Course Syllabus

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Course Description

Religion, spirituality, and atheism raise fundamental questions about how the human brain constructs meaning, forms beliefs, and shapes our understanding of ourselves and the world. In this course, you will explore these questions through the lens of contemporary neuroscience, cognitive psychology, and evolutionary theory.

Throughout the semester, you will examine how beliefs are formed, maintained, and transformed, and how brain systems involved in cognition, emotion, memory, social behavior, and self-processing contribute to religious and non-religious worldviews. You will critically evaluate neuroscientific research on religious and spiritual experiences while considering both the possibilities and limitations of studying such deeply personal phenomena from a scientific perspective.

Together, we will explore topics including belief formation, the neural basis of religious and spiritual experiences, meditation and contemplative practices, rituals, placebo effects, altered states of consciousness, psychedelics, self-transcendence, and religious fundamentalism. Along the way, you will examine how these phenomena relate to mental health, well-being, social connection, and human behavior in both religious and secular contexts.

A central goal of this course is to help you connect empirical evidence with broader questions about meaning, identity, and human experience. Through lectures, class discussions, field studies, interactive activities, and critical evaluation of current research, you will learn to distinguish between established scientific evidence, emerging hypotheses, and popular misconceptions. Rather than viewing religion, spirituality, and atheism as opposing positions, we will explore them as different expressions of the cognitive and neural processes that shape how humans make sense of the world.

Ultimately, you will develop a strong foundation in the neuroscience of religion and atheism and the ability to critically evaluate research, integrate perspectives from neuroscience, psychology, and religious studies, and communicate scientific ideas in a thoughtful and engaging way.

Whether you identify as religious, spiritual, atheist, or simply curious, this course invites you to explore how the brain shapes belief, meaning, and identity—and how neuroscience can deepen our understanding of one of the most fundamental aspects of being human.

Faculty

Mette Bohn Jespersen

Clinical Neuropsychologist; Master of Psychology with a double major in Clinical Psychology and Neuropsychology, University of Copenhagen (2015). Formerly studied Economics and Organizational Psychology at Copenhagen Business School. Ms. Jespersen possesses extensive experience in Neuroscience and Rehabilitation, currently focusing on consultancy and clinical private practice. She has been affiliated with DIS since 2022, where she teaches and researches topics within neuroscience, health, and psychology.

Field Studies

• Church Yoga & Healing sounds
  • On this amazing field study we will visit Brorsons church in Nørrebro, known for its great variety of music, concerts and gatherings. We get to learn more about the how a church can be used in different ways, and we will learn how and if practicing yoga and use of voice and breath in the church room can awaken our spirituality by affecting our nervous system and overall wellbeing! We will be lead by singer, actress and yoga instructor Cipa Pape, who has the most calming and beautiful voice. 

• Silence & Meditation Workshop
  • This exciting workshop is lead by Salman Ahmad, psychologist and a former monk. We will get hands-on experience with meditation and finding silence within, and we will dive into the difference between knowledge and belief, and consider the possibilities of building a faith based on knowing, and delve into the powerful combination of knowledge and silence in healing and transformation.

Guest Lecturer

• Michael Perlt - Holds B.A. and M.A. in Theology from the University of Copenhagen and Pre-doctoral fellowship in cultural sociology from Yale University. His research focuses on religion & secularism, religious violence, and collective memory. His current research concerns death, cultural trauma and religious meaning making in the context of an armed conflict.
• Salman Ahmad - PhD in Psychology (2005) from Osmania University, India. Worked as faculty and consultant in the areas of psychology, leadership and organizational development across South Asia, the Middle East and Europe. In Denmark since 2010. Chief Consultant at the Living Institute and External Lecturer at Copenhagen Business School. Faculty member with the Department of Psychology at DIS since 2013.
• Ari Brouwer - PhD student in the Department of Human Development and Family Studies at the University of Wisconsin-Madison. His research focuses on the neuroscience of religious and spiritual experiences, with particular interest in how these states influence wellbeing and human transformation. Ari’s work explores how spiritual highs and mental breakdowns may emerge from the same evolved brain systems—systems that confer both vulnerability and the capacity for profound psychological change and growth.

Approach to Teaching & Expectations

This course is built around curiosity, critical thinking, and active participation. Rather than simply learning about neuroscience, you will be encouraged to question ideas, evaluate scientific evidence, and engage in thoughtful discussion with your classmates. Learning is a collaborative process, and the perspectives you bring to class are an important part of our shared learning experience.

You are expected to come to class prepared, having completed the assigned readings and reflected on the key concepts. You do not need to have all the answers—in fact, some of the most valuable learning begins with asking thoughtful questions. I encourage you to challenge assumptions, explore different perspectives, and engage respectfully with viewpoints that may differ from your own.

Each class typically begins with a brief recap of the previous session and a short activity or demonstration that introduces the day’s topic. Throughout the semester, a small group of classmates will serve as Reading Reflection & Seminar Leads, opening each session with key insights and questions from the assigned readings to help frame our discussions. This is followed by a lecture introducing current research, key concepts, and theoretical perspectives. Throughout the class, you will participate in discussions, collaborative activities, and small-group exercises designed to help you connect empirical findings with broader questions about human behavior, cognition, and experience.

Together, we will create a learning environment where scientific curiosity, respectful dialogue, and evidence-based discussion are valued. My goal is not only to help you understand the neuroscience of religion and atheism, but also to strengthen your ability to think critically, communicate scientific ideas, collaborate with your peers, and apply research to real-world questions.

