<꼭지가 확 돌아버리는 데는 다 이유가 있다(영어)> Although the emotions are recognized as among the most important mental phenomena, exerting a marked influence on other mental processes, they have had comparatively little systematic investigation. We have our casual descriptions of emotions in terms of feelings, sensations and physiological effects. We have our theories, accounting for the expression of the emotions, and our theories of the constituents of the emotive consciousness. The functional side of emotions, emphasizing the behavior of consciousness, has been for the most part neglected. In looking over the literature on emotions, one is impressed by its theoretical and opinionated trend. Much of it is based on casual individual observations. Attention has for the most part been directed to the most intense emotional experiences, neglecting the smaller emotions, important as they are in the behavior of consciousness. Then psychology has concerned itself with the exciting period of the emotion, disregarding the consciousness preceding the emotion and that after the emotion has disappeared. From the functional aspect of emotions, some of the questions which invite study are as follows: 1. the mental situation, including the fore-period from which the emotion develops; 2. the behavior of consciousness during the period the emotion exists; 3. the manner of disappearance and diminution of the emotion; 4. the effect in consciousness after the emotion has disappeared; 5. individual differences in emotional life.
출판사 서평
The importance of the study of the emotions in relation to human conduct is well understood. Just how consciousness behaves under the influence of the fundamental human emotions like fear and anger, is one of vital interest to the psychologist and educator. It has always been difficult to study the structural side of our emotions because of an inability to control voluntarily our emotions for purposes of introspection. The structure 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 anger in relation to the behavior of consciousness, the ideas and feelings associated in the development of 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.
