The Irony of Empiricism in the Psychology of Religion
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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). -
Chapter 1: the Science of Psychology Module 1: Psychology’S Domains Early Leaders and Approaches in the Study of Psychology
Chapter 1: The Science of Psychology Module 1: Psychology’s Domains Early Leaders and Approaches in the Study of Psychology "Speaking of fruitcakes, any plans for the holidays?" Wilhelm Wundt (1832-1920) “the father of psychology” Structuralism “What are the pieces that make up thinking and experience?” To apply scientific principles for study of human mind and behavior, establishes first laboratory in Germany,1879. Proposed School of Structuralism: approach of psychology that mind consists of three basic elements – sensations, feelings, and images. Believed brain was made of up of nonphysical elements – thoughts, emotions, experiences, feelings, etc. Subjects required to look inward (introspection) to describe their emotions or feelings. William James (1842-1910) Harvard professor; pioneer of American psychology. Functionalism Consciousness – awareness - is a stream of ever- changing thoughts; impossible to break it down into individual elements. Most interested how humans function (School of Functionalism Psychology) and adapt to and organize their environment. Thinking developed because it is adaptive. Adaptive behaviors become habits: the “To the infant the world is “flywheel of society.” just a big, booming, buzzing confusion.” Like physical traits, useful behavioral traits could be passed to future generations. Gestalt Germany, 1930s School of Gestalt Psychology: emphasizing how we organize information wholes and integrate separate stimuli into meaningful patterns. Focus on perception – the organization and interpretation of stimuli received and within its context on how it influences behavior and problem solving. “Perceptions are more than the sum of their parts.” Sigmund Freud (1856-1939) Psychoanalysis Austrian, develops first complex personality theory. School of Psychoanalysis Psychology: importance of unconscious motives and conflicts as determinants of human behavior. -
Cognitive Psychology
COGNITIVE PSYCHOLOGY PSYCH 126 Acknowledgements College of the Canyons would like to extend appreciation to the following people and organizations for allowing this textbook to be created: California Community Colleges Chancellor’s Office Chancellor Diane Van Hook Santa Clarita Community College District College of the Canyons Distance Learning Office In providing content for this textbook, the following professionals were invaluable: Mehgan Andrade, who was the major contributor and compiler of this work and Neil Walker, without whose help the book could not have been completed. Special Thank You to Trudi Radtke for editing, formatting, readability, and aesthetics. The contents of this textbook were developed under the Title V grant from the Department of Education (Award #P031S140092). However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. Unless otherwise noted, the content in this textbook is licensed under CC BY 4.0 Table of Contents Psychology .................................................................................................................................................... 1 126 ................................................................................................................................................................ 1 Chapter 1 - History of Cognitive Psychology ............................................................................................. 7 Definition of Cognitive Psychology -
INSIDE (2) an Unwarranted Presumption, Which Results in Some Very Serious The- 11 New Membership Dr
P SYCHOLOGYOF R ELIGION A N M IO E T R A I CI CA O N SS PS A YCHOLOGICAL MERICAN SYCHOLOGICAL SSOCIATION OLUME O DI 6 A P A V 32 N 1 VISION 3 EWSLETTER N WINTER 2006–2007 2006 GORMAN AWARD RELIGIONS INFLUENCE WORLDVIEWS; WORLDVIEWS ADDRESS INFLUENCE BEHAVIOR: A MODEL WITH RESEARCH AGENDA MARKE.KOLTKO-RIVERA Professional Services Group, Inc., Winter Park, Florida n emerging trend in public discourse is a renewal of interest in psychological explana- Ations of the phenomenon of religion. I shall point out some problems with that trend, one of which is that it diverts attention from a more interesting issue: religious explana- tions of psychology (i.e., how religion influences individual and social psychological phe- nomena). I shall focus upon this more interesting issue, and how it might be addressed through the use of the construct of Weltanschauung, or worldview. It has been asserted that “within the psychology of religion, the cry for good theory remains at the level of cacophony” (Spilka, Hood, Hunsberger, & Gorsuch, 2003, p. 539). My ambition here is to answer that cry in a useful way. I shall conclude with some suggestions for research. The Revival of Psychological Explanations of Religion Mark E. Koltko-Rivera In recent years, one may have noticed a resurgence of interest in a venerable question: on a fundamental level, how might we explain religion and religious phenomena? In other words, why does religion exist? Two relatively new ways of addressing this question have come into prominence. One involves neuropsychology, and looks at the neurobiological manifestations of religion, belief, and transcendent experience (e.g., Faber, 2004; Har- rington & Zajonc, 2006; McNamara, 2006; Tremlin, 2006; see also Monastersky, 2006). -
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. -
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. -
Spiritual Development in Childhood and Adolescence: Moving to the Scientific Mainstream
