How does Maslow's pyramid work?

The highest meaning of a person’s destiny is to identify and develop one’s personal abilities, talents and capabilities. For each of us, personal growth and self-realization are ultimately important in life.

A person’s path to a higher purpose is Maslow’s pyramid, which requires a visual diagram of a person’s movement towards personal growth.

Every person is worthy and capable of personal growth, self-development, and the formation and expression of their unique self. The problem of many contemporaries is that they cannot reveal their talents and find applications for themselves. Often such people are firmly “stuck” at the lower levels of the pyramid - they are content with the achieved attributes of prosperity, comfort and security.

Many devote almost all their time to work they don’t like, and there is no energy or time left for their own development. At the same time, a person, covering physical needs, often does not feel successful and does not feel satisfaction from life. Such people suffer from the fact that their personal fulfillment in life does not occur.

Every person is capable of rising to the “top” of the pyramid. On the way to the top, to self-expression, a person is hampered by many blocking factors - from lack of self-esteem to victim syndrome.

Personal evolution may be interrupted due to dissatisfaction at lower levels. For example, loss of a job leaves the need for security unsatisfied, and unhappy love or divorce leaves the need for love and respect unsatisfied.

In psychology, Maslow’s pyramid model is used to understand which stages are not achieved and are preventing one from achieving success and inhibiting self-realization. Perhaps, a person is prevented from moving upward by “unclosed” base (lower-level) needs and lack of recognition in society.

Children in secondary schools and students, for example, have a greater need for safety and respect in the classroom or group. Only in conditions of acceptance and recognition will they be able to develop effectively and reveal their potential.

Some people simply do not want to engage in self-development, because it is not easy and, in their opinion, boring. Self-development and work on oneself takes time, but not every person is ready to “sacrifice” their time for personal growth. You can compare this to the fact that a person cannot save money for a large expensive item because he is not ready to give up small, not always necessary, purchases.

Afterword

Satisfying needs is important for adequate personality development. If biological needs are ignored, a person can get sick and die, and if higher needs are unsatisfied, neuroses develop, intrapersonal conflicts and other psychological problems arise.

It is worth noting that there are exceptions to the rule “first satisfying some needs - then developing others.” We are talking about creators and warriors who can set higher goals, despite unmet physical needs, such as hunger and lack of sleep. But for the average person the following data is typical:

physiological needs are satisfied by 85%;
in safety and security – by 70%;
in love and belonging – by 50%;
in self-esteem – by 40%;
in self-actualization – by 10%.

Needs are closely related to the social situation of human development and the level of socialization. Interestingly, this connection is interdependent.

Sources

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2. The growth of the cultural needs of workers and their satisfaction

When analyzing needs, the classics of Marxism-Leninism proceed from the fact that the very diverse needs of people are determined by the objective conditions of their existence. The objective conditions for the formation of needs are related to the nature of the production method.

The development of production forces and production relations is accompanied by an increase in all types of needs in the form of the need of members of society for a variety of material goods, spiritual values, social processes and activities. According to V.I. Lenin, the trend of their growth has the character of an economic law of increasing needs.

The material basis for the law of increasing people's needs is the process of continuous improvement and change in the means of production. Based on the development of social production, needs expand and increase. Production creates needs and creates material goods to satisfy them. Consumption, in turn, affects production. However, under capitalism, the connection between production and consumption of workers is mediated by capital, the economic interest of the bourgeoisie.

The absence of private property, exploitative classes and relations of cooperation and mutual assistance allow a socialist society to establish a direct connection between the production and consumption of workers. F. Engels foresaw this possibility in his time. He wrote: “When modern productive forces begin to be treated in accordance with their finally understood nature, social anarchy in production will be replaced by socially planned regulation of production in accordance with the needs of both society as a whole and each of its members individually.”

Socialist production is carried out with the aim of satisfying the needs of direct producers. The most complete satisfaction of the needs of members of society based on the use of available opportunities at this stage of development is the goal of socialist production.

Socialism, along with improving material well-being, is characterized by a systematic increase in the cultural needs of the working people and their satisfaction.

