The Four Temperaments
Exploring human personality has a long history, with ancient theories like Hippocrates' humourism laying the groundwork. Rudolf Steiner revisited this concept, integrating it into his spirit-science view of the human being and applying it significantly in Waldorf education for the teacher’s preparation. Steiner's framework links the four temperaments—sanguine, melancholic, choleric, and phlegmatic—to dominant aspects of our fourfold nature (physical, etheric, astral, and ego). Steiner said the temperaments come from the union of two streams of inheritance: one from our physical inheritance or lineage and the other from what each of us bring from the spirit world.
Here's a brief overview of each temperament:
Sanguine: Lively, optimistic, sociable (linked to astral body/nervous system). Can be easily distracted. Linked to Spring and air.
Choleric: Energetic, strong-willed, assertive (linked to the ego/blood circulation). Can be impatient and dominating. Linked to Summer and fire.
Melancholic: Thoughtful, introspective, sensitive (linked to physical body). Can be prone to worry and self-criticism. Linked to Autumn and earth.
Phlegmatic: Calm, peaceful, patient (linked to etheric body/glandular system). Can be slow to act and prefer routine. Linked to Winter and water.
In Waldorf education, understanding these temperaments helps teachers connect with students' unique needs and learning styles, especially between ages 7 and 14. Teachers adapt methods to work effectively with each child's disposition.
Here's how Waldorf teachers adapt their methods for each temperament:
Sanguine children: Often enthusiastic but easily distracted. Teachers may offer a variety of activities, introduce subjects in a lively manner, and encourage them to focus their abundant energy on specific interests to cultivate sustained attention.
Choleric children: Characterized by their energy and strong will. They benefit from challenging tasks that demand effort and perseverance. Teachers establish clear rules and consistent consequences, fostering respect for authority and guiding their leadership qualities towards positive collaboration and empathy.
Melancholic children: Often deeply feeling and introspective. Teachers provide empathy, connect with their emotions through storytelling that explores human struggles, offer opportunities for meaningful and detailed work, and encourage them to extend their compassion outward by helping others.
Phlegmatic children: Tend to be calm and may lack initiative. Teachers create a stable and predictable environment, encourage their engagement through connection with peers and interesting topics, and gently invite them into activity, respecting their slower pace while fostering participation.
Furthermore, teachers may arrange seating to group students with similar temperaments and integrate storytelling, artistic activities such as form drawing, and movement through eurythmy to engage and provide outlets for the different temperaments. The teacher's own self-awareness and ability to maintain a balanced temperament are also considered essential.
Steiner emphasized balancing temperaments, not just in childhood but also in adulthood. In children, activities strengthen less dominant traits. For adults, self-awareness and conscious practices, including Steiner's "Six Basic Exercises," help integrate all four aspects for greater adaptability. Balancing temperaments is a lifelong journey towards inner harmony and personal development within Anthroposophy.
For more information about the Four Temperaments, visit our events page or contact us at MightyOakSchool@gmail.com for the next workshop about the Four Temperaments!
