Course Syllabus

 

Course Description:

Pre-requisite:  A psychology course at university level.

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.

Matthew Kimble is a 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.

 Field Studies:

• September 30:  Morning Slot

  November 11:   Afternoon Slot

 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.

Expectations from 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.

Class Representatives

Each semester DIS looks for class representatives to become official spokespersons for their class group, addressing any concerns that may arise (in academic or related matters), suggesting improvements and coming up with new ideas. Class Representatives will be elected in class at the beginning of the semester.

Class representatives are a great way for DIS faculty to ensure better and timelier feedback on their courses, assessments and teaching styles, and as such perform an invaluable role in connecting student needs with faculty instruction during term time.

Methods of Evaluation Individual/Group Evaluation Percentage of grade

Class Participation   Individual 20%

Response Papers     Individual 20%

Application Paper    Individual 20%

Class Presentation   Individual 20%

Final Assignment     Individual 20%

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.

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.  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: Office hours will occur every day after class in the classroom. 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: This course emphasizes the importance of individual creativity and critical thinking. Consequently, the use of AI writing or generation tools is categorically prohibited. Any violation of this policy will be regarded as a severe breach of academic integrity. Accessibility tools (spell-checkers, dictation, screen readers) are always permitted and are exempt from this AI restriction.

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 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

 

Class Schedule (See Calendar for Links to readings)

Week 1: Introduction and Foundations (21^st)

• Class 1. What does evolution have to say about happiness?

  • Reading: Buss (2000), "The Evolution of Happiness," American Psychologist

Week 2: Basics of Evolution (25^th & 28^th)

• Class 2: Darwin’s and Natural selection

  • Reading:  Kade (2026). Natural Selection and the Three Ingredients.

• Class 3: Tinbergen’s Four Questions and Just so stories

  • Reading: Bateson & Laland (2013), "Tinbergen's Four Questions: An Appreciation and an Update," TREE.

  • (Optional) Buss, Haselton, Shackelford et al. (1998), "Adaptations, Exaptations, and Spandrels," American Psychologist.

Weeks 3: Evolutionary Drivers (1^st & 4^th)

• Class 4: Mismatches and the Environment of Evolutionary Adaptedness

  • Reading: Li, van Vugt & Colarelli (2018), "The Evolutionary Mismatch Hypothesis," Current Directions.

• Class 5: The Social Human

  • Reading: The Social Brain Hypothesis," Evolutionary Anthropology 1998

Week 4: The Neuroscience of Evolved Affect (15^th & 18^th)

• Class 6: The Architecture of Mood

  • Reading: Nesse (2004), "Natural Selection and the Elusiveness of Happiness," Phil. Trans. R. Soc.

• Class 7: A model class: The Dopamine system

  • Reading: Berridge & Kringelbach (2015), "Motivation and Pleasure in the Brain" in the Psychology of Desire.   

  • The Paradox of Pleasure.   A Hidden Brain Podcast

Week 5: Motivation, Success and Failure (22^nd & 25^th)

• 22nd:  Avery
• 25th:  Dylan

Week 6: Social Life (29^th & 2^nd) (Cohabitation outing on 30th)

• 29th:   Charlotte
• 2nd:     Quinnie

Week 7: Development (13^th & 16^th)

• 13th:  Kevin
• 16th:  McLaren

Week 8: Mating, Sex, and Love (20^th & 23^rd)

• 20th:  Luca
• 23rd:  Margaret

Week 9: Food, Movement, and Sleep (27^th & 30^th)

• 27th:   Hanna
• 30th:   Tenley

Week 10: Aesthetics, Nature, and Art (10^th & 13^th) (Contemporary Mus, 11^th)

• 10th:  Sara
• 13th:  Nora

Week 11: Meaning, Morality, and Awe (17^th & 20^th)

• 17th:  Kate
• 20th:  Marjorie

Poster Days (24^th, 1st )

• 24th:  Aesthetics, Nature, and Art Day
  • Daniel, Nathan, Marina, and Maggie
• 1st:  Development, Sleep and Movement Day
  • Harper, Meagan, Lola

December 4th:   Perfect Days Analysis in class

December 8th:  Last Class

December 9th:  End of Semester Showcase

 

References

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