Course Syllabus

Evolution of Happiness Draft Syllabus

Semester & Location:	Beginning Fall 2026 - DIS Copenhagen
Type & Credits:	Elective Course - 3 credits
Major Disciplines:	Psychology & Neuroscience
Prerequisite(s):	A psychology course at university level.
Faculty Members:	Matthew Kimble, PhD (current students please use the Canvas Inbox)
Time & Place:	TBA

Course Description

The goal of this course is to better understand how biological evolution can help us appreciate what we do and don’t find satisfying in life. How do our human origins play a role in our contemporary well-being? How have our genes and biology been shaped to find certain experiences rewarding and others less so? What patterns of thought and behavior can we undertake that harness these predispositions? This course will start with a primer in evolutionary psychology, transition to discuss the resulting underlying neuroscience of our moods and behaviors and then apply this field to the topic of human flourishing. This approach will help us better appreciate the roots of pleasure, play, and sex and why nature, social connections, altruism, and accomplishment, have such a positive impact on our well-being.  The course will end with an evaluation of modernity and its benefits and costs for human happiness.

Learning Objectives

• To understand the basic assumptions, principles and concepts of evolutionary psychology.
• To evaluate and synthesize both theory and empirical research as it relates to subjective well being.
• To appreciate how evolution has shaped our nervous system to respond to reward and punishment.
• To assess what patterns of thought and behavior can be undertaken to harness these predispositions.

Faculty

Matthew Kimble, Ph.D.

Professor of Psychology at Middlebury College where he teaches courses in Introductory Psychology, Psychological Disorders, Psychological Trauma, Research Methods, Resilience, and Happiness. He is currently Faculty Director of Middlebury College’s Alumni College and Chair of Middlebury’s Institutional Review Board. He received his undergraduate degree at Dartmouth College in 1991 and his doctorate in clinical psychology from Boston University in 1996. He completed his postdoctoral training in psychological trauma at the National Center for PTSD at the Boston VA Healthcare Network. His primary research interests focus on how trauma and PTSD effects attentional processes and expectancies in trauma survivors. Recent work has included work on the impact of trigger warnings on student emotional responses as well as the role of authenticity in subjective well being. Professor Kimble is a licensed clinical psychologist, an author or coauthor on over 30 peer reviewed articles and has received grants from the National Institute of Mental Health, the Veterans Administration, the Davis Collaborative on Conflict Transformation, and the Vermont Genetics Network to support his work. 

Visiting Faculty at DIS in the Fall 2026 Semester

Readings

Proposed readings subject to change

Algoe, S. B., & Way, B. M. (2014). Evidence for a role of the oxytocin system…in the social bonding effects of expressed gratitude. Social Cognitive and Affective Neuroscience. 9(12), 1855–1861. https://doi.org/10.1093/scan/nst182

Bai, Y., Ocampo, J., Jin, G., Chen, S., Benet‑Martínez, V., Monroy, M., Anderson, C., & Keltner, D. (2021). Awe, daily stress, and elevated life satisfaction. Journal of Personality and Social Psychology, 120(4), 837–860. https://doi.org/10.1037/pspa0000267

Berridge, K. C., & Kringelbach, M. L. (2013). Neuroscience of affect: Brain mechanisms of pleasure and displeasure. Current Opinion in Neurobiology, 23(3), 294–303. https://doi.org/10.1016/j.conb.2013.01.017

Brannigan, R., Cronin, F., McEvoy, O., Stanistreet, D., & Layte, R. (2023). Verification of the Goldilocks Hypothesis: The association between screen use, digital media and psychiatric symptoms in the Growing Up in Ireland study. Social Psychiatry and Psychiatric Epidemiology, 58(8), 1259–1264. https://doi.org/10.1007/s00127-022-02352-5

Buss, D. M. (1989). Sex differences in human mate preferences: Evolutionary hypotheses tested in 37 cultures. Behavioral and Brain Sciences. 12(1), 1–49. https://doi.org/10.1017/S0140525X00023992

Buss, D. M. (1995). Evolutionary psychology: A new paradigm for psychological science. Psychological Inquiry, 6(1), 1–30. https://doi.org/10.1207/s15327965pli0601_1

Cahill, L. S., Steadman, P. E., Jones, C. E., Laliberté, C. L., Dazai, J., Lerch, J. P., Stefanovic, B., & Sled, J. G. (2015). MRI‑detectable changes in mouse brain structure induced by voluntary exercise. NeuroImage, 113, 175–183. https://doi.org/10.1016/j.neuroimage.2015.03.036

