Psychology and Pedagogy of AngerRichardson, Roy Franklin
Science
Psychology and Pedagogy of Anger
Richardson, Roy Franklin
Anger
Feelings of irritation follow as a result of the thwarting of some
desire or mental attitude and are consequently predetermined by the
attitude of the moment. From this, anger develops for the most part, as
a result of a series of stimuli, which have a cumulative effect. Each
thwarting of the impulse intensifies the irritation until anger is
developed. One or two failures may stimulate unpleasant feelings, which
at the time are ignored; but with an increase of the number of stimuli,
there is an accumulative effect in which the awareness of the previous
failures becomes more intense than at the moment when they occurred. The
following from B.’s observations will illustrate, “I was writing a
letter to an important personage and was making special effort to write
it neatly. I made an error and felt unpleasantly irritated. Still
feeling quite unpleasant, I turned to look for my eraser and could not
find it. I looked in several places. Each failure was followed by a
sudden increase in intensity of unpleasant feelings.” Finally B. found
himself using defamatory language prolifically, giving expression to a
rather well developed case of anger. One is usually aware in anger of
this type, that the emotion is the cumulative effect of a number of
previous stimuli. It appears from the reports, that if the mental
predisposition is intense enough, one or two failures may suffice to
excite anger. In general the stronger the predisposition, the less
number of failures is required before anger is fully developed.
Public-domain text, read in full here on John Shaqi.
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