The Psychology and Pedagogy of Anger |
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Common terms and phrases
after-period of anger anger arises anger consciousness anger disappears angry at X appears assumed attack became angry behavior of consciousness contrary reaction cutting remarks disappearance of anger effect emotion has disappeared emotion of anger emotional disposition entirely exciting the emotion expression of anger fear feelings of irritation felt pleased following anger fore-period of irritation frequently friendly habits hostile humiliation idea illustrate imagery imagined immediate after-period impulse incident indifferent initial stage intense introspection irascible irritable feelings joke justice laugh lowered self-feeling ment mental attitude mental reactions mental situation mild anger mildly angry motor motor imagery negative self-feeling observes offender offender's PEDAGOGY period pity pleasant pleasure point of anger psychology reac reaction to anger reactive stage reappear recall refer reported resentment residuum restraint rise to anger sarcasm sentiment stage of anger subject is aware subjects studied tion Titchener University of Maine unpleasant feelings unpleasant stage usually victory witticism Wundt
Popular passages
Page 89 - With most of us the requisite intensity of passion is not forthcoming without an element of resentment; and common sense and careful observation will, I believe, confirm the opinion that few people who amount to much are without a good capacity for hostile feeling, upon which they draw freely when they need it.
Page 12 - For it has no specific object or objects the perception of which constitutes the initial stage of the instinctive process. The condition of its excitement is rather any opposition to the free exercise of any impulse, any obstruction to the activity to which the creature is impelled by any one of the other instincts.
Page 3 - ... anger, the reactive side of consciousness under the influence of anger, individual differences in behavior, manner of the disappearance and diminution of anger, devices used in the control and facilitation of the emotion, and the conscious after-effects including the inter-relation of anger and other feelings, emotions and attitudes which follow. The education of the emotions was first voiced by_Aristotle who indicated that one of the aims of education should be to teach men to be angry_aright.
Page 3 - The structufe~of~ emotions is~ primarily important in so far as structure may allow an interpretation of function. The study of the emotions has for the most part been limited to theoretical discussions based on the observations of normal and abnormal persons and on the casual introspection of individual authors. This work is an attempt to study systematically the emotion of...
Page 21 - A too positive an3 aggressive 'action, a too~greaT 3ispTay of wisdom, a too familiar or condescending demeanor, may be the essential element in the stimulus to anger. The following phrases are noted by the different subjects as being an important part of the situation stimulating anger of the type now being treated. C. — "I resented his too dignified air more than anything else.
Page 21 - ... we do not resent a slap on the back by one whom we admire or recognize as our superior, but we do from our inferior. The same act from the one may heighten our self-respect while from the other it is lowered.
Page 11 - What ohe~will take as an insult, another will regard as a joke. With the same individual, what will at one time excite anger, will at another be scarcely noticed. We commonly say, referring to some incident, "There was nothing for him to be angry about," and the statement may be correct if the outside situation is viewed as the stimulus to the emotion.
Page 6 - The method in the present study has been to observe _anger intiospectively as it appears in everyday life. Ten graduate students of Clark University and two~~ persons outside of the University volunteered to observe their emotions for a period of at least three months and report to the writer each day from the notes of their introspections.
Page 22 - He took on a wise air implying that he had already passed through the stage in which I now was.