Craft, L. L., & Perna, F. M. (2004). The benefits of exercise for the clinically depressed. Primary Care Companion to the Journal of Clinical Psychiatry, 6(3), 104–111. https://doi.org/10.4088/pcc.v06n0301

Demir, M., Barry, C. M., Özen‑Çıplak, A., & Macasa, K. J. (2025). The role of friendship experiences in subjective well‑being among perceived adults and perceived emerging adults. Journal of Adult Development, 32(1), 41–50. https://doi.org/10.1007/s10804‑024‑09501‑x

Diniz, G., Korkes, L., Tristão, L. S., Pelegrini, R., Bellodi, P. L., & Bernardo, W. M. (2023). The effects of gratitude interventions: A systematic review and meta‑analysis. Einstein (São Paulo), 21, eRW0371. https://doi.org/10.31744/einstein_journal/2023RW0371

Gold, J., & Ciorciari, J. (2020). A review on the role of the neuroscience of flow states in the modern world. Behavioral Sciences (Basel), 10(9), 137. https://doi.org/10.3390/bs10090137

Gregory, C. (2025). Netflix and chill: Intuitive decision making predicts satisfaction and happiness with real‑world choices. Current Psychology: Research & Reviews. https://doi.org/10.1007/s12144‑025‑07999‑

Gruber, M. J. (2021). Curiosity in childhood and adolescence—What can we learn from the brain? Current Opinion in Behavioral Sciences, 39, 178–184.

Güroğlu, B. (2022). The power of friendship: The developmental significance of friendships from a neuroscience perspective. Child Development Perspectives, 16, 110–117. https://doi.org/10.1111/cdep.12450

Haidt, J. (n.d.). The Anxious Generation [Video]. YouTube. https://www.youtube.com/watch?v=7jX7FdLiFMk

Heschel, A. J. (n.d.). God in Search of Man (pp. 136–144).

Hidden Brain Podcast. (n.d.). The paradox of pleasure. https://hiddenbrain.org/podcast/the-paradox-of-pleasure/

Iyengar, S. S., & Lepper, M. R. (2000). When choice is demotivating: Can one desire too much of a good thing? Journal of Personality and Social Psychology, 79, 995–1006. https://doi.org/10.1037/0022‑3514.79.6.995

Kashdan, T. B., Rose, P., & Fincham, F. D. (2004). Curiosity and exploration: Facilitating positive subjective experiences and personal growth opportunities. Journal of Personality Assessment, 82(3), 291–305. https://doi.org/10.1207/s15327752jpa8203_05

Kasser, T. (2003). The High Price of Materialism (Chapter 2).  Cambridge:  MIT Press

Keltner, D., & Haidt, J. (2003). Approaching awe, a moral, spiritual, and aesthetic emotion. Cognition and Emotion, 17, 297–314. https://doi.org/10.1080/02699930302297

Lenneis, A., Das‑Friebel, A., Tang, N. K. Y., Sanborn, A. N., Lemola, S., Singmann, H., Wolke, D., von Mühlenen, A., & Realo, A. (2024). The influence of sleep on subjective well‑being: An experience sampling study. Emotion, 24(2), 451–464. https://doi.org/10.1037/emo0001268

Lewis, C. S. (n.d.). The Weight of Glory [Essay].

Li, N. P., van Vugt, M., & Colarelli, S. M. (2018). The evolutionary mismatch hypothesis: Implications for psychological science. Current Directions in Psychological Science, 27(1), 38–44. https://doi.org/10.1177/0963721417731378

Lu, C., Liang, L., Chen, W., & Bian, Y. (2021). Do gifts of roses have a lingering fragrance? Evidence from altruistic interventions into adolescents’ subjective well‑being. Journal of Adolescence, 86, 54–63. https://doi.org/10.1016/j.adolescence.2020.11.007

Narvaez, D. (2024). Returning to evolved nestedness, wellbeing, and mature human nature, an ecological imperative. Review of General Psychology, 28(2), 83–105. https://doi.org/10.1177/10892680231224035

Nesse, R. M. (1990). Evolutionary explanations of emotions. Human Nature, 1(3), 261–289. https://doi.org/10.1007/BF02733986

Nozick, R. (1974). The Experience Machine. From Anarchy, State, and Utopia. Basic Books.

