The Expanded Hierarchy of Needs In 1970, Maslow built upon his original hierarchy to include three additional needs at the top of his pyramid, for a total of eight: Cognitive needs. This centers on knowledge. People generally want to learn and know things about their world and their places in it.Aesthetic needs. This addresses the appreciation of beauty and form. People might fulfill this need through enjoying or creating music, art, literature, and other creative expressions.Transcendence needs. Maslow believed that humans are driven to look beyond the physical self in search of meaning. Helping others, practicing spirituality, and connecting with nature are a few ways we might meet this need.

You can learn about it here, but fundamentally, there is an assumption on the part of the Siksika that rather than attaining what we would call "self-actualization" over time one is, in fact, born with it and this would seem to inform many other aspects of the culture. Childrearing, for example, is very hands-off, which would make sense if you believed your child arrived basically okay and kind of awesome so why would you fuck with that?  Furthermore, their views on wealth suggest that the whole point of attaining wealth is that so you can give it away. The one considered the wealthiest is the one who has given the most away. Which ties into why one has difficulty finding poverty in this environment because the second someone is poor, the rest of the community chips and makes them whole (instead of questioning "well do they really *deserve* to be made whole?" because, again, arrived self-actualized).

earners need to feel a sense of belonging and be able to make meaningful contributions to a community in order to experience connected learning. Groups that foster connected learning have shared

According to Maslow, individuals must meet the needs at the lower levels of the pyramid before they can successfully be motivated to tackle the next levels.

eople become actualized to accomplish higher motives only after they have fulfi lled certain basic needs

In addition to external standards, we also consider the needs of our students when designing learning experiences. For example, student interests, developmental levels, and previous achievements influence our designs