Aims

Aims:
To introduce students to the fields of psychology of religion and spirituality, as well as the cognitive science of religion.
To guide students in developing knowledge and insight into the various ways psychologists study religion, spirituality, and the associated theories.
To provide an academic environment for discussion of issues and topics in the psychology of religion and spirituality.
To encourage a culturally sensitive and psychologically informed engagement with cultural practices and beliefs.

Summary:

Religion and spirituality are fundamental aspects of what it means to be human. The psychology of religion is concerned with the causes and consequences of religious and spiritual beliefs. The module will cover the variety of psychological approaches that have been taken to explain different aspects of religion and spirituality. The themes and topics of this course are presented through interactive lectures. Discussion of issues and ideas are encouraged throughout.

Outline Of Syllabus

The module begins with a general overview over the social, cultural and historical background to the psychological study of religion. We will then start our investigation by looking at the biological and evolutionary underpinnings that form the natural foundations of religious belief and behaviour. Based on this, we will explore the findings of the cognitive science of religion and study how psychologists use experimental and observational methods to investigate religious cognition and the cognitive development of religion across the lifespan. Furthermore, we will consider individual differences in religious belief and the social psychological theories that seek to explain these. Finally, we will look at religious and mystical experiences and investigate how psychologists can study these highly subjective accounts of experiencing a transcendent reality.

Teaching Rationale And Relationship

Lectures are the framework for the topics and provide the foundation for the knowledge outcomes. Private reading and structured learning activities, as well as the weekly opportunity to discuss topics encourages deeper insight into the themes and methods of the module. Moreover, student interaction within the weekly surgeries provides the environment in which skills can be practised, developed and refined. Workshops will include formative feedback from the module leader on the assessed skills and knowledge and will support students in self-directed study and in producing their essay.

Assessment Rationale And Relationship

The portfolio consists of two main components: 1) Reflective experiential report (1000 words). Students are asked to particpate in an unfamiliar religious ceremony or spiritual practice. They choose, under guidance, what ceremony or practice they wish to engage in. They research the history, cultural setting and etiquette of the event, again under guidance. They attend the event, or engage in the practice. The submission is a reflective report of their experience, focussing on a description of the event, as well as introspections and reflections on their own psychological reactions and experience during the event. This part of the portfolio aligns with LOs K3, S1, S2. 2) Psychological analysis (1000 words). The reflective report under 1 serves as a case study for a psychological analysis of religion /spirituality. For this part of the portfolio, students are asked to analyse salient features of their experience using appropriate psychological models from different levels of analysis ( e.g. biological, social, phenomenological). This part of the portfolio aligns with LOs K1, K2, S1, S3.

If the module is failed, Stage 3 students may only be offered a resit if an honours degree is not awarded on the first occasion. Failed assessments will be the same format during the August resit period.