What does phlegmatic personality mean

Sanguine Communication A Sanguine is by nature a very expressive person, they will communicate by telling stories about someone or something, generally in detail.

When dealing with a Sanguine put yourself in their shoes — speak expressively and focus on how it relates to them. Begin typing your search term above and press enter to search. Press ESC to cancel. Skip to content Home What is a phlegmatic personality type? Ben Davis May 28, What is a phlegmatic personality type? What does it mean to be phlegmatic? How does a phlegmatic behave? Is phlegmatic an introvert? More Definitions for phlegmatic. See the full definition for phlegmatic in the English Language Learners Dictionary.

Britannica English: Translation of phlegmatic for Arabic Speakers. Subscribe to America's largest dictionary and get thousands more definitions and advanced search—ad free! Log in Sign Up. Save Word. Definition of phlegmatic. Choose the Right Synonym for phlegmatic impassive , stoic , phlegmatic , apathetic , stolid mean unresponsive to something that might normally excite interest or emotion.

Phlegm and the Four Temperaments According to the ancient Greeks, human personalities were controlled by four bodily fluids or semifluids called humors : blood , black bile , yellow bile , and phlegm.

Examples of phlegmatic in a Sentence Some people are phlegmatic , some highly strung. Some are anxious, others risk-seeking.

Some are confident, others shy. Some are quiet, others loquacious. We call these differences personality … — Matt Ridley , Genome , Why would a man live like this? Alone on the godforsaken prairie surrounded by whispering cornfields and phlegmatic Swedes if instead you could go to picture shows and snazzy restaurants and dance with a beautiful woman with her head on your shoulder and her perfume driving you wild?

Hawking , A Brief History of Time , a strangely phlegmatic response to what should have been happy news. Recent Examples on the Web Massimiliano Allegri, given the circumstances, was surprisingly phlegmatic.

The choleric's drive and need to find new challenges brings the phlegmatic out of simple repetition. The choleric's willingness and need to be in charge helps the phlegmatic to be more than just a cog in the machine. Let me end this little temperament journey with a picture. While these images were adapted to cartoon forms, they of course originated in the books by A. Milne about Christopher Robin, Winnie the Pooh, and the other animal friends.

It is very interesting to me to note that the characters were based the author's son's stuffed animals. The reason this is interesting to me is that the author attributed characteristics to some of the animals that align with these temperaments.

It's fun to look at ourselves, our children, and even our friends. Use this as a lens, not a box, not a label. We have all four of these temperaments and we want to mature and balance all four. May Faire and other Spring Festivals. Ever wonder why Waldorf schools celebrate seasonal events like the May Fair? How can these events help to connect children to a time and place? Take a look! The Other Side of the Fence Part 3. Part three explores the first grade. Two Sides of the Fence Part 2.

Part two explores the emotional struggle and why it is a good thing. Two Sides of the Fence Part 1. The Head: Thinking. What happens when we hear a story? If our inner wills are strong, if our feeling life is flexible and rich, then we engage in a very important "thinking" activity: we imagine. This is not the same as fantasy or whimsical fancy. This is not mere creativity.

Nor is this the same as intellectualizing. Thinking is not the means to simply acquire knowledge. Spiritual Pudding. Soon we will celebrate a national holiday recognizing the remarkable life and achievements of Dr. Martin Luther King, Jr. It is fortuitous that we should have this to contemplate at this time, when we see so much social strife and tension around us.

The Heart: Feeling Forces. For the young person, this mystery can be overwhelming. If we do not endeavor to help young people learn about their feelings and how the feeling life works, then we leave them like rudderless rafts on a rising river.

Teachers and parents can help children learn how to affect their feelings so that they can strive toward equilibrium when they need to do so. This starts at the very beginning. In Waldorf education, it does not start with a curriculum; it starts with understanding the child.