Course Syllabus

Course Description

What makes a community truly thrive? How does the physical space of a city shape our inner emotional landscape? Why might a culture that embraces long, dark winters consistently rank among the happiest in the world? And when did we decide that well-being was just a solo endeavor?

This course is an expedition into the dynamic, living systems of human flourishing. We will journey from the intricate workings of our own inner lives to the vibrant everyday culture of Danish society, exploring how well-being emerges not as a static destination, but as a wonderfully interconnected symphony. Through engaging case studies, immersive field studies, and lively, constructive classroom dialogues, you will gain firsthand experience in spotting the elegant feedback loops and hidden patterns that allow individuals and communities to bloom.

This course takes a highly integrative approach, examining both our inner emotional 'weather' and the outer cultural 'ecosystems' that shape us. This perspective, drawing on the heart of Positive Psychology alongside Systems Thinking and Embodied Cognition, is essential for thinking critically about how we cultivate resilience, meaning, and authentic connection in a complex world.

So whether your passion is psychology, community building, urban design, or simply living a more deeply engaged life, you will find them all woven together here. Are we ready to redefine happiness from an individual pursuit to a collective masterpiece? And what can the Danish living laboratory reveal about the future of global well-being and, importantly, about ourselves?

Learning Objectives

This journey is designed to equip you with new ways of seeing, understanding, and acting. By the end of this course, you will be able to:

• See well-being (in yourself, in cultures, in societies) as a living, breathing, interconnected system. You will learn to spot its key elements, the elegant dance of feedback loops, and how beautiful, sometimes surprising, patterns emerge.

• Engage thoughtfully with psychological ideas, especially from Positive Psychology, with a keen awareness of cultural perspectives like the WEIRD bias and their wider systemic impact.

• Understand how your individual flourishing is inextricably intertwined with your relationships, community, culture, environment, and even the technology that shapes our modern lives.

• Articulate how wisdom about well-being flows from many streams: rigorous science, profound philosophy, evocative art, contemplative practices, and diverse cultural traditions from around the globe.

• Act with wisdom by using systemic and embodied lenses to gain deeper self-understanding and joyfully discover your own unique leverage points for personal growth.

• Develop your innate skills in mindful observation, communicating in ways that build genuine connection, asking insightful systemic questions, and taking actions gracefully aligned with your deepest values.

Faculty

Hi there!

I am your fellow explorer and facilitator, and I am so genuinely excited to embark on this learning adventure with you. My world is a vibrant fusion of cognitive science, art, technology, and a deep-seated passion for creating engaging, community-centered learning experiences that spark surprising serendipitous moments.

Innovating at the Intersection of Art, Emotion & Tech: My journey includes being a "tech wizard artist" at Denmark's science museum, Experimentarium, where I designed an interactive art piece for the "Future Humans" exhibition. Imagine a futuristic blind date where visitors explored new emotional modalities using biosensors. This was a creative dive into how technology might shape future human connection and understanding, and this fascination with emotion science, algorithms, and new sensory experiences is a core thread in my work.

A Teacher with a Passion for Transformative Learning: Beyond this course, I also have the joy of leading "The Cognitive Neuroscience of Creativity" and "The Social Brain" here at DIS. My background includes teaching roles at CBS (Natural Language Processing) and Aarhus University (Study Techniques, Cognition & Communication), often choosing courses I felt could be reimagined into more dynamic and valuable student adventures. I aim to make our classroom an exciting team sport with a flat hierarchy.

AI Enthusiast and Cognition/Community Builder: I've served as an AI Chief Advisor at the Center for Communication and Welfare Technology (CKV), focusing on how AI can enhance societal well-being. My enthusiasm for AI also led to a second-place finish in the Danish Championships of AI! I have co-founded NeuroTechX Denmark (lowering the bar of entry for young cognitive researchers), developed online teaching platforms, and contributed to diverse research at Aarhus University in areas like honesty, trust, creativity, play, and emotional metamemory.

