Psychology and Pedagogy of Anger, Roy Franklin Richardson [best management books of all time .txt] 📗

When anger enters into the role of discipline, of the three types already discussed, that which springs from the sentiment of justice is most efficient in instruction. Anger which arises from irritable feelings, from its nature becomes a dangerous emotion to be used in discipline. Emotion of this type develops by a cumulative process till the point of anger has been reached. It too readily ignores justice and is easily transferred from the real offender and may finally break out against an innocent party who may have unwittingly touched off the feelings which have been accumulated by previous stimuli, consequently anger of this type which is so frequently displayed in school rooms usually defeats the ends of discipline. Anger with a fore-period of lowered self-feeling because of the personal element entering into this type of anger and the tendency to ignore justice can evidently be resorted to but sparingly in school control unless it also involves the sense of justice.

Another point the teacher has to take into account is that from his position, if he is held in respect, the anger he excites in the student will usually be preceded by humiliation and, if he has been unfair, it will be intensified by the sense of offended fairness. Anger of this type is the one most frequently followed by an emotional disposition against the offender. It is the residuum of unsuccessfully expressed anger of this type which becomes a disturbing element in school control with the student who is irascibly inclined. The wise teacher who understands the individual emotional life of the pupil and the nature of the after-period of anger, will skillfully remove the morbid residuum and ally the resentful pupil on his side. Dislike following anger, is skillfully removed, will frequently increase the friendship of the offender more than before the offense. This principle of compensation in the after-period is thus to be utilized in discipline. It may be a good plan deliberately to bring a moody pupil to the point of anger and let him vent his wrath. Any punishment in discipline has the possibilities of being dangerous to school control, especially with the student of pugnacious disposition, if the justice of the punishment cannot be recognized by the offending pupil. Evidently a mistake in control is not to recognize the individual differences in emotional life and to attempt to use the discipline of fear with an irascible boy who knows no fear. Anger, disappearing unsuccessfully, may leave a morbid residuum which completely disqualifies the student for efficient learning, consequently when it exists, it is the business of the educator to remove the morbidity, transform it into work or to have the pupil transferred; for it may be as serious a hindrance to learning as adenoids or defective sense organs.

There is every reason to believe that a large part of the mental reactions to anger is individually acquired habits, consequently successful and satisfactory reactions are a matter of training. Potentialities of anger may actually be taught indirectly by building up the sentiments and mental disposition from which anger arises. Whatever will increase ideals and new desires, achievements in school which allow a better opinion of self and build up the sentiment of self-regard, of fairness and justice, are at work at the very root of anger consciousness. The study of the mental situation from which anger arises allows every reason to believe that when there is a lack of potentialities to anger, it may be built up in this indirect manner. The student who lacks good healthy resentment when the proper stimulus is at hand evidently is weak in the sentiment of self-regard, desire to achieve, or sense of fairness.

Whatever exercises will excite the pugnacious instinct, if done satisfactorily may involve a training in emotional habits. Habits of good fighting in work and play, the give and take in debate, class discussion, the witty retort, boxing, the team games if carried on aright, afford good exercise for the emotions. To acquire good habits of behavior when under fire, to fight clean and to the finishing point, to take defeat in a sportsman-like manner, are valuable acquisitions educationally whether they are acquired in athletics or the rivalry of intellectual work. On the other hand, athletics and mental contests may be carried on under conditions of emotional reaction, which defeat the aim of healthy emotional habits and consequently lack their better educational significance.