Psychology and Pedagogy of Anger by Roy Franklin Richardson (most difficult books to read TXT) 📖

id="Page_88" title="88">which never reached the stage of intense excitability or from the residuum of exciting anger which disappeared unsuccessfully. Freud (9) has taken the view that much of biography should be rewritten to include the part that sexual motives, which have been sublimated, play in personal ambitions. Evidently anger cannot be neglected by one who seeks for motives of personal growth whether biographer or educator.

A too soft pedagogy which would heal over too soon the injury to self-feelings, has its disadvantages. Encouragement at times by superficial means may cut off a good healthy angry reaction which may be needed. In fact a little lowered self-feeling with an irascible response is a good thing and it may be a signal for “hands off,” or a little skillful and judicious suggestion. It is frequently observed by the subjects studied that anger at self intensifies a lagging willed action and breaks up interfering habits. A quotation from B. will illustrate. “I turned the anger inward and vituperated against myself for being such a lazy man. The emotion of the moment was relieved and I feel now like getting down to work at the stuff and getting it out of the way.” Some subjects work at their very best when mildly angry. Attention and association processes are intensified to the point that real difficulties disappear. Anger in the exciting stage and at a situation too remote from the problem at hand, interferes with mental work. Bryan and Harter (3) in their study of skill in telegraphy, found that the skillful operator may work best when angry, but the inexperienced worker is less efficient. Michael Angelo is said to have worked at his best in a state of irascible temper. The mass of mankind are sluggish and need a hearty resentment as a stimulant. If the circumstances are too soft and easy, the best which is in a man may be dormant; there is no tonic to a strong nature capable of bearing it like anger.

Many a good intellect has lacked the good powers of resentment necessary for the most efficient work. The boy who has not the capacity for anger should be deliberately taught it by some means. Göthe, who was a rather keen observer of human nature, said, “With most of us the requisite intensity of passion is not forth-coming without an element of resentment, and common sense and careful observation will I believe confirm the opinion that few people who amount to anything are without a good capacity for hostile feelings upon which they draw freely when they need it.”

Need of Expression. The second condition for the expression of anger is that in which reaction is an end in itself. It may be said that while on the one hand from a genetic and utilitarian point of view the function of anger is to do work, to aid in behavior, where increased willed action is needed; on the other, the mere expressional side in connection with feeling and impulse assumes an important role in every emotion. In fact with intense and exciting anger, utility may be ignored and actually thwarted, volitional action is exerted contrary to objective needs.

There is much in the expression of anger in both the subjective and objective reaction to the emotion whose impulsive aim is merely to release unpleasant feeling tension, to clear the mental atmosphere, so to speak. A brief resumé of the reactive consciousness to anger will illustrate. First on the feeling side there occurs a mental situation accompanied by a tendency to expression in order to remove or modify the situation. Irritation may be relieved or turned into pleasantness by the reaction. Lowered self-feeling may be restored with extra compensation in pleasurable feelings of victory, if the reaction has been successful. Second, the expression of anger involves restraint, the cruder unsocial tendencies are controlled and others are substituted of a less objectionable and offensive nature. By both objective and subjective reactions, devices of disguise, transfer and modification of the unsocial pugnacious tendencies may allow the restraint to be released and the emotive tendency fully satisfied, in which a feeling of pleasantness follows. Third, the reaction which has been fully satisfactory from the feeling side, is followed by a partial or complete immunity against the recurrence of the anger from the same mental situation, as the successful reaction has removed the mental situation from which the emotion arose.

Anger from the point of view stated above, touches upon the second educational aim. So large a part of the reactive consciousness to anger is motivated to find a successful surrogate for cruder and unsocial tendencies which are objectional, that this side of anger expression is educationally important. It is a desirable personal equipment to have strong potentialities of anger. However there should be a mentality which is versatile and active enough by training and habit to react successfully to the emotion, in the first place to use such reservoirs of energy for work, and second, to react satisfactorily from the feeling-side, where the instinctive tendencies are restrained, and break up morbid and unpleasant mental tension which may be an inference.

A good angry outburst at times may be a good thing, but most frequently some sort of surrogate is more satisfactory. Habits of witticism, refined joking, a little good-natured play and teasing within the limits of propriety serves a worthy end for mental hygiene, and often leaves a basis for good will and a friendship which would otherwise be in danger. The habit of suddenly breaking up an angry tension by a good thrust of wit or joke would be a good one to inculcate with the irascibly inclined. Many persons suffer in feelings and lack of good friendship because they have never learned to be good mental sparrers and to relieve their emotions by socially appropriate reaction rather than by a method of repression which is cheaper at the moment but more expensive in the end. Their anger is too absorbing and serious. It lacks the necessary flexibility, their emotions are too near the instinctive level and when the instinctive tendencies are restrained they lack mental habits of purging their feelings in a satisfactory way, consequently suppression is resorted to as a self-defense.