Championing Flourishing, from Local Communities to Global Compassion: A core part of my journey is a deep-seated orientation towards co-creating vibrant, thriving communities wherever I find myself (I would be delighted to share some stories if your curiosity is sparked!). This isn't just a local passion; it extends to a commitment to apply valuable insights for broader positive impact. This has led me to engage deeply with environmental stewardship and to organize and contribute to humanitarian efforts, offering aid and support to those courageously navigating the challenges of war-torn regions. For me, this is where our learning truly meets the world.

Think of me as your guide and co-learner on this journey. I cannot wait to meet you, explore your unique perspectives, and co-create an amazing and meaningful course experience together!

Readings

Think of these readings as your trusted guides and the vibrant landscape for our shared exploration. This list provides a sense of our thematic span, though we will explore specific pieces session by session in our course calendar.

Please note that all articles and media are available on Canvas, and required textbooks can be picked up from the DIS Library.

Required Textbooks

• Frankl, V. E. (2006). Man’s Search for Meaning. Beacon Press.

• Lomas, T., Hefferon, K., & Ivtzan, I. (2014). Applied Positive Psychology: Integrated Positive Practice. SAGE Publications.

Required Articles and Foundational Pieces on Canvas

• Aknin, L. B., Dunn, E. W., & Whillans, A. V. (2022). The emotional rewards of prosocial spending are robust and replicable in large samples. Current Directions in Psychological Science, 31(6), 536-545.

• Arnold, T., et al. (2022). Acceptance and Commitment Therapy informed behavioral health interventions delivered by non-mental health professionals: A systematic review. Journal of Contextual Behavioral Science, 24, 185-196.

• Baumeister, R. F., Vohs, K. D., & Oettingen, G. (2016). Pragmatic prospection: How and why people think about the future. Review of General Psychology, 20(1), 3-16.

• Biswas-Diener, R., Vittersø, J., & Diener, E. (2010). The Danish Effect: Beginning to Explain High Well-Being in Denmark. Social Indicators Research, 97(2), 229-246.

• Bonanno, G.A. (2004). Loss, trauma, and human resilience: Have we underestimated the human capacity to thrive after extremely aversive events? American Psychologist, 59(1), 20-28.

• Camus, A. (1954). Return to Tipasa.

• Di Paolo, E. A., & Thompson, E. (2014). The enactive approach. In The Routledge handbook of embodied cognition (pp. 85-97). Routledge.

• Farias, M., Maraldi, E., et al. (2020). Adverse events in meditation practices and meditation-based therapies: a systematic review. Acta Psychiatrica Scandinavica, 142(5), 374-393.

• Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden and build theory of positive emotions. American Psychologist, 56(3), 218-226.

• Garland, E. L., Farb, N. A., Goldin, P. R., & Fredrickson, B. L. (2015). Mindfulness broadens awareness and builds eudaimonic meaning: A process model of mindful positive emotion regulation. Psychological Inquiry, 26(4), 293-314.

• Gloster, A. T., et al. (2020). The empirical status of Acceptance and Commitment Therapy: A review of meta-analyses. Journal of Contextual Behavioral Science, 18, 181-192.

• Helliwell, J. F., et al. (2025). World Happiness Report 2025.

• Henrich, J., Heine, S. J., & Norenzayan, A. (2010). The weirdest people in the world? Behavioral and Brain Sciences, 33(2-3), 61-83.

• Kim, J., et al. (2022). Experiential appreciation as a pathway to meaning in life. Nature Human Behaviour, 6, 677–690.

• Lambert, N. M., et al. (2013). A boost of positive affect: The perks of sharing positive experiences. Journal of Social and Personal Relationships, 30(1), 24-43.

• Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705-717.

