Abstract

The fields of comparative theology and interreligious dialogue have largely presupposed the possibility of interreligious learning, but there have been few attempts to provide a philosophical framework for such learning. Utilizing the philosophical hermeneutics of Paul Ricoeur, I argue that evaluations of religious truth should be understood holistically and contextually. In interreligious engagements, tensions are created in and questions are raised for one’s own worldview. If one proceeds to imaginatively enter into another’s worldview and finds resources there that enable one to alleviate those tensions and answer those questions, as well as make sense of one’s reality in a broad way, then one may properly deem such beliefs to be true. Interreligious learning is thus construed as the recognition of truth that enables one to productively orient oneself to reality. The result is a provisional philosophical framework for understanding religious truth and interreligious learning.