The vast area of popular consumption includes cultural goods, which make up two main groups: healthcare (medical care, sanitary, preventive and hygienic measures, physical education, sanatoriums and rest homes, medical care for children in nurseries, kindergartens and camps) and education and art ( general and special education, cultural and educational events, print, entertainment, radio and television, fine arts).

During the period of socialist construction, meeting the needs of the population for medical care was very important. In pre-revolutionary Russia, healthcare was at a very low level, there was one doctor for every 7 thousand people, and in rural areas - for every 23 thousand people. In the colonial outskirts of the empire, medical care was almost non-existent. In pre-revolutionary Kazakhstan, the number of doctors of all specialties was only about 200 people, and the number of hospital beds was 1.8 thousand.

From the first days of the victory of the October Revolution, serious attention was paid to organizing medical services for the population. Solving this problem required significant funds and time. In 1926/27, the percentage of the population provided with inpatient care was: in the Ural District - 23.1,

Kustanaisky - 17.3, Petropavlovsky - 13.7, Semipalatinsk - 13.0, Alma-Atipsky - 12.4, etc. Of the 125 districts with a Kazakh population, only 47 districts had hospitals with a total number of beds of 552, the average provision the population of districts with inpatient care was only 7.6%. As a result of nationwide efforts to create a modern healthcare system, this problem was solved quite successfully. In 1940, compared to 1913, the number of doctors of all specialties increased by 11.2 times, paramedical personnel by 30.3 times, and the number of hospital beds (excluding beds in hospitals) by almost 14 times.

The network of sanatoriums and rest homes expanded, becoming the property of the working people. The number of workers and employees served by sanatoriums, rest homes, and one-day recreation centers has continuously increased. State institutions and public organizations widely practiced health-improving activities, and the widespread development of physical education and sports played an important role.

The activities of the Communist Party and the Soviet government aimed at eliminating illiteracy played an outstanding role in increasing the cultural needs of workers, as well as their political and labor activity. They were of great political importance, as they were associated with the formation of socialist social relations in the country. V.I. Lenin emphasized that “it is impossible to build a communist society in an illiterate country.”

The historical document, which gave direction to the national campaign for universal literacy in the country, was adopted by the Council of People's Commissars of the RSFSR on December 26, 1919 in the form of a decree “On the elimination of illiteracy among the population of the RSFSR.”

On June 24, 1920, the Military Revolutionary Committee for the Administration of the Kyrgyz Territory adopted instructions on the elimination of illiteracy in the region. On September 28, 1920, the Kirrevkom issued an order “On measures to eliminate illiteracy in the region.”

Following the example of the RSFSR, the “Down with Illiteracy” (ODN) society was created in Kazakhstan. Public organizations showed a direct interest in the successful solution of this national task. Komsomol members were in the first ranks of the liquidators of illiteracy and members of the cultural army; teachers, students, and high school students took an active part. The Congress of Shock Teachers of Kazakhstan in 1934 called on each teacher to teach literacy to at least 35 people. Local bodies of the Koshchi Union carried out a large organizational and mass work to identify and eliminate illiteracy among the population of rural areas. Using their contributions and funds collected from the population, they opened literacy schools and cultural institutions.

The network of literacy schools was very extensive and diverse. In the 1927/28 school year, there were 1,422 literacy centers; in addition, there were hundreds of low-literacy schools, schools for adults, and political literacy schools. Training and advanced training of workers of the party-Soviet apparatus were carried out in Soviet party schools.

Only in 1920-1922. About 75 thousand people were taught to read and write. The total number of people who eliminated illiteracy during the first eight years of Soviet power was 245 thousand people. Through the forces of the cultural army members and teachers, the entire party and Soviet public in 1933-1940. In the republic, about 2 million people have mastered literacy. The problem of eliminating illiteracy among the adult population of Kazakhstan at the end of the 30s was basically solved.

The entire process of eliminating illiteracy among the population of the USSR and the Kazakh SSR aged 9 to 49 years can be characterized by the data in Table 15.

