Psychology and Pedagogy of Anger by Roy Franklin Richardson (sight word readers TXT) 📕

From the present study, anger may be said to have a two fold functional meaning. First it intensifies volitional action in a useful direction. Second, viewed from the mental conditions under which it occurs, it may be a superfluous affectivity and is largely an end in itself. These two functions are not to be separated. In fact any single emotion of anger in its different stages of reaction may be merely hedonic, it may serve a directly useful purpose or it may be both. These two functional aspects of anger are the basis for pedagogical conclusions.

Sublimation. Anger in a modified form has been the theme of the poet and artist. With its running mate fear, it has played an important role in religion. Primitive magic with its self assertive coercion of the supernatural, is not unlike anger. The curse prayer of backward religion is motivated by resentment. A deity with an irascible temper like that of the ancient Hebrews suggests the role of righteous indignation in the discipline of the soul. Plato[1] held that anger is at the foundation of the organization of the State. Ribot (16) has suggested that it is at the basis of justice. More recently Bergson writes, “No society can reach civilization unless throughout its members, there exists the nervous organization which supports the sentiment of anger and hostility against criminals; and this physical organization is the foundation of what we call our moral code.” President Hall (10), James (13), and Dewey (5) have suggested that much of the best work of the world and the great deeds of valor have been done by anger. Dr. Hall states, “A large part of education is to teach men to be angry aright,—it should be one aim of pedagogy to show how the powers of the soul should be utilized.—Man has powers of resentment which should be hitched onto and allowed to do good and profitable work. We should keep alive our emotions and allow them to do our labor.” (From lecture notes.) It has been suggested by Wundt (22), James (13) and Stanley (17) that the function of anger is to increase volitional action. The latter author writes, “At some point in the course of evolution, anger comes in as a stimulant to aggressive willed action. Some favored individual first attained the power of getting mad, in violently attacking his fellows and so attaining sustenance likely in the struggle for food.” The same author further writes, “We take it then that it was a most momentous day in the progress of mind when anger was first achieved and some individuals really got mad.”

Education has to do with the function of anger in human needs, in growth and development and in mental hygiene. Ethics has at times advocated the elimination of anger as if it were a noxious product. From a pedagogical view, it should be cultivated and excited aright. The familiar moral exhortations, “Let not the sun go down on your wrath,” “Love your enemies and do good to those that hate you,” and others like them, are in accord with some satisfactory individual reactions to anger from the feeling side, which have been cited; but their universal application would not always serve the purpose of ethics. In pedagogical practice, they would fall short. A good healthy resentment is, at times, a good thing and should be kept alive. The emotion, if it works, must not die out too satisfactorily at the cost of real effort. There should be a working residuum for the time when it is needed. An injury may be forgiven too quickly and resentment given up too easily. A healthy fighting attitude, increased caution and willed action turned into productive work is often subverted for an immediate satisfactory ending of the emotion. There are none of the subjects studied but observe this wholesome effect of anger at times. Anger may disappear successfully and satisfactorily on the side of the feelings. The subject may attain the full sense of victory by a number of devices of make-believe, substitution, disguise, etc. An inner victory may be a good thing. In fact, all subjects would, at times, resort to imaginative processes motivated by the feeling and impulsive side of the emotion. A subjective satisfaction may in fact save the day, clear the mental atmosphere, so to speak, and allow mental life to continue along its habitual lines. On the other hand, a subjective victory may become too easy. On the verge of defeat, victory is at times imagined which takes the place of real volition. The fight may be carried too far through the medium of ideas leaving little enthusiasm for actual effort. A too easy habit of excusing the offender at times serves an unprofitable end. Anger should not be cut off too near its beginning by finding excuses too readily for the offender or offending situation. It should at least be allowed to get a little above the initial feeling stage to keep the emotional life alive or there is danger of lapsing into obliviousness to essential rights; mental life becomes too prosaic and commonplace, on a plateau with no capacity to acquire new levels.

A second point of which the writer is convinced, is that in order to study the emotions, especially the deep seated primary emotions like fear and anger, it is necessary to take into account the finer working of the emotion in its feeling and impulsive stage of development and disappearance. In fact, the milder tenuous emotions of anger are markedly important from the educational side as well as psychologically. The normal function of the emotion is better exemplified in the less intense experiences. Anger, as it is usually thought of, is the emotion in its excited uncontrolled stage. Anger, sublimated into keener intellectual and willed action, is no less anger though its affective side is less intense; its reactive side is working in better accord with the evolutionary function of the emotion,—to intensify action in a needed direction. In fact, affective processes of indignation, resentment and irascible feelings which are not called anger in the popular sense, from the scientific side should be considered a part of the anger consciousness. They have the feeling fore-stage of humiliation and an intellectual reaction; the residuum of the affective process has every mark of that victorious satisfaction, which is typical of anger.

Such tenuous emotions are reported to have far reaching results in mental behavior and personal development. One subject, resentful at an implication against the value of his work, considers that it stimulated him to increased determined action and intensified endeavor for several months in order to show the offender he was wrong. A., resentful of X.’s adverse suggestion, put in three days of severe intellectual labor to prove his point. E. observes that a humiliation and mild resentment was a keen stimulus to his ambition. His ambitious behavior, he considers was accompanied by increased friendliness toward the offender. The question was privately put to a number of persons as to the effects of resentment on some of their ambitions in the past. Every person who was asked, after a careful recall, was able to find one and some times several instances of important results of anger of this kind. Some persons from early childhood have habitually reacted to little resentments to beat the offender in an ambitious way. One person with defective eyes early became sensitive about it. Any implication against his defect was always reacted to, he says, by saying to himself, “I will show you I can do more with poor eyes than you can with good ones, and you will be sorry some day.” M. 28—“Resentful because the parents of a lady to whom I was paying attention did not approve of me, I determined to make so much of myself that they would be sorry. It was one of the main incentives to my entering on a career. With this aim I went to the University; I worked hard with success. Many times during the year I would recall the incident and would resolve again and again to show them some day. For two years this idea was pretty constantly in my mind. In the course of four years I now take keen satisfaction in recalling that I have partly accomplished my purpose.” M. 25.—“Four years ago a friend whom I admire much, told me that I would never make a scientist. I have resented it ever since and have laid plans to show him, which I have partly carried out. Every once in a while I recall his statement in connection with my work. It spurs me on. I imagine myself sending him a copy of my scientific problem on which I am working.” M. 34.—“In my sophomore year in college, I failed to be elected president of our literary society. I became resentful against the one who beat me in the election. This person was ambitious in college contests. I now laid plans to beat him. I went into an oratorical contest first with the sole aim of surpassing him. I did not care about the others. I am certain that I would never have gone into this contest and others if it had not been for a deep set resentment developed against him. I recall yet how in practicing and writing in contests during the two years of my college work my aim principally was to surpass this person. We were good friends all the time.”

Such tenuous resentments which persist for years, it may be, against people with whom one is on friendly terms, and which are accompanied by a rather sudden rise in the curve of personal growth, are evidently an essential part of the anger consciousness. Smaller achievements of individual worth are often reported to be the direct result of a healthy sort of reaction from resentment. It is entirely probable that most persons, especially those of irascible disposition, could point to sudden spurts in their own personal development and achievement, which were motivated by anger