Oguni, R., & Ishii, C. (2024). Gratitude promotes prosocial behavior even in uncertain situations. Scientific Reports. 4, 14379 (2024). https://doi.org/10.1038/s41598-024-65460-z

Savage, P. E., Loui, P., Tarr, B., Schachner, A., Glowacki, L., Mithen, S., & Fitch, W. T. (2021). Music as a coevolved system for social bonding. Behavioral and Brain Sciences, 44, 1–22. https://doi.org/10.1017/S0140525X20000333

Siegel, J. M. (2005). Clues to the functions of mammalian sleep. Nature, 437(7063), 1264–1271. https://doi.org/10.1038/nature04285

Symons, C., & VanderWeele, T. J. (2024). Aristotelian flourishing and contemporary philosophical theories of wellbeing. Journal of Happiness Studies.

Taylor, R. (2000). The Meaning of Life. In Good and Evil.  Amherst NY:  Prometheus Books

Tse, D. C. K. (2021). Living well by “flowing” well: The indirect effect of autotelic personality on well‑being through flow experience. The Journal of Positive Psychology, 16(3), 310–321. https://doi.org/10.1080/17439760.2020.1716055

Twenge, J. M., & Campbell, W. K. (2019). Media use is linked to lower psychological well‑being: Evidence from three datasets. Psychiatric Quarterly, 90(2), 311–331. https://doi.org/10.1007/s11126‑019‑09630‑7

Van Boven, L., & Gilovich, T. (2003). To do or to have? That is the question. Journal of Personality and Social Psychology, 85(6), 1193–1202. https://doi.org/10.1037/0022‑3514.85.6.1193

Vanhöfen, J., Stuck, K., Haag, R., Härtel, T., & Randler, C. (2025). Effects of nature experience on mental well‑being and physiological stress parameters in an experimental bird walk setting – the role of bird song. Landscape and Urban Planning, 263, 105456. https://doi.org/10.1016/j.landurbplan.2025.105456

Williams, G. C. (1966). Adaptation and Natural Selection (pp. 20–56). Princeton University Press.

Wilson, T. D., & Gilbert, D. T. (2005). Affective forecasting: Knowing what to want. Current Directions in Psychological Science, 14(3), 131–134. https://doi.org/10.1111/j.0963‑7214.2005.00355.x

Field Studies

Potential Field Studies include:

• A Nature Walk
• Vising local museums
• Experiencing Altruism: A group volunteer activity

Guest Lecturers

Guest lectures announced at a later date

Approach to Teaching

The class will involve an interactive pedagogy with short lectures, student presentations, analytical discussions, personal reflections, workshops, exercises, guest lectures and field studies.

DIS Accommodations Statement

Your learning experience in this class is important to me.  If you have approved academic accommodations with DIS, please make sure I receive your DIS accommodations letter within two weeks from the start of classes. If you can think of other ways I can support your learning, please don't hesitate to talk to me. If you have any further questions about your academic accommodations, contact Academic Support academicsupport@dis.dk

Expectations of the Students

Students are expected to be fully prepared for each class, having done the reading and/or exercises for the session. They are expected to be prepared with questions for classroom discussion, as well as to be actively engaged in the learning process in the classroom. Students are also expected to be punctual and present in all class activities.

Grading

Assignment	Percent
Class Participation	10%
Response Papers	20%
Paper 1 Presentation	10%
Paper 1	20%
Research Paper Introduction- 10% Method- 10% Results- 10% Discussion- 10%	40%
Total	100%

 

Class Participation:

Class participation includes attending all classes, field studies and study tour events. It includes being punctual, attentive and prepared with the assigned readings and exercises for the above. Students are expected to come prepared with relevant questions for discussion pertaining to the topic, as well as making contributions with relevant analytical insights and critical evaluations. During the study tours, students will work in study groups and will need to lead discussions of the various visits whilst integrating these discussions to course theory. See rubric on Canvas.

 

Class Policies

Policy on absence from class: If students are unable to attend class due to illness, family bereavement, or use of a pre-approved accommodation, they must proactively communicate with faculty to be considered for an excused absence. In the event of an excused absence, students are responsible for all material covered or assigned in class and should coordinate with other students in class for notes to keep up. 

Policy on late papers: Late papers without a valid reason will not be accepted

Policy for students who arrive late to class: Arriving late without a valid reason will affect your class participation grade.

Use of laptops or phones in class:  Computers and smart phones are not permitted during regular class sessions. iPads are acceptable for note taking.  Occasionally you will work in groups or conduct other activities where a computer may be permitted. You will be informed when this is the case. Cell phones are to be switched off and put away in your bags during class. If you have to receive an urgent call, then please take permission from the instructor before the class. Class PowerPoints will be made available after each and every class

Classroom norms: Please plan on being on time for class and plan to stay for the entirety of the class without leaving.   Please take care of any personal needs, texts, and emails before class.  Please do not plan to eat during class.  If you believe you might need to receive an important notification during class  please advise me before class and sit in a location in which you can depart the class with minimal disturbance. 