Table 15

Literacy of the population in the USSR and the Kazakh SSR (percentage of literate people aged 9-49 years)

From the data in Table 15 it is clear that to solve the problem of eliminating illiteracy of the population it took not hundreds of years, as bourgeois ideologists prophesied, but about twenty years. At the same time, the difference in the initial data for the USSR and the Kazakh SSR was large. In 1926, the literacy rate of the population in the USSR was 56.6, in the Kazakh SSR - only 25.2. Just 13 years later, this difference disappeared, which indicates a higher rate of eradication of illiteracy carried out across Kazakhstan.

The elimination of illiteracy among the population in a historically short period of time in a multinational country under the difficult conditions that prevailed at that time represented a qualitative leap in social life made by the Soviet people under the leadership of the Communist Party along the path of socialist construction. However, no matter how significant this problem turned out to be, it was only part of the gigantic multilateral task of the cultural revolution - the most important law of socialism.

Another equally important task was the steep rise of public education based on its democratization and radical restructuring. In 1918, a reform of schools and higher educational institutions was carried out. From now on, the school was separated from the church, it became a single labor school, teaching was provided in the native language, and free education was introduced.

In the early 1920s, in an environment of general devastation and lack of necessary funds, the country's public education system experienced great difficulties. The situation was alleviated through the transfer of schools and cultural and educational institutions to the local budget, on a contractual basis, to cooperatives and collective farms. And in the cities, as a temporary measure, taxation was introduced for parents of students. In Kazakhstan, due to the weakness of the local budget base, a certain number of schools were transferred to state support.

As economic success was achieved during the recovery period, the position of teachers gradually improved, the material base of schools expanded and strengthened, and the structure of public education was improved.

The policy of the Communist Party and the Soviet government, aimed at the rapid elimination of illiteracy of the population and the widespread development of public education, was greeted by the working people of Kazakhstan with great enthusiasm. This was explained by the enormous craving of the masses for knowledge, the desire to quickly free themselves from the captivity of illiteracy and ignorance. The working masses linked their future and further successes of socialist construction with the development of education. This enthusiasm, the enormous thirst of the people for knowledge, was expressed, in particular, in the fact that schools, supported by the population, began to spontaneously appear almost everywhere.

There are various data on the number of schools in Kazakhstan at the beginning of the 20s. According to some data, in the 1920/21 academic year there were 2,410 schools in Kazakhstan, according to others - 6,224 schools. There is a big discrepancy here. It seems to us that the first data did not take into account many spontaneously arose schools in nomadic and semi-nomadic areas. In any case, the first data is too underestimated. The school network that took shape in the early 20s, based on archival materials, is characterized by the following data: in the 1920/21 academic year there were 6224, in 1921/22 - 2437, in 1922/23 - 1960, in 1923 /24—2119 schools. From these data it is clear that due to spontaneous growth in the first years of Soviet power, the school network expanded excessively. Then, under the influence of famine and financial difficulties, this growth gave way to a sharp decline in 1921-1923. Starting from the 1923/24 school year, the school network began to expand again.

At that time, a significant part of the schools in the republic were two-year and three-year schools, as well as one-year schools, which provided basic knowledge of writing, reading and arithmetic. Along with them, there were standard schools - seven-year and nine-year schools. In the second half of the 1920s, Peasant Youth Schools (PSYS), the program of which corresponded to the senior grades of the seven-year school, received widespread development. In nomadic and semi-nomadic areas there were boarding schools and commune schools.

All this indicated that school construction was carried out taking into account the specific characteristics of Kazakhstan, and some atypical forms found in the school network were temporary.