Grading

To be eligible for a passing grade in this class you must complete all the assigned work.

Component	Weight
Dynamic Participation, Engagement & Attendance (individual)	20 %
Reading Reflection & Seminar Lead (Individual)	20 %
Reflections on Spiritual Practices (individual)	10 %
Science Communication Project (group)	20 %
NoRA Theme Presentation (group / individual) Poster / slide presentation (group) 20 % Written abstract and outline (individual) 10 %	30 %
Total	100 %

Dynamic Participation, Engagement & Attendance

Your active participation is an essential part of this course. You are expected to come prepared, engage thoughtfully in class discussions, contribute to group activities, and demonstrate critical engagement with the assigned readings. Participation also includes respectful listening, collaboration with your peers, and active involvement during field studies and guest lectures. Together, we create a learning environment where ideas are explored through curiosity, critical thinking, and open dialogue.

Reading Reflection & Seminar Lead

Throughout the semester, you will serve twice as a Seminar Lead. Prior to each assigned class, Seminar Leads will submit a reading reflection (300–400 words) that identifies a key insight from the readings, explains why it is meaningful, and poses questions that encourage further discussion. During class, you will facilitate a small-group seminar designed to promote thoughtful discussion and critical engagement with the week’s readings.

Reflection on Spiritual Practices

Throughout the course, you will participate in selected contemplative, ritual, and spiritual practices explored during class and field studies. You will keep a reflective journal and submit a reflection paper that connects your personal experiences with the scientific literature and theoretical perspectives discussed throughout the course. The purpose is not to evaluate your personal beliefs, but to deepen your understanding of how lived experience can be examined through a neuroscientific lens.

Science Communication Project

Communicating science beyond academia is an important skill. Working in groups, you will create a social media communication piece that translates scientific concepts from one of our class topics into engaging and accessible content for a broad audience. The project encourages you to combine scientific accuracy with creativity while practicing effective public communication of neuroscience research.

NoRA Theme Presentation

Toward the end of the semester, you will work in groups to investigate a self-selected topic within the neuroscience of religion and atheism. Together, you will critically review the scientific literature and present your findings in an academic presentation for the class. In addition, you will submit an individual abstract and presentation outline that documents your own contribution to the project.

Readings - find the readings here

READINGS

• Asp & Ramachandran (2012). Authoritarianism, religious fundamentalism, and the human prefrontal cortex
• Barrett & Griffiths (2018). Classic Hallucinogens and Mystical Experiences: Phenomenology and Neural Correlates.
• Bartel & Mosabbir (2021). Possible Mechanisms for the Effect of Sound Vibration on Human Health.
• Brouwer et al. (2025). From Suffering to Salvation: Making Sense of Religious Experiences.
• Brouwer et al. (2025). A qualitative analysis of the psychedelic mushroom.
• Brouwer & Carhart-Harris (2020). Pivotal Mental States.
• Brouwer, Raison & Shults (2024). The trajectory of psychedelic spiritual and psychotic experiences implications for cognitive scientific perspectives of religion.
• Carhart-Harris & Friston (2019). REBUS and the Anarchic Brain.
• Connors & Halligan (2022). Revealing the Cognitive Neuroscience of Belief.
• Dunbar, Robin (2020). Religion, The Social Brain and The Mystical Stance.
• Glannon, W. (2004). Transcendence & Healing.
• Keltner & Haidt (2003). Approaching Awe, a moral, spiritual, and aesthetic emotion.
• Lindenfors, P. (2019). Divine placebo: Health and the evolution of religion.
• Mohandas, E. (2008). “Neurobiology of Spirituality.” Mens Sana Monographs 6, 1: 63–80.
• McNamara & Grafman (2024). Advances in brain and religion studies: a review and synthesis of recent representative studies. Frontiers of Human Neuroscience.
• Nash et al. (2022). Resting state networks of believers & non-belivers.
• Newberg, Andrew (2018). Neurotheology: How Science Can Enlighten Us About Spirituality. Chapter 3, 6, 10 & 11.
• Newberg, A. B. et al. (2003). “The Neural Basis of the Complex Task of Meditation: Neurotransmitter and Neurochemical Considerations.” Medical Hypotheses 61: 282–291.
• Pollan, Michael (2018). How to Change Your Mind. E-book. Chapter 5 & 6.
• Presti et al. (2025). "Don’t stop believing” - Decoding belief dynamics in the brain- An ALE meta-analysis of neural correlates in belief formation and updating.
• Ritchie, S. L. (2017). Does contemporary neuroscience debunk religious belief? Chapter 7 in Philosophy, Science, Religion for Everyone.
• Saver & Rabin (1997). The Neural Substrates of Religious Experience.
• Schienle et al. (2021). Placebo Effects in the Context of Religious Beliefs and Practices: A Resting-State Functional Connectivity Study.
• Schjødt, Uffe (2009). The Religious Brain: A general introduction to the experimental neuroscience of religion. Method & Theory in the study of religion. 21(3):310-339.
• Tedeschi & Callhoun (2003). Posttraumatic Growth.
• Wager, T. D. & Atlas, L. Y. (2015). The neuroscience of placebo effects: connecting context, learning and health. Nature Reviews Neuroscience 16. 403-418
• Weir, K. (2020). What do you believe? American Psychological Association.
• Yaden, D. B. (2016). Neuroscience and Religion: Surveying the Field. Mental Religion, Chapter 17, pp. 277-299.
• Zuckerman, P. (2009). Why are Danes and Swedes so irreligious? Nordic Journal of Religion and Society 22(I): 55-69

Academic Accommodations

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