The (im)possibility of measuring interfaith learning outcomes

Despite the growing number of quantitative studies on interfaith learning outcomes, any reflection on the motivations and implications of such measurement has remained notably absent. This article argues that such reflection is necessary if we do not want quantitative measurement to misrepresent or even impair what is happening in interfaith initiatives. Drawing on debates in neighboring disciplines such as the educational sciences and peacebuilding studies, the article explores why we should—or should not—measure these outcomes. It then identifies other possible ways of measuring interfaith learning outcomes that still do justice to the complex reality of interfaith learning. Based on interdisciplinary literature, it suggests that at least three imperatives should be taken into consideration when measuring interfaith learning outcomes: 1) involve multiple stakeholders, 2) describe and include the context, and 3) use methods other than, and in addition to, quantitative measurement. The implications and challenges of these suggestions are explored through our own experience of evaluating the outcomes of an interfaith leadership program. The article demonstrates how quantitative measurement can provide helpful insights but cannot capture all aspects of the messy, complex, and multifaceted nature of interfaith learning. It is intended to stimulate reflection on the why and how of measuring “what works.”