• Lomas, T., Pawelski, J. O., & VanderWeele, T. J. (2025). Flourishing as ‘sustainable well-being’: balance and harmony within and across people, ecosystems, and time. The Journal of Positive Psychology, 20(2), 203-218.

• Lyubomirsky, S., & Layous, K. (2013). How do simple positive activities increase well-being? Current Directions in Psychological Science, 22(1), 57-62.

• Mauss, I. B., Tamir, M., Anderson, C. L., & Savino, N. S. (2011). Can seeking happiness make people unhappy? Paradoxical effects of valuing happiness. Emotion, 11(4), 807-815.

• Mitchell, M. (2009). Complexity: A Guided Tour (Chapter 1: The Arrow of Time and the Tapestry of Complexity). Oxford University Press.

• Nakamura, J., & Csikszentmihalyi, M. (2009). Flow Theory and Research. In Oxford Handbook of Positive Psychology.

• Niemiec, R.M. (2020). Six Functions of Character Strengths for Thriving at Times of Adversity and Opportunity: a Theoretical Perspective. Applied Research Quality Life 15, 551–572.

• Pagnini, F., et al. (2024). Enacting the mind/body connection: the role of self-induced placebo mechanisms. Humanities and Social Sciences Communications, 11(1), 1-10.

• Potash, J. S., Tripp, T., & Baxter, C. (2024). Psychological Flexibility in Art Therapy: Practice-based Research. The Arts in Psychotherapy, 102244.

• Rainisio, N., et al. (2015). Positive Change in Environment: Aesthetics, Environmental Flowability and Well-Being. In Enabling Positive Change: Flow and Complexity in Daily Experience (pp. 91-104). De Gruyter Open.

• Rilke, R. M. (1929). Excerpt from Letters to a Young Poet (Letter 1).

• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.

• Seligman, M. E. P. (2011). What is Well-Being? In Flourish: A Visionary New Understanding of Happiness and Well-being. Free Press.

• Sheldon, K.M., Lee, W., & Reeve, J. (2024). How people find better lifegoals: The goal breakthrough model and its neuroscientific underpinnings. Social and Personality Psychology Compass.

• Van Der Linden, D., Tops, M., & Bakker, A. B. (2021). Go with the flow: A neuroscientific view on being fully engaged. European Journal of Neuroscience, 53(4), 947-963.

• Van Zyl, L.E. (2023). The critiques and criticisms of positive psychology: A systematic review. The Journal of Positive Psychology.

• Wong, P. T., et al. (2022). Shifting the paradigm of positive psychology: Toward an existential positive psychology of wellbeing. In Broadening the scope of wellbeing science (pp. 13-27). Springer.

Field Studies

Where does "hygge" actually happen? How does a city's layout build social trust? Our field studies pull our questions out of the classroom and directly into the living laboratory of Denmark.

Instead of just reading about systemic well-being, we will step out to observe human-centered design and cultural norms in real time. These immersive trips provide the actual raw data for your assignments and allow us to see exactly how positive psychology theories play out on the streets of local communities.

Guest Lecturers

Who is already doing the work of building better systems? To broaden our perspective, we will invite local practitioners and experts into our space.

These sessions are not standard lectures. They are interactive dialogues designed to spark new ideas from fields like cognitive science, community building, and technology. Your questions and active curiosity will drive these conversations, giving you direct access to diverse viewpoints on what it means to truly flourish in the modern world.

Approach to Teaching

I believe learning is most profound and joyful when it is engaging, accessible, and honors the diverse ways each of us knows and makes sense of the world. I wholeheartedly embrace Universal Design for Learning (UDL) principles, which means I am committed to offering multiple ways for you to connect with the material, understand information, and express your unique insights and brilliance.

My aim is for our sessions to be a dynamic, flowing blend of illuminating mini-lectures (think interactive storytelling!), curious discussions where your voice is valued, interesting experiential activities that bring concepts to life, collaborative small group explorations, moments for quiet personal reflection, and plenty of room for creative expression. Imagine our classroom as a vibrant ecosystem of learning, and I am here to help cultivate that with you!

