1. Encountering Faith(s) in the Classroom
Chaplain Larry Lindstrom

2. Overcoming Ignorance Americans tend to know very little about religion
This applies to their own religion, as well as the religions of others
But Diamond points out that one key priority students express for their college years is to explore questions of meaning and purpose in life.

3. Fear of the Unknown
As students are exposed to different perspectives (especially religious), they may fear the uncertainty that comes with questioning or moving away from their childhood religious traditions.
But developing an authentic spiritual identity often demands such questioning and moving
From Fernandez: one key spiritual competency is the ability to “live with the questions”

4. Encountering Antagonism
One response to hearing about different perspectives may be rejection and even hostility
Often the motivation for that antagonism is FEAR.
While some students welcome and even seek out new insights, others find safety in the familiar (and fear venturing out beyond the known)
Also, if a religious community perceives itself as a “loser” in the social/political context, its adherents may double down on defending the “old order”

5. The “Religion of Me”
Other students may be on a “spiritual quest” that is nothing more than a search for confirmation of their own individualistic values
The invitation to see that the spiritual life is not “all about you” may be especially challenging for them

6. Re-thinking Identity
From Fernandez: we have to understand the role of religion in the formation of people’s identity
Challenging and re-shaping our religious perspective implies nothing less than changing our identity

7. An Appreciative Understanding
So how do we engage with a religious tradition that belongs to someone else?
Increasing our knowledge helps, but knowledge alone is not enough.
We need to understand how and why religion motivates intense (and sometimes contradictory) social and political movements.

8. Diversity within Religion
We should note plenty of examples of differences and conflicts WITHIN each religious tradition
That should remind us that we cannot speak of some monolithic “Christianity,” “Islam,” “Buddhism,” etc.

9. The Stranger
People of a different faith tradition may seem like the “stranger,” the “other,” the “alien” to us
We need to remember that every religious tradition calls on its adherents to treat “the stranger” with respect, courtesy, and even love
From Fernandez: how we treat the stranger in our midst becomes the litmus test of how much we have truly learned

10. Having a Religious Conversation
For some, the goal in interfaith dialogue is to “win the point” or proselytize the other
A more healthy approach is to reflect (and embrace) the truth in the other’s point of view, as we seek greater understanding and common ground
We challenge students to be open, not in spite of their faith, but because of it (e.g., Christianity and God’s radical inclusivity)

11. Re-shaping the Key Question
Many of us approach someone else’s religious tradition and ask, “Is it true?”
It is more helpful to ask what that tradition MEANS
The “meaning” question focuses attention on the impact of one’s religious tradition, on the self and on others

12. Providing Genuine Hospitality
Having an authentic conversation demands hospitality on our part
One form: receiving, not just giving
Another form: allowing space and presence where the “other” is free to be himself or herself

13. The CHANGE model (from Diamond)
CREATE cognitive dissonance (don’t run from it)
HELP students express their dissonance
AIM to resolve dissonance through the presentation of information
NOTICE students’ dissonance level and make room for conversation
GIVE students an opportunity to clarify their understanding
END the lesson by re-tracing the learning journey

14. The Vision
From Fernandez: “Students sometimes experience a moment of awe when a genuinely new insight takes hold and they sense that who they were when they came into the class has been altered or impacted in a significant way.”