Next semester, Harvard undergraduates will have the opportunity to explore the science behind psychedelics in the classroom. Dr. Chloe Jordan, currently a lecturer at Boston University and an instructor in Harvard’s Psychology Department, will teach Neuro 101EE: “Neuroscience of Psychedelic Experiences.” Her course will explore the neurological mechanisms, moral implications, and societal impacts of hallucinogenic and dissociative substances.
Harvard has historically played an important—and often controversial—role in psychedelic research. In the 1960s, University psychologists Timothy Leary and Ram Dass, then known as Richard Alpert, conducted pioneering but ethically contentious studies on the effects of LSD and psilocybin. Their experiments, which involved students and lacked proper regulatory oversight, ultimately led to their dismissal from Harvard. More recently, Harvard announced the Harvard Study of Psychedelics in Society and Culture, an interdisciplinary effort aimed at transforming how these substances are studied and understood.
Yet despite this renewed interest on Harvard’s campus, Massachusetts voters recently rejected a proposal to legalize the use of certain psychedelic drugs, underscoring the complex societal attitudes surrounding substance use. Jordan recognizes the cultural tension surrounding psychedelics, particularly as Harvard once again finds itself at the center of conversations that challenge norms.
“Harvard is obviously a leading institution across the world, and a lot of people look to it for an example,” Dr. Jordan explained. “If psychedelic drugs, if cannabis, if these substances do have something to offer us—or are potentially disadvantageous in some ways or for certain people—having those discussions at Harvard is really important because the whole world will look to Harvard as an example for what direction we should go in with these things.”
To Jordan, her course is a direct contribution to the role of elite institutions such as Harvard in the broader debate on substances—it will prepare students to engage critically with both the scientific and social dimensions of psychedelics. “I hope that [students] walk away with a relatively balanced perspective of the benefits and potential risks,” she said.
The structure of the course reflects her goal: students begin by examining the long-standing use of psychedelics in indigenous cultures, grounding the conversation in a historical and spiritual context.
“I think that there needs to be some recognition of the origins of some of these substances like psilocybin, LSD, and ayahuasca,” Jordan said. “These substances have been used by indigenous cultures in sacred practices for thousands of years.”
She suggested that today, these origins have largely been forgotten, with some groups using substances without recognizing their significance. “Now, for lack of a better term, white people are coming in to take them and use them in the lab. So I think that historical and more cultural recognition is important ethically as well,” she continued.
From there, the class turns to a rotating focus on the neuroscientific mechanisms of individual substances, such as psilocybin, LSD, ayahuasca, cannabis, and ketamine. “We’ll do a unit on the mechanisms of psilocybin in the brain, research on psilocybin as a treatment. We’ll also next cover LSD [and] some more classic psychedelic drugs that are affecting the serotonin system,” she added.
While Jordan emphasized how her course will focus on the effect of these substances on the brain, she also stressed the importance of understanding such drugs within their broader social, cultural, and moral contexts.
“I try to bring in those elements as well so that people are thinking not just on how are these synapses connecting, and what 5-HT2A receptors are being modified, but how does this fit into a broader social context,” she said. “I think it’s the direction our field needs to go into—being less siloed and more interdisciplinary.”
“It’s important, I think, to remember that our brains are operating in a larger cultural context and history that also affects our wiring, our responding to things, [and] our behavior,” she added.
However, when discussing taboo topics, such as psychedelics in the classroom, Jordan also acknowledges the need for caution. “One of the first types of discussions I like to have in classes like this is one about the language we use surrounding substance use in general,” she explained. “You see terms like addict and junkie being thrown around… They are stigmatizing and create barriers to people getting treatment as well. But I think being aware of language and things like that helps a lot,” she continued.
While she takes this precaution, she finds that college students today are generally much more open-minded about these topics. “I think there’s a lot more awareness and curiosity about counterculture and what these medications or substances that have been used for thousands of years by people from various groups can actually offer us.”
Yet, as she stated, despite efforts to destigmatize the language surrounding drug usage, there still exists a divide. “I still think, even among the student population and faculty, there is some stigma that’s residual… I think some folks consider substance use a lack of discipline or lack of ethics and morality,” Dr. Jordan said.
In pop culture, on the other hand, Jordan warned that people may be overly eager. “I think that there’s a lot of hype around them, and there’s a lot of eagerness to just make them recreationally legal and have people use them at their own risk,” she continued. “And that could potentially create problems.”
As an example, Jordan describes celebrities going on ayahuasca retreats.
“You see these ayahuasca retreats, and they’re very popular in the media. They sound fun, but they’re actually pretty difficult experiences,” she said. “People are maybe a little too enthusiastic about these kinds of substances and practices and not using them potentially responsibly in every case or overhyping what their potential actually is.”
Though Dr. Jordan believes that science can assist in setting the record straight, she nonetheless recognizes some challenges.
“I think a lot of researchers and scientists are doing a pretty good job communicating with the public,” she said. “But I do think there’s this tendency to oversimplify findings when you’re translating from a research paper to the popular media…and that’s kind of a conflict between science and the public. I do think it’s a little bit overhyped, especially this topic.”
“There are a lot of nuances and disadvantages to using psychedelics as well that probably could be communicated better,” she emphasized. “I do think scientists really benefit from working with folks like you—journalists, communication, training—in order to communicate the science and its nuances and caveats effectively to people who don’t have training in that space.”
Looking ahead, Dr. Jordan envisions a future where psychedelics become more widely accepted. “I hope that these substances, as they’re shown to have medication potential, they’ll become more widely available,” she explained. “I find the research coming out really interesting—not only about the anecdotal experiences people have about these being life-changing, but also how these drugs affect the brain and affect the brain circuitry in a way that seems to be somewhat long-lasting.”
As institutions like Harvard continue to initiate controversial yet critical conversations, Dr. Jordan sees her course as part of a broader effort to reshape public perception regarding psychedelic drugs. “I think being really careful about how we talk about the context in which they do show therapeutic benefit will be really important,” she said.
Ultimately, she hopes students will leave her course equipped not only with scientific knowledge but also with an appreciation for both the potential and pitfalls of psychedelic experiences.
“I think we have a lot more knowledge about these substances now that they’re being investigated in clinical trials, and it is still a controversial topic,” she acknowledged. “But I think it’s a timely place in research to really dive into what’s happening with them.”
Patrick Sliz ’27 (psliz@college.harvard.edu) unsuccessfully lotteried for this course.