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 book, which started its journey as a research article but later turned into a book, examines the educational problems experienced in the Music Departments of Fine Arts High Schools in Turkey through the views of the music teachers working in this school in a provincial city and discusses the results with a generalizable approach, mainly from the perspective of music teaching. Although Fine Arts High Schools have been extensively studied in the music education literature, studies focused on the problems experienced in these schools are quite limited. The data of the study were obtained from a single study group instead of a sample selected from the population. Some problems are strongly related to the socio-cultural and socio-economic variables surrounding the school. These two justifications should be interpreted as the results are not generalizable. However, it should be emphasized that some of the results obtained in this study regarding common and non-intervening elements for all Fine Arts High Schools in Turkey such as the criteria for appointment of administrators, teacher-student selection method, curriculums, and textbooks may be generalizable. In this context, the study is considered important in terms of drawing attention to the current problems experienced in these schools and providing results that will help to make a comparison between the school where the research was conducted and other Fine Arts High Schools.