01-Roehlke-4710.qxd 5/11/2005 7:32 PM Page 1 1 SPIRITUAL DEVELOPMENT IN CHILDHOOD AND ADOLESCENCE: MOVING TO THE SCIENTIFIC MAINSTREAM EUGENE C. ROEHLKEPARTAIN PETER L. BENSON PAMELA EBSTYNE KING LINDA M. WAGENER round the world, there appears to be a within religious communities—worry that the growing concern with spirituality in the beliefs, narratives, and commitments of the A general public as well as among schol- world’s religious traditions are not adequately ars. Whether one looks at the list of best-selling taking root in young people’s lives (e.g., books, searches the Web, watches contemporary Lindner, 2004). As Wuthnow (1998) puts it, movies or TV shows, or reads general-interest “When the sacred no longer has a single magazines, one quickly finds evidence of this address, people worry that it may disappear trend. And one sees religion and spirituality entirely” (p. 10). Other observers contend that (mixed with nationalism and ethnic tensions) the world’s religious heritage is “tainted by an playing defining roles in most major geopoliti- incriminating record of injustice, tribalism, vio- cal conflicts in a world that is becoming both lence, and the violation of fundamental human smaller and more fragmented. rights” (King, 2001 p. 2). Instead, they say, the While spirituality in general has considerable urgent need is to engage young people in new currency, there is additional focus on the spiri- ways of seeing, knowing, and discovering, since tual development of children and adolescents. “a simple return to or retrieval of past spiritual- The source of this interest varies considerably. -
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). -
Psychology-AP.Pdf
AP Psychology East Penn School District Curriculum and Instruction Curriculum for: AP Psychology Course(s): AP Psychology Grades: 12 Department: Social Studies Length of Period (average minutes): 42 minutes Periods per cycle: 6 Length of Course (yrs): 1 year Type of offering: _____ required __X___elective Credit(s) awarded: 1.0 Developed by: Danielle Walsh ADOPTED: November 2019 AP Psychology Enduring Understanding Essential Questions Content Standard Skills ● Psychology is a social What is Psychology? Unit I – History and Approaches Standard Area: Perspectives in Psychological Science science that is continually Summarize the nature-nurture debate 1.1 Define psychology as a discipline and evolving. What do psychologists in various professions Fields and sub-fields of Psychology- in psychology. do and where do they work? careers, basic and applied research identify its goals as a science. ● Knowledge of subfields 1.2 Describe the emergence of psychology as a Name twenty psychologists and psychological science can What are some important milestones in scientific discipline. identify two major contributions they help people live better psychology’s early development? History of Psychology- contributing made to the field of psychology. lives. psychologists 1.3 Describe perspectives employed to What are psychology’s levels of analysis and understand behavior and mental processes. Identify and assess the components of ● Nature and nurture work related perspectives? Approaches to Psychology- 1.4 Recognize the evolving nature of psychology each approach to psychology. together to influence Structuralism, Functionalism, behavior and mental Behaviorism, Cognitivism, as a scientific discipline. Analyze a case study and apply each processes. Psychoanalytic, Humanism, 2.1 Discuss the value of both basic and applied approach to determine the strengths Biological, Evolutionary, psychological research with human and and weaknesses of each approach Social-cultural related to the case study. -
Chapter 1: Introduction to the Science of Psychology
CHAPTER 1 Introduction to the Science of Psychology CHAPTER OUTLINE I. THE WORLD OF PSYCHOLOGY: AN OVERVIEW What is psychology and how did it grow? Psychology is the science that seeks to understand behavior and mental processes, and to apply that understanding in the service of human welfare. A. Subfields of Psychology Psychologists in different subfields of psychology study different topics. 1. Cognitive psychologists study basic mental processes and their relationship to behavior in areas such as sensation, perception, learning, memory, judgment, decision making, and problem solving. 2. Biological or physiological psychologists or neuroscientists study how biological structure and function affect behavior and mental processes. 3. Personality psychologists study individuality—the uniqueness of each person—and whether some combinations of personality traits predict patterns of behavior. 4. Developmental psychologists study and describe changes in behavior and mental processes over the life span. 5. Quantitative psychologists use statistical methods to describe, analyze, and interpret data collected by psychologists in other subfields. 6. Clinical psychologists provide therapy for behavior disorders and may study the causes of disorders. Counseling psychologists have either a Ph.D. or a master’s degree in psychology and work as mental health counselors. Community psychologists try to help prevent stressful conditions that lead to disorders. 7. Educational psychologists conduct research and develop theories about teaching and learning. 8. School psychologists specialize in testing and diagnosing learning disabilities, and establish programs to improve student achievement and success. 9. Social psychologists study the ways that people influence one another. 10. Industrial-organizational psychologists study factors that affect the efficiency, productivity, and satisfaction of workers and the organizations that employ them. -
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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).