Table of Contents

Acknowledgements

Introduction
Marc A. Pugliese and Alexander Y. Hwang

Part I. Theorizing Encounters: Paradigms, Exemplars, Caveats, and Strange Bedfellows

"Pluralism and Power: Considering What Counts in the Discourse on Religions"
Jeannine Hill Fletcher, Fordham University

"Masao Abe and Comparative Theology"
Leo D. Lefebure, Georgetown University

"The 'Us-Them' Dilemma: The Need for Reflexivity while Teaching Interreligious Encounters"
J. Derrick Lemons, University of Georgia

"Pluralistic Pedagogy for Pluralism"
Hsiao-Lan Hu, University of Detroit Mercy

"Maintaining Neutrality while Teaching Religious Studies"
Robert McKim, University of Illinois

"Interreligious Literacy and Scriptural Reasoning: Some Hermeneutical, Anthropological, Pedagogical and Experiential Reflections"
Marianne Moyaert, Faculty of Theology, KU Leuven, Belgium

"Theological Pluralism, Interreligious Dialogue, And Encountering 'Reality'"
Louis Komjathy, University of San Diego

Part II. Designing Encounters: Course Design, Strategies, and Challenges

"Challenges in Teaching Islamic Studies in Western Universities: The Problem of Streamlining Islam for Undergraduates"
Imranali Panjwani, King's College London

"A Primer on Teaching Interreligious Encounter and Undergraduate Course Design"
Hans Gustafson, University of St. Thomas

"Teaching Comparative Political Theology: Text Selection and Sample Texts for a Course on Christianity and Chinese Religions"
Joshua R. Brown, University of Dayton

"Using Hevruta to Do and Teach Comparative Theology"
Devorah Schoenfeld, Loyola University Chicago, and Jeanine Diller, University of Toledo

Part III. Textual Encounters: Methods, Texts, and Traditions

"Teaching Exodus Inter-Religiously"
Daniel Maoz and Allen Jorgenson, Waterloo Lutheran Seminary, Wilfrid Laurier University, Canada

"Interreligious Teachings and the Qur'an: The Art of Interpretation"
Hussam S. Timani, Christopher Newport University

"Reading Ignatius in Kathmandu: Towards a new Pedagogy of Interreligious Dialogue"
Thomas Cattoi, Santa Clara University

"Introducing the Bhagavad Gita as Theological Source Text: Text and Commentary, Teacher and Student"
Jonathan Edelmann, University of Florida

Part IV. Practical Encounters: Case Studies, Site Visits, and Immersion Programs

"Sacred Spaces and Interreligious Learning"
Sheryl A. Kujawa-Holbrook, Claremont School of Theology

"Teaching Interreligious Encounters through Case Studies"
Emily Sigalow, Duke University, and Wendy Cadge, Brandeis University

"The Case Study Method as a Means of Teaching About Pluralism"
Brendan W. Randall and Whittney Barth, The Pluralism Project, Harvard University

"A Contextual Model for Interreligious Learning"
Marianne Farina, C.S.C., Graduate Theological Union, Berkeley, and Robert W. McChesney, S.J., Jesuit School of Theology, Berkeley

Part V. Formational Encounters: Preparation for Vocation and Citizenship

"Teaching Interfaith Leadership"
Eboo Patel and Cassie Meyer, Interfaith Youth Core

"Teaching Interspiritual Dialogue to Health Care Professionals: Reflections on a Course for Pharmacy Students"
Kelly R. Arora, Iliff School of Theology

"The Mystic Traveler in a Global Spiritual Age"
Patricia Zimmerman Beckman, St. Olaf University

About the Author

Marc A. Pugliese is Assistant Professor of Theology and Religion at Saint Leo University. He is the author of The One, the Many and the Trinity: Joseph A. Bracken and the Challenge of Process Metaphysics and Beyond Naïveté: Ethics, Economics, and Values (with Rohnn B. Sanderson).

Alexander Y. Hwang is an adjunct faculty member at Xavier University and Saint Leo University. He is the author of Intrepid Lover of Perfect Grace: The Life and Thought of Prosper of Aquitaine. He is a co-editor of Strangers in this World: Multi-Religious Reflections on Immigration and The Meaning of My Neighbor's Faith: Inter-Religious Reflections on Immigration.

Reviews

"Most of the contributions emphasize that students can learn something personally valuable and meaningful from studying and especially participating in interactions with people who have religious commitments different than their own. This volume offers a rich set of suggestions about how to design and structure such learning opportunities."--Eugene V. Gallagher, Reflective Teaching
"There is a vast array of modes by which the topics are approached, from those that are quite pedagogically theoretical to those that are more descriptive of specific courses, and from those assume a Christian starting part to those that start from other places and traditions or assume no particular confessional base Overall, I think this is a book that many teachers and instructors will benefit from."--Paul Hedges, Reading Religion
"This book has everything one needs to explore, deepen, or expand the robust conversations on interreligious encounters as pedagogical opportunities. All teachers will find this work indispensable in their effort to introduce these conversations in their classrooms."--Uriah Y. Kim, Dean and Vice President for Academic Affairs and John Dillenberger Professor of Biblical Studies, Graduate Theological Union
"Calling all teachers and scholars of religion: Here is a vital and dynamic introduction to practicing comparative theology in the classroom and to theorizing it before class and after. Here, difference is not a barrier but an invitation to deep interreligious engagement. The goal is not surface agreement but the adventure and truth of living heart to heart."--Peter Ochs, Edgar M. Bronfman Professor of Modern Judaic Studies, University of Virginia