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- MakaleAçık Erişim2026Scopus SJRQ3Neurobiological and psychological effects of reciting the Quran from the Mushaf
Okur, Süheyb; Bayraktar, Bülent
Background: This study aims to examine the acute neurobiological effects of reciting the Quran from the Mushaf on salivary BDNF, Apelin, and Cortisol levels and their relationship with emotional state. Methods: The study employed a randomized pre-test post-test control group design conducted in Türkiye. The sample consisted of 100 healthy theology students (50 females, 50 males) aged 18–25, proficient in reciting the Quran in accordance with Tajweed rules. Participants were randomly assigned to either the experimental group (reciting the first nine verses of Surah Al-Imran, n = 50) or the control group (standardized passive resting, n = 50). Salivary BDNF, apelin, and cortisol levels were measured using the ELISA technique before and after the intervention. Emotional states were assessed using the Mood Scale and the Psychological Well-being Scale. Results: The experimental group exhibited a statistically significant increase in mean salivary BDNF and apelin levels and a significant decrease in cortisol levels following recitation compared to the passive control group (p < 0.05). In terms of gender, no statistically significant differences were observed in biomarker responses (p >.05). Correlation analysis revealed a significant “biological reciprocity,” where cortisol showed a negative correlation with apelin (r = -0.436, p < 0.001) and BDNF, while correlating positively with negative emotions. Conclusions: Reciting the Quran aloud acts as a rapid psychophysiological intervention that downregulates the HPA axis (reduced cortisol) and upregulates neurotrophic factors (increased BDNF and apelin). These findings suggest that structured recitation functions as a restorative neuroplasticity practice, promoting biological stress resilience associated with psychological well-being.
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İncele - MakaleYalnız künye2025Scopus SJRQ3The Neuronal Determinism of Freedom in Education: Conditioned Cognition, Perceived Subjectivity and the Neuroscientific Paradox
Aksakallı, Ayhan
The paradox of education as both a space of cognitive freedom and a conditioning mechanism raises fundamental questions about intellectual autonomy. By examining the tension between neurological determinism and cognitive agency, this paper asks whether education encourages independent thought or directs individuals towards predefined ideological structures. Drawing on philosophical, psychological and neuroscientific perspectives, it explores how knowledge production, pedagogical frameworks and social conditioning shape cognition. While neuroplasticity suggests cognitive adaptability, institutionalized education often channels intellectual inquiry into rigid epistemological categories. Psychological theories emphasize how reinforcement mechanisms and implicit biases shape learning and reinforce norms rather than foster genuine intellectual emancipation. Consequently, this study argues that education needs to be restructured from being merely a means of ideological reproduction. A transformative model of education should center on critical inquiry, self-reflection and metacognitive adaptability. The hope is that education will cease to be a conditioning tool by encouraging independent thinking and become a space where individuals can critically explore and transform their cognitive worlds.