Horizons 46 (1):24-52 (
2019)
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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.