In the conditions of Kazakhstan, as in all formerly backward national regions, the problem of teacher personnel has become particularly acute. Based on V.I. Lenin’s instructions that the teaching army should set itself gigantic educational tasks and, first of all, should become the clay army of socialist education, the party organization of Kazakhstan set the task, by attracting progressively minded old teaching staff to work in schools, to train new ones Soviet teachers. At first, the main channel for training and retraining teachers was short-term courses. Pedagogical courses from three weeks to a year and with a longer period of study began to function in the summer of 1918 in Verny (Alma-Ata), Perovsk (Kzyl-Orda), since 1919 - in Aulie-Ata (Dzhambul), Chimkent, with 1920 - in Uralsk, Orenburg, Semipalatinsk, Aktyubinsk, Pavlodar, Akmolinsk, Atbasar, Turgay, Kustanay and some other large settlements. Pupils and graduates of these courses acted as active fighters not only in the field of public education, but also in the fight against the forces of counter-revolution, kulaks and peasants, conductors of revolutionary ideas among the broad masses of working people.

Somewhat later, pedagogical technical schools, institutes of public education and some other special educational institutions for training teachers were created. During the years of reconstruction of the national economy, a fairly well-organized network of universities and secondary specialized educational institutions for training teachers was formed; it consisted of 14 universities, 30 technical schools, many courses, correspondence and evening education systems, and advanced training institutes.

For the period of each five-year plan, major tasks were set and resolved in the field of public education. Already during the years of the first five-year plan, the elimination of illiteracy in the country was largely completed and the law established universal compulsory education for children from 8 to 11 years old within a four-year primary school. In the second five-year plan, compulsory seven-year schooling was introduced in all cities and a corresponding school network was created in rural areas. During the Third Five-Year Plan, universal secondary education began within a ten-year school in cities, and universal seven-year education in rural areas was completed.

The data in Table 16 gives an idea of the existing system of public education during the pre-war five-year plans.

From the data in Table 16 it is clear that the changes in the education system of Kazakhstan that occurred during the period of construction of socialism were abrupt, truly revolutionary. This is evidenced by the fact that, compared with the pre-war period, the number of schools in the republic had almost doubled by the end of the 20s.

The school network grew at a rapid pace during the First Five-Year Plan. Particular attention was paid to expanding the network of secondary schools. Their number in the republic during the second five-year plan increased 10.3 times, and over the three years of the third five-year plan - 2.2 times. By the end of the 20s, the number of students increased by more than

2.5 times, the number of secondary school students increased especially rapidly. And the number of teachers almost doubled every five years.

Such rates in the development of public education had no parallel in history.

In the conditions of Kazakhstan, as in all formerly backward national regions of the USSR, the development of specialized secondary and higher education was of great importance, which was determined by the need to create a cadre of national intelligentsia. In the door

Table 16

Number of schools, teachers and students in the Kazakh SSR at the beginning of the school year

In revolutionary Kazakhstan there were only seven secondary specialized educational institutions with a student population of 300 people. There was not a single higher education institution.

The need for mid-level and highly qualified personnel arose during the development of the economy and culture on an ever-increasing scale. These needs were met by organizing and forming a network of secondary specialized and higher educational institutions. Already in the first half of the 20s, pedagogical, agricultural, medical, industrial and economic technical schools operated. Along with them, there were numerous lower-level vocational schools, courses and schools that trained skilled workers, accountants, cooperators, etc.

Secondary specialized and higher education in the republic received rapid development in the 1930s. At the same time, much attention was paid to higher pedagogical, agricultural, and medical education. The need for highly qualified personnel for the growing mining and metallurgical industry determined the opening of the Mining and Metallurgical Institute.

In connection with the opening of the Kazakh State University named after S. M. Kirov on January 15, 1934, the opportunity arose for Kazakh youth to receive a university education within their native republic.

The results of the development of secondary specialized and higher education in Kazakhstan over the years of the pre-war five-year plans can be characterized by the data in Table 17.

During the years of the first five-year plan, almost three times more students studied in secondary specialized educational institutions than in the 1927/28 academic year, and in 1940/41 - 2.9 times more than in the 1933/34 academic year. The number of university students also increased.

Kazakhstan’s successes in the development of specialized secondary and higher education became possible thanks to the efforts made by the Union government, the help and assistance of the fraternal republics, in particular the RSFSR and the Ukrainian SSR. Achievements in the field of public education played a major role. Without an extensive network of general education seven-year and secondary schools, it would be difficult to count on success in organizing specialized secondary and higher education.