Anger and Instruction. As Terman (20) has pointed out, the emotions employed in the act of instruction need a systematic investigation. The emotions brought into play in school control, as incentive to work, emotional reactions which retard, and those which accelerate learning and efficient work in classes, these are little known scientifically.

Anger, or, perhaps, better potentialities of anger in both teacher and pupils, is impulsively used in the role of teaching. Skill in using this emotion aright is part of the teacher’s stock in trade. Pugnacity in the form of rivalry is a common device.

Individual Differences. First, there is the problem of individual differences in the emotional life of students; and the teacher, too, for that matter. With some, the dominant emotion is fear and anxiety. The material of the present study shows a wide variation in the type and character of emotional reactions of the subjects studied in which anger is one of the most frequently occurring emotions. This difference is illustrated by the following summary from three subjects: With J., anger predominates over fear; he knows but little of the latter emotion. Anger usually occurs from a fore-period of lowered self-feeling, the feeling intensity of the fore-period is not strong. The reactive stage of the anger does not reach a high degree of excitement. With him, anger usually disappears into indifference and unpleasantness, leaving tendencies of passive dislike. He observed no cases of anger at injustice or unfairness except when the latter sentiments referred to himself. His anger for the most part is an unsuccessful experience and is unpleasant. He consequently tries to avoid getting angry and has relatively few emotions. The after-period of his anger tends to be a little morbid, lacking any strongly marked disposition which is the source of tendencies to do more work. Subject G. has anger as a dominant emotion over fear. He scarcely knows anger which arises from a fore-period of humiliation except anger at himself when he has been inefficient. He does not hold resentments against persons but against situations and principles. Anger is usually unpleasant except a mild after-period of relief. With him, anger is a means of throwing off superfluous feelings of irritation and serves but little the purpose of work, except to increase volitional action for the moment. His anger often refers to himself. Anger at unfairness tends to refer to the principle rather than to the person. The emotion occurs more frequently when he is unwell. It is rather slow to appear, by a gradual accumulation, till the point of anger is reached; the emotion does not attain a high degree of excitement. With subject C. the character and type of anger reaction is in marked contrast to the two subjects mentioned above. He knows but little of fear except in extreme situations. His anger nearly all springs from a fore-period of humiliation and is often intense in its most active stage. For a time during the most intense stage of the emotion, he almost loses the sense of justice; but as the emotion begins to die down, he has a habit of excusing the offender and looking at his side of the question. His anger is frequently followed by pity, remorse, shame and fear. The emotion is both pleasant and unpleasant. The disappearance is usually unpleasant and leaves a wealth of affective tendencies and mental attitudes which are later a source of both pleasant and unpleasant feelings. Anger is one of the greatest stimuli he has to do work. He will work for days preparing some subject in which he has had opposition that excited his resentment in order to even up with the offender, and takes extreme delight in making his point. His tendency to anger is greater when feeling well pleased with himself. The residuum of his emotion involves attitudes of determination and idealization which plays an important role in his ambition in general.

The description above will suffice to show the problem in individual differences in emotional life. With some subjects fear is the ruling passion. Subjects A. and B. have almost an even proportion of fear and anger during the period of observation. However these instances represent adult persons. How far the habitual emotional reactions are determined by training and instruction, is an important question. It is highly probable that the character of training in childhood and early adolescence plays a leading part. Subject C. above was an only child and took considerable license, almost getting beyond the control of his parents at an early age. J. reports that at early adolescence, anger was much more frequent and intense than at present. He believes that an early philosophical notion that intelligence should dominate the emotions, had an influence in establishing his present emotional habits. G. was early taught that it was sinful to get angry, an idea which he accepted at the time. His anger rarely refers to persons but vents on objects, principles and situations involved. He has relatively few emotions of anger. He believes that his early religious training was of importance in moulding the habitual reactions which he now assumes when angry. Such material as we have makes it entirely probable that a large part of the habitual mental reactions assumed in anger is the result of training. It may be said further that when instruction involves affairs of emotional life, individual difference become a still more pressing problem than when intelligence is the criterion.

Other inferences of the role of anger in the act of instruction are suggested from the present study. If the teacher