Psychology and Pedagogy of AngerRichardson, Roy Franklin
Science
Psychology and Pedagogy of Anger
Richardson, Roy Franklin
Anger
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 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.
Public-domain text, read in full here on John Shaqi.
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