The training of mid-level and highly qualified specialists made it possible to more fully satisfy the growing needs of the national economy, as well as to develop research work in universities and scientific institutions, which numbered 110 institutes and laboratories in 1940.

Cultural and educational institutions played a major role in the rise of social consciousness, the political and labor activity of workers, in instilling in them a communist attitude towards work, and in the fight against the remnants of the past.

In different cities of the republic, as early as 1918, amateur artistic circles arose, and the performances of amateur artists to a certain extent satisfied the cultural needs of the working people.

The tasks of cultural and educational institutions in rural areas were reduced not only to the aesthetic education of workers and the younger generation, but also to the promotion of agronomic and zootechnical knowledge.

The extensive experience of political struggle acquired by the working class and the working peasantry during socio-economic transformations, successes in eliminating illiteracy, and the daily educational work of the party broadened their horizons and increased their cultural needs. In accordance with the continuously growing cultural demands of the working people, the network of cultural and educational institutions was expanded, and the ideological, political, and artistic level of their work was increased. Libraries, workers' clubs, and ceremonial houses arose in cities and towns. On collective farms, clubs, reading rooms, and red yurts were created at the expense of cultural funds.

Cinema and radio, which were intensively carried out in cities and rural areas, especially in the 1930s, were of enormous importance in raising the cultural needs of the working people and satisfying them.

The professional art of Kazakhstan grew from the amateur artistic creativity of the masses. Regularly held numerous shows, competitions, aitys akyns (singing competitions) made it possible to identify and select talented performers - singers, musicians, dancers, etc. - to staff professional theater groups.

Based on the creative use of folk music and its arrangement by professional musicians, modern musical genres and forms were created.

The creation in 1935 of the State Philharmonic Society consisting of an orchestra of national instruments, a Kazakh choir, a dance ensemble and solo singers and musicians, the transformation of the musical theater into the Kazakh State Academic Opera and Ballet Theater named after Abai in 1937 testified to a fairly high level of musical culture, achieved by the Kazakh people in such a short period of time on the fertile soil of socialism.

The great achievements and artistic maturity of the drama theater made it possible to transform it in 1937 into the Kazakh State Academic Drama Theater. Tremendous progress in the field of theatrical art in Kazakhstan became possible thanks to the generous assistance of outstanding professional groups and prominent cultural figures of the Russian people. At the invitation of the government of the republic, experienced music directors, conductors and teachers worked in Kazakhstan, teaching Kazakh artists vocal, stage and choreographic art.

The origin and development of cinema and fine arts in the republic testified to the multilateral nature of the cultural revolution, which covered all the formerly backward national regions of the USSR.

The development of periodicals and book publishing was of invaluable importance in the political education of the working people, the formation of their communist worldview, and the rise of general literacy and culture. Wide layers of working people had the opportunity to read in their native language the works of the classics of Marxism-Leninism, the greatest writers and scientists of the world.

Introduction to the treasury of world culture contributed to the enrichment of the spiritual culture of the people, the development of their national literature in particular. Workers of literature and art, using the method of socialist realism, sought to raise the ideological and artistic level of their works, boldly intruded into the depths of public life and, through the power of the artistic word, inspired the people to socialist construction.

The general picture of the development of cultural and educational institutions in the Kazakh SSR is visible from the following data:

The growing cultural needs of workers and their

satisfaction was accompanied by the development of national languages. Teaching in schools was conducted in the Kazakh language, socio-political, scientific and technical, educational and methodological and fiction literature was published. In areas where the Kazakh population predominated, office work was conducted in the language of this people.

The development of the Kazakh language was expressed in the fact that its vocabulary was updated and expanded, and its grammatical structure became more perfect. At the same time, the basis of the language remained folk and original.

In the development of the language, the translation of Kazakh writing from Latinized to a new alphabet based on Russian graphics was of great importance. The new alphabet and spelling took into account the specific features of the Kazakh language.

The Kazakh language became richer, its enriched vocabulary made it easy to find equivalents to the most complex terms of science and technology. In light of all this, the absurdity of the statements of bourgeois authors about “infringement of the languages of national minorities”, about “Russian linguistic imperialism”.

