Revers W J
Z Klin Psychol Psychopathol Psychother. 1983;31(1):4-13.
Contrary to the fundamental importance of emotions for all psychological phenomena and functions, academy psychology in the study of the relationship between emotion and cognition shows a neglect for the phenomena of emotion. Indirectly, apathy shows that losing the potential for experiencing emotions is followed by a loss of reality and self identity. The scientific onesidedness of intellectualism with it's neglect of the reality of feeling supports the public suppression of emotionality. The reality of emotion, put aside in the name of science, show up as an urging problem in depth psychology and psychotherapy. The desolation of emotion: the death of the self in the time, revealed in boredom, manifests the "lost time", the loss of personal history. A main concern of all psychotherapy seems to be a regaining of the time unity of the biographical "Gestalt" of personal identity; in other words the client is led into a learning process that gives him the opportunity to deal effectively with his emotions again.
与情感对所有心理现象和功能的根本重要性相反，学院派心理学在研究情感与认知的关系时，对情感现象表现出忽视。冷漠间接地表明，失去体验情感的潜能会导致现实感和自我认同的丧失。理智主义的科学片面性及其对情感现实的忽视，助长了公众对情感表达的抑制。以科学之名被搁置一旁的情感现实，在深度心理学和心理治疗中成为一个亟待解决的问题。情感的荒芜：在无聊中揭示出的自我在时间中的死亡，体现了“失去的时间”，即个人历史的丧失。所有心理治疗的一个主要关注点似乎是重新获得个人身份传记“格式塔”的时间统一性；换句话说，引导来访者进入一个学习过程，使他有机会再次有效地应对自己的情感。