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 at academicsupport@dis.dk.

Expectations of the Students

Our classroom is so much more than just walls and chairs; it is a dynamic, vibrant learning ecosystem that I am excited to cultivate with you. It is our shared sanctuary for exploration, discovery, and those "Wauw!" insights. As a community of learners, we commit to:

• Arriving Prepared and Participating with Our Whole Selves: Engaging with the materials before class brings your unique insights to our shared table.

• Being Present and Honoring Our Shared Time: Our time together is precious. If an absence is unavoidable, a quick heads-up is always appreciated.

• Connecting and Collaborating with Kindness and Playfulness: Let's approach new ideas with warm hearts and a spirit of playful exploration, listening to truly understand and support each other. Mistakes are reimagined as stepping stones in this space.

• Weaving in Our Danish Experiences: Let's joyfully draw upon our daily insights in Denmark.

• Honoring Original Thought and Celebrating Sources: Your work should be an expression of your unique learning journey. When drawing on others' brilliance, let's acknowledge them with clarity and respect.

Evaluation

This course is designed as an immersive learning experience, and your growth will be recognized through a blend of your daily contributions and the creative, thoughtful work you produce. My feedback and assessment will focus on celebrating deep engagement, critical clarity, and academic craftsmanship with heart.

When you draw upon external sources to enrich your arguments, I will look for high-quality, credible choices. Citing your sources clearly (APA style is a good guide, utilizing easy links like DOIs or URLs) shows respect for the intellectual conversation we are part of.

Grading

Assignment	Percent
Engaged Participation	25%
Assignment 1: The Flourishing Systems Explorer's Log	25%
Assignment 2: Denmark's Flourishing Tapestry	25%
Assignment 3: Personal Flourishing Blueprint	25%

Engaged Participation (25%) Your presence, your voice, and your unique perspectives are what make our learning ecosystem thrive! Active participation means showing up fully to all sessions, engaging with heart and mind in our discussions (even sharing tentative reflections!), and co-creating our shared space of discovery.

A1: The Flourishing Systems Explorer's Log (25%) Imagine this as your explorer's field journal. It is your sacred space for capturing illuminating "aha!" moments, sketching out the systemic insights you encounter in Denmark, and weaving together the threads of your learning in real-time. You will maintain ongoing entries throughout the course and submit a curated showcase of your top reflections along with a short overview of your process. Full details and prompts will be waiting for you on Canvas.

A2: Denmark's Flourishing Tapestry (25%) Here, you step into the inspiring role of a "cultural systems architect"! You will choose a fascinating aspect of Danish life that captivates your curiosity, analyze its hidden dynamics through our course lenses, and unleash your creativity to propose thoughtful, innovative ways to enhance its well-being potential even further. Full guidelines and format options will be waiting for you on Canvas.

A3: Personal Flourishing Blueprint (25%) This is a courageous, compassionate deep dive into the rich landscape of your own personal flourishing system. It involves mapping your unique system, participating in a supportive peer inquiry workshop (our "Collaborative Wisdom Circle"), and crafting a written blueprint to guide your continued growth long after our course concludes. Full rubrics and workshop instructions will be waiting for you on Canvas.

Additional Areas

My Commitment to Your Well-being & Deadlines This course is designed to be intensive and deeply rewarding. Please know that your well-being is my paramount concern. I completely understand that life happens. If you anticipate needing extra time on an assignment, please reach out to me before the deadline so we can figure out a supportive plan together. Otherwise, late submissions may be subject to a gentle grade reduction to honor the pacing of our shared journey.

Use of Laptops and Phones in Class Since we aim to cultivate a mindful, deeply connected learning environment, I encourage you to use laptops and phones only when they directly support our immediate coursework. Let's keep our digital distractions to a minimum so we can be fully present with one another.