Ideologists of the bourgeoisie, criticizing the policies of the CPSU in the field of cultural construction, in particular on the issue of developing the languages of small nations, forget that “freedom of languages” for the Communist Party was a slogan of programmatic significance. V.I. Lenin repeatedly emphasized: “A democratic state must certainly recognize the complete freedom of native languages and reject any privileges of one of the languages.”

The Communist Party, guided by the instructions of its leader, proceeded from the desire to ensure equality of languages and, with the help of the native language, to raise the cultural level of all peoples.

The growth of the cultural needs of the working people and their satisfaction is the most important law of socialism. Carrying out a cultural revolution is one of the conditions for building the material and technical base of socialism. This is precisely what expresses the objective need for a cultural revolution, which is taking place everywhere in the process of socialist construction systematically, on the initiative of above with the broad creative participation of the masses. The growth of the general culture of the people contributed to the success of socialist construction. The successes of industrialization and collectivization of agriculture, in turn, created favorable conditions for the development of culture.

Socialist industrialization contributed to the elimination of economic inequality, and the cultural revolution led to the elimination of differences between peoples in the spiritual sphere, in the field of culture. Socialist industrialization and the transformation of agriculture created the appropriate material and technical basis for raising the material well-being and spiritual elevation of the working people, and the cultural revolution had an impact on the sphere of material production, which was expressed in the growth of creative, socio-political and labor activity of the working masses.

The greatest achievement of socialism was the formation of a new person - a member of a socialist society, endowed with such traits as high consciousness, broad-mindedness, and the ability to understand and defend national interests. In the process of socialist transformation of society, based on involvement in social labor, a new spiritual image of women in the national regions of the Soviet East was formed. As a result of fundamental changes that took place in the entire way of life and consciousness, working women became active builders of a new society.

The period of socialist construction represented for all the peoples of the national regions of the USSR an era of genuine revival, an era of liberation from social and national oppression, unprecedented progress in all spheres of public life. In the light of all this, the complete inconsistency and ridiculousness of the anti-communist exercises of R. Pines is revealed, who wrote that the socialist revolution “brought to the Muslim areas not the destruction of colonialism, but colonialism in a new and much more severe form; created a regime that... can be called “proletarian colonialism.”

The great achievements of the cultural revolution in all union republics became the property of the working people themselves, regardless of their nationality. Institutions of culture and art played an outstanding role in transforming the spiritual world of man, not only because, thanks to their widespread planting, a very extensive network was created, but mainly because they became truly popular, widely accessible to working people. All types of art organically entered the everyday life of the people and began to more fully satisfy their rapidly growing cultural needs. The words of V.I. Lenin, spoken by him at the III All-Russian Congress of Soviets in January 1918, came true that “previously, the entire human mind, all its genius worked only in order to give some all the benefits of technology and culture, and deprive others the most necessary thing - education and development. Now all the wonders of technology, all the conquests

cultures will become the property of the whole people and from now on the human mind and genius will never be turned into means of violence, into means of exploitation.”

The achieved relatively high level of education, general culture of the people, and the scientific potential of society represent part of the national wealth.

There is an interdependence between material production and the growth of the cultural needs of the working masses and their comprehensive satisfaction. The general rise of culture has a significant impact on the rate of economic development of the country. The education sector makes it possible to successfully train highly qualified personnel, which acts as an important factor in the development of social production and increasing its efficiency.

The construction of a socialist economy has made it possible to eliminate the antagonistic contradictions between the productive forces and production relations, opening up space for the harmonious development of all social production, ensuring universal employment, the continuous expansion of the material and cultural needs of the working people, while creating the necessary conditions for their increasing satisfaction.

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Upon appearance

Types of needs in psychology can be classified according to their appearance. Some of the needs appear in a person immediately, so they are basic. Others are in the process of active life, so they are considered acquired.

Basic

Basic human needs are those needs that are related to physical survival. Basic needs are also inherent in all people without exception, even if he does not feel them.

There are 9 needs of this type: