New Cognitive and Cultural Evolutionary Perspectives on Atheism
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Psychological Approaches to Leaving Religion
Chapter 25 Psychological Approaches to Leaving Religion Kyle Messick and Miguel Farias 1 Introducing Psychological Approaches to Leaving Religion Why do some people leave the religion they were brought up in? Are there in- dividual differences between believers and unbelievers? These are some of the questions that have sparked a recent interest in the cognitive, socio-cultural, and neurological study of the non-religious individual. This chapter will sum- marise and discuss some of these perspectives. We will use the terms “unbelief” and “unbelievers” as blanket terms to refer to atheists and others who perceive themselves as having no religious belief or affiliation. For the purposes of this chapter, unbelief is defined as an ex- plicit absence or rejection of supernatural belief. There are, of course, different types of unbelievers; one only needs to recall that Socrates was sentenced to death for not believing in the Homeric gods, although he still believed in a metaphysical being that guided the universe. He was only an unbeliever to the culture he found himself in. This chapter focuses on those who do not believe in the existence of any god(s), but this does not mean that these individuals are devoid of other kinds of non-supernatural beliefs, or they may even, at least unconsciously, espouse some kinds of supernatural beliefs. 2 Theoretical Perspectives and Turning Points Psychology is a fractured discipline, where many of its sub-areas are in tension or open disagreement. The study of unbelievers is not an exception, just as it was not for the study of believers either (Ladd and Messick 2016). -
Psychology, Religion, and Spirituality James M
Psychology, Religion, and Spirituality James M. Nelson Psychology, Religion, and Spirituality 1 23 Author James M. Nelson Department of Psychology Valparaiso University Valparaiso, IN 46383 USA [email protected] ISBN 978-0-387-87572-9 e-ISBN 978-0-387-87573-6 DOI 10.1007/978-0-387-87573-6 Library of Congress Control Number: 2008943027 © Springer Science + Business Media, LLC 2009 All rights reserved. This work may not be translated or copied in whole or in part without the written permission of the publisher (Springer Science + Business Media, LLC, 233 Spring Street, New York, NY 10013, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are not identifi ed as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights. Printed on acid-free paper. springer.com Preface Over a century ago, psychologists who were fascinated with religion began to study and write about it. Theologians and religious practitioners have responded to this literature, producing a fascinating dialogue that deals with our fundamental under- standings about the human person and our place in the world. This book provides an introduction to the important conversations that have developed out of these interchanges. The dialogue between psychology and religion is difficult to study for a number of reasons. -
VMAT2 Gene Molecular Study of 2,000 Peoples in the Religious Behavior and Belief in God of the Citizens of the City of Tabriz In
www.symbiosisonline.org Symbiosis www.symbiosisonlinepublishing.com Research Article SOJ Genetic Science Open Access VMAT2 Gene Molecular study of 2,000 peoples in the Religious Behavior and Belief in God of the citizens of the city of Tabriz in IRAN Shahin Asadi1*, Zahra Gholizadeh1, Mahsa Jamali2, Ali Nazirzadeh3, Saeedeh Habibi3 1,2Stem Cells Research Center of Oncology and Hematology and Research Center of Human Genetics Tabriz University of Medical Sciences in Iran 1,2Young Researchers Club and the elite Islamic Azad University of Tabriz, Iran 3Young Researchers Club and the elite Islamic Azad University of Ahar, Iran Received: September 30, 2016; Accepted: October 19, 2016; Published: October 29, 2016 *Corresponding author: Shahin Asadi, Stem Cells Research Center of Oncology and Hematology Tabriz University of Medical Sciences in Iran, Young Researchers Club and the elite Islamic Azad University of Tabriz, Iran, Tel: +989379923364; E-mail: [email protected] Abstract Belief in God and worship him, a natural need and man’s inner state that Adam and Eve Angel, has been retained to this day. Decades of communism in the world of religious authority, could this natural need of the human and spiritual surrender. Man is always in crisis situations where social or environmental damage, learning is more evident upon him. And in such situations the natural need of the human and esoteric activity of several genes, is written. But a gene crucial role to play in this need of God and the name of the gene VMAT2 is. And the role of this gene in the human being religious, we have evaluated. -
Scientific Agnosticism
SCIENTIFIC AGNOSTICISM When flailing about for a meaningful topic for my ever‐looming presentation to the fellowship, I happened upon a review of a book intriguingly titled “When God is Gone, Everything is Holy: The Making of a Religious Naturalist”, in an issue of UU World. After reading the review and a few others, I knew that I had found my topic! So, armed with my newly‐purchased, very accessible, user‐friendly book, and a case full of flag‐type post‐it notes, I set to work. My strategy was to mark a few particularly‐meaningful passages as I read, that I would later easily compile into an overview of the book. Oh, how naïve I was. This is where that flagging strategy led me. Either I’m not selective enough or this guy is really profound. I found so many passages that I wanted to remember when writing an overview of the book, and I wanted to do Dr. Raymo’s message justice. Dr. Raymo’s message struck a chord with me on several levels. We each approached spirituality after being imprinted in the Catholic religious tradition, moving away from traditional beliefs toward more science‐based perspectives. I recognized his name immediately, as the author of an astronomy book that I used as a reference when I taught an after‐school nature journaling class for elementary school students. For me, just a quick glance into the night sky has long instilled a sense of wonder and an appreciation for the fact that my world is vaster than my imagination and that I am a small part of a universe or universes beyond my understanding. -
Cognitive Biases Explain Religious Belief, Paranormal Belief, and Belief in Life’S Purpose ⇑ Aiyana K
Cognition 129 (2013) 379–391 Contents lists available at ScienceDirect Cognition journal homepage: www.elsevier.com/locate/COGNIT Cognitive biases explain religious belief, paranormal belief, and belief in life’s purpose ⇑ Aiyana K. Willard , Ara Norenzayan 1 Department of Psychology, The University of British Columbia, 2136 West Mall, Vancouver, BC V6T 1Z4, Canada article info abstract Article history: Cognitive theories of religion have postulated several cognitive biases that predispose Received 4 March 2013 human minds towards religious belief. However, to date, these hypotheses have not been Revised 25 July 2013 tested simultaneously and in relation to each other, using an individual difference Accepted 27 July 2013 approach. We used a path model to assess the extent to which several interacting cognitive tendencies, namely mentalizing, mind body dualism, teleological thinking, and anthropo- morphism, as well as cultural exposure to religion, predict belief in God, paranormal beliefs Keywords: and belief in life’s purpose. Our model, based on two independent samples (N = 492 and Religion N = 920) found that the previously known relationship between mentalizing and belief is Cognitive biases Paranormal belief mediated by individual differences in dualism, and to a lesser extent by teleological think- Purpose ing. Anthropomorphism was unrelated to religious belief, but was related to paranormal belief. Cultural exposure to religion (mostly Christianity) was negatively related to anthro- pomorphism, and was unrelated to any of the other cognitive tendencies. These patterns were robust for both men and women, and across at least two ethnic identifications. The data were most consistent with a path model suggesting that mentalizing comes first, which leads to dualism and teleology, which in turn lead to religious, paranormal, and life’s-purpose beliefs. -
Religious Fundamentalism Among Christian and Islam Students Of
S International Journal of Arts, Science and Humanities Religious Fundamentalism among Christian and Islam Students of OPEN ACCESS University Yudistira Fauzy Indrawan Ph.D. Research Scholar, DOS in Psychology Volume: 7 University of Mysore, Karnataka, India Issue: 1 Sampathkumar Associate Professor and Chairman, DOS in Psychology Month: July University of Mysore, Karnataka, India Year: 2019 Abstract This study is aimed to revisit the previous one, which measures the level of religious fundamental- ism (RF) among Christian and Islam. The socio-cultural background, such as national integration ISSN: 2321-788X in Western Europe or the economic gap between Muslim in Europe and the U.S. is likely to give a different output of research. The difference of RF among Christian and Islam with the Indonesian Received: 03.06.2019 background where religiosity of both religions is high, and they are not attached to the particular racial group become a novelty. A signi cant difference between Christian and Islam is revealed in this study. Islam students are higher at their RF level than Christian ones. Accepted: 19.06.2019 Keywords: Religious fundamentalism, Christian, Islam, socio-cultural background. Published: 01.07.2019 Introduction The measurement of Religious Fundamentalism (RF) among mainstream Citation: religions such as Christian, Islam, Jewish, Buddhism, and Hinduism has been Indrawan, Yudistira Fauzy, conducted for a few times. In 2007, Pew Research Centre issued the scriptural and Sampathkumar. literalism report for Islam, Christian and Catholic, which showed that 50% of “Religious Fundamentalism Muslims believes that their holy book is the word of God and right. It was among Christian and Islam then followed with Christian, Catholic, and secular of which percentage are Students of University.” respectively 48%, 25%, 9%1. -
Toledot Vol.30 No.9.Qxp Layout 1
18 November 2017 29 Cheshvan 5778 Shabbat ends London 4.58pm Jerusalem 5.17pm Volume 30 No. 9 Toledot Artscroll p.124 | Hertz p.93 | Soncino p.140 Haftarah – Artscroll p.1207 | Hertz p.948 | Soncino p.1189 Shabbat Mevarechim. Rosh Chodesh Kislev is on Sunday In loving memory of Malka bat Peretz “Ya’akov simmered a stew, and Esav came in from the field, and he was exhausted. Esav said to Ya’akov, ‘Pour into me, now, some of that very red stuff for I am exhausted.’ He therefore called him Edom” (Bereishit 25:29-30). 1 Sidrah Summary: Toledot 1st Aliya (Kohen) – Bereishit 25:19-26:5 5th Aliya (Chamishi) – 26:30-27:27 Yitzchak, aged 60, prays for his wife Rivkah to Yitzchak agrees to the peace proposal. Esav have a child. Rivkah conceives twins and is told marries two Hittite women. This pains his parents, prophetically that the two children will herald two as both women worship idols (Rashi). The ageing separate nations. Esav is born first, red and hairy. Yitzchak, almost blind, asks Esav to go and hunt Ya’akov then emerges, holding on to Esav’s heel. some game for him to eat, after which he will As they grow up, Esav becomes a hunter, whereas bless Esav. Rivkah overhears and instructs the Ya’akov dwells in tents of Torah study (see p.3 reluctant Ya’akov to go to Yitzchak disguised as article). Yitzchak loves Esav, whereas Rivkah Esav, with two cooked goats, so as to receive the prefers Ya’akov. One day Ya’akov prepares a red blessings instead of Esav. -
Psychology of Religion
Psychology of Religion Psychology 202 Course Syllabus Spring 2019 Instructor: Kevin Seybold, Ph.D. Office HAL 217H; 724.458.2002 Office Hours: MW 3:00-4:00; T 4:30-6:30 TR 9:30-11:30; R 2:00-3:00 or by appointment P.O. Box 3076 Email: [email protected] Class Meeting: MWF 9:00 in HAL 212 Course Description: A psychological approach to the understanding of religious life, with special emphasis on the Judeo-Christian tradition. In addition to traditional areas n the psychology or religion (e.g., religious development, measurement of religion and spirituality, forgiveness, religious conversion, religious orientation and attitudes, etc.) the course will consider issues surrounding the integration of psychology and theology, the innateness of spirituality, the nature of the soul or self, the neuroscience of religious experience, and the role of religion and spirituality in health. Required Texts Paloutzian, R.F. (2017). Invitation to the psychology of religion (3rd ed.). New York: The Guilford Press. (RFP) Seybold, K.S. (2017). Questions in the psychology of religion. Eugene, OR: Cascade. (KSS) Armstrong, K. (2002). Islam: A short history. New York: The Modern Library. (KA) Utz, A. (2011). Psychology from the Islamic perspective. Riyadh, Saudi Arabia: IIPH. (AU) ISBN: 978-603-501-099-3 Electronic copy available at this website: https://iiph.com/islamic- ebooks/psychology-from-islamic-perspective-ebook.html Hardcopy available at this website: http://iiphonline.com/index.php?route=product/product&filter_name=psychology&p roduct_id=294 1 Websites Exploring my religion www.exploringmyreligion.org/ Global Religion Research Initiative grri.nd.edu/ Islamic Center of Pittsburgh www.icp-pgh.org/ Relevant Journals Journal of Psychology and Christianity Journal of Psychology and Theology International Journal for the Psychology of Religion Psychology of Religion and Spirituality Religion, Brain & Behavior Zygon Perspectives on Science and the Christian Faith Recommended Books in the Library al-Razi (no date). -
The School of Ammonius, Son of Hermias, on Knowledge of the Divine
ELIAS TEMPELIS THE SCHOOL OF AMMONIUS, SON OF HERMIAS, ON KNOWLEDGE OF THE DIVINE ΕΚΔΟΣΕΙΣ ΦΙΛΟΛΟΓΙΚΟΥ ΣΥΛΛΟΓΟΥ ΠΑΡΝΑΣΣΟΣ ΑΘΗΝΑΙ 1998 THE SCHOOL OF AMMONIUS, SON OF HERMIAS, ON KNOWLEDGE OF THE DIVINE ELIAS TEMPELIS THE SCHOOL OF AMMONIUS, SON OF HERMIAS, ON KNOWLEDGE OF THE DIVINE ΕΚΔΟΣΕΙΣ ΦΙΛΟΛΟΓΙΚΟΥ ΣΥΛΛΟΓΟΥ ΠΑΡΝΑΣΣΟΣ ΑΘΗΝΑΙ 1998 ISBN 9608521254 1998 © Ηλίας Τεμπέλης, 'Ογδόη οδός 3,152 36 Π. Πεντέλη ΕΚΔΟΣΕΙΣ ΦΙΛΟΛΟΓΙΚΟΥ ΣΥΛΛΟΓΟΥ ΠΑΡΝΑΣΣΟΣ Πλατεία Αγ. Γεωργίου Καρύτση 8,105 61 'Αθήναι Υπεύθυνος Τυπογραφείου: ΕΥΑΓΓ. ΜΠΟΥΛΟΥΚΟΣ Όδός Μίλωνος 26,117 45 Αθήναι Τηλ.: 93.45.204 - Fax: 93.17.188 To my wife Christina PREFACE This book is a slightly revised version of my Ph.D. thesis, on which I ' began work in 1990 and which I defended at the University of London in 1994. My study undertakes a reconstruction and critical assessment of the theory of the Neoplatonic school of Ammonius, son of Hermias, on the presuppositions of the acquisition of knowledge of the divine and also on the contents and the purpose of this knowledge. The metaphysical position of the human soul between the intelligible and the sensible worlds allows it to know the intelligible world and the divine, in particular, provided that the cognitive reason-principles in the human intellect are activated. The purpose of such knowledge is the as• similation to the divine and is achieved by means of a personal struggle with the help of theoretical and practical philosophy. The school of Am• monius compared its own philosophical attempt at knowledge of the di• vine to previous similar methods. -
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chapter 12 Practicing Safe Sects We are all atheists about most of the gods that humanity has ever believed in. Some of us just go one god further. richard dawkins ∵ For most of human history, theism – like racism, classism, and sexism – played an important role in the emergence of ever more complex and expansive forms of societal organization. The evolution and transmission of the per- ceptive and affiliative biases that foster religious reproduction facilitated the psychological internalization and political institutionalization of personal and social categories even – or especially – when those categories had the effect of r epressing or oppressing the needs and drives of some individu- als. Shared imaginative engagement with axiological relevant supernatural agents effectively held human beings together in increasingly differentiated cultural coalitions, strengthening their capacity for in-group cooperation and coordination. In this sense, not practicing safe sects – bearing gods in mind and culture – “worked.” As we have seen throughout this book, however, there is another sense in which (re)producing supernatual conceptions is unsafe. The mutual intensification of superstitious beliefs and segregative practices that strength- ens relationships within a religious coalition also covertly cements prejudice against and antagonism toward members of other religious (or non-religious) coalitions. This is the political tragedy of overtly religious attempts to promote peace: struggling against the effects of sociographic prudery (e.g., aggressive behaviors toward those who practice different supernatural rituals) while si- multaneously embracing and encouraging anthropomorphic promiscuity (e.g., idiosyncratic beliefs about the role of in-group gods in shaping society) usually only makes things worse because the latter surreptitiously reinforces the former (and vice versa). -
Why the Psychology of Religion? 1
CHAPTER 1 why the psychology of religion? 1 Why the Psychology of Religion? The Breadth and Scope of Religion Years ago, when I first began to study psychology, the psychology of religion sounded to me like one of the dullest areas of the subject. It suggested dreary sermons, near-empty churches, and earnest individuals talking about their experiences of being “saved”. Over the years, I have come to realize how mistaken this view was. Religion has been one of the major formative influences upon human thought and behavior throughout the centuries. It has had a profound effect upon the lives of individuals, and upon groups and cultures. It has inspired some of the most noble acts of self-sacrifice and altruism. It has stimulated much of the world’s greatest architecture (including virtually all the monuments of the ancient world), and some of the finest sculpture, painting, and music. It has motivated men and women to develop moral and ethical systems, to philosophize on the nature of self and on the meaning and purpose of life, and to speculate on the destiny that awaits us beyond the grave. It has stimulated the development of techniques for altering consciousness such as meditation, contemplation, ritual, and prayer. It has been associ- ated with mystical states that raise major questions as to the nature of mind, and it has provided countless millions with psychological comfort and solace and with a reason for living. It has been deemed important enough to provide a livelihood for more people than almost any other profession, and has spawned institutions that have become fabulously wealthy and gained political as well as spiritual power. -
Psychology of Religion
Psychology 411 Professor Moore Spring 2010 Syllabus Psychology of Religion This course examines religions and religious phenomena from the point of view of empirical psychology. This is a Level III (Advanced) Psychology course that assumes some sophisticated background in either psychology or religious studies. Course goals: 1. To learn about some of the ways in which religious beliefs and practices influence psychological functioning, and the ways in which psychological functioning influences religious beliefs and practices. 2. To improve your written communication skills. This is a writing-intensive course. One focus of the writing assignments will be on constructing arguments. 3. To improve your oral communication skills. 4. To improve your library and electronic research skills as a citizen-scholar; to learn to distinguish among and critically evaluate the quality of different sources of information. Required readings will be online in the Learn@UW course website. You might also be assigned to locate some research articles yourself for presentation in class and you will find all materials for your term paper. Grading Class attendance and participation is required. Course grades will be based on completing the short written assignments and oral presentations (40%), a midterm paper (20%) and on a term paper (40%). Unexcused late assignments will be penalized. Unexcused late short assignments will be given a maximum of half credit. Unexcused late major assignments will be penalized 10%. The term paper will be on a topic chosen by the student, but must: a) be relevant to the course and on a topic approved by me, and b) make use of original publications of scientific literature.