The Impact of Interfaith Learning

In our rapidly evolving societies, interfaith learning is increasingly valued as a way to foster understanding and build relationships among people who orient around religion differently. This dissertation addresses the question: How can we understand the impact of interfaith learning? Through theoretical reflections, systematic literature reviews, and a case study of the Emoena interfaith leadership program in Flanders (Belgium) and the Netherlands, the dissertation explores why understanding the impact of interfaith learning is important, how its objectives can be conceptualized, how its processes can be understood pedagogically, and how its outcomes can be evaluated empirically. The dissertation opens a discussion on the evaluation of interfaith initiatives, addressing the perceived need to quantify their impact. It suggests that a more reflective approach to understanding the impact of interfaith learning involves recognizing the specific context in which an interfaith initiative is organized, integrating both qualitative and quantitative methods, and involving multiple stakeholders in defining ‘success.’ In addition, because this research shows that participants in interfaith programs may have different learning orientations, understanding impact requires recognizing differences among participants in their experiences and outcomes of interfaith learning. To facilitate the evaluation and organization of interfaith initiatives, a framework of twelve interfaith learning objectives is developed. The framework highlights a strong emphasis on knowledge about other worldviews, communication skills, and appreciation of others. Interfaith initiatives often report positive outcomes in these areas, particularly through approaches that focus on ‘lived religion.’ However, societal dimensions of interfaith learning – such as leadership skills and critical reflection on power, privilege, and societal change – prove more challenging to develop and evaluate. This research therefore challenges the traditional focus of interfaith initiatives on harmony, and advocates for approaches to interfaith learning that incorporate an awareness of societal dynamics of power and privilege, stimulate social change and embrace discomfort and friction.