Office hours and emails: I am available during office hours.  I encourage you to take advantage of them to ask any questions you have about class policies, class assignments, or class material.  If you want to speak with me in person outside those hours, please catch me before or after class or make an appointment.    Please email only regarding issues that can’t be found on the class website, syllabus, or assignment sheets.

Content Note: The syllabus specifies the topics to be covered on a particular day. At times, some of the class material may be somewhat distressing to students. There is no material in this class that is exceptionally graphic, but there is material that some might find upsetting.   Research suggests, including research from my lab, that these reactions are fairly brief.   If you expect that material is likely to be intolerable, reach out to me and I can help you problem solve around such an issue. 

Guidelines for AI use in class: to be determined

Resolution of Differences: I am happy to reconsider elements of the course or grading that you consider unfair.  I intend to make the class fair for all students and would like to hear whether there are any concerns regarding class equity. 

 

Academic Regulations

Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:

• Course Enrollment and Grading
• Academic Expectations and Honor Code

 

DIS - Study Abroad in Scandinavia - www.DISabroad.org

 

Tentative Class Schedule:

Week 1: Foundations – How has our conceptions of happiness changed?

• Class 1: Philosophical Foundations of Happiness
• Eudaimonia (Aristotle), Hedonism, Utilitarianism (Mill)
• Objective vs. Subjective views of well-being
• Naturalistic fallacy
• Class 2: Theological Foundations of Happiness
• Happiness only in God

Week 2: Basics of Evolution

• Class 3: Natural Selection and Adaptation
• Genes, selection, inclusive fitness, adaptation vs. byproduct
• Class 4: Evolutionary Mismatch
• The Environment of Evolutionary Adaptedness (EEA)
• Modern dilemmas

Weeks 3: Evolutionary Psychology

• Classes 5–6: Core Tenets of Evolutionary Psychology
• Modular mind and domain-specific adaptations
• Evolved motivations and decision-making heuristics
• Emotions as adaptations
• Trade-offs: Short-term vs. long-term happines

Week 4: The Neuroscience of Evolved Affect

• Class 7: Neurobiology of Reward and Emotion
• Dopamine, serotonin, oxytocin, endorphins
• Pleasure vs. Meaning in the brain
• Class 8: Affective Forecasting and Adaptation
• The limits of our intuitive predictions

Week 5:  Activity and Rest

• Class 9: Curiosity, Motivation, and Novelty Seeking

 

• Week 10: Sleep and the Evolution of Restorative Behavior

Week 6:  Humans as Social Beings

• Class 11: Mating, Sexual Selection and Romance
  • Sexual selection and mate preferences
  • Courtship, jealousy, and emotional reward systems
  • Monogamy vs. polygamy in ancestral vs. modern contexts
• Class 12: Friendship and Cooperation
  • Attachment theory, pair-bonding, coalitional psychology
  • Social exclusion as pain

Week 7: Altruism, Kindness, and Gratitude

• Class 13: Why Does Kindness Feel Good?
  • Reciprocal altruism, indirect reciprocity, reputation
• Class 14: Gratitude, Oxytocin, and Emotional Bonding
  • Pro-social emotions as evolved glue

Week 8: Achievement and Meaning

• Class 15: Why Does Accomplishment Feel Good?
• Status, signaling competence, self-efficacy
• Class 16: Flow and Purpose
• The evolutionary function of effort and mastery

Week 9: Nature, Beauty, and Green Spaces

• Class 17: Why Does Nature Calm Us?
• Biophilia hypothesis
• Evolutionary aesthetics
• Class 18: Awe, Soft Fascination, and Natural Reward
• From savanna preference to mental restoration

Week 10: Movement, Music, and Pleasure

• Class 19: Why Does Exercise Boost Mood?
• Endorphins, energy regulation, embodied cognition
• Class 20: Music, Dance, and Evolutionary Synchrony
• Social bonding, rhythm, play

Week 11: The Double-Edged Sword of Modernity

• Class 21: Smartphones, Social Media, and Mismatch
• Hypernovel stimuli, variable reward, loneliness paradox
• Class 22: Overchoice, Distraction, and Mental Overload
• Hedonic adaptation in the digital age

Week 12: Integration and Implications

• Class 23: Happiness in the Modern World – What Can We Do?
• Designing life for alignment with our evolved needs
• Policies, habits, and interventions
• Class 24: Student Reflections and Final Discussion
• Course synthesis
• Discussion of implications and student insights