Pluralism is an ethic for living together in a society as diverse as ours is today. This accessible collection of twelve case studies in pluralism in practice includes brief scenarios, framing questions, and updates on some of the key dilemmas and decisions we encounter in our multireligious encounters and lives. The book is an introduction to the case method created at Harvard University’s The Pluralism Project, inviting close reading, reflection, and discussion into the dilemmas and disputes of our multireligious society for people who are professionally or passionately involved in developing and fostering our multireligious future. “Instructive and enlightening.”--Publisher’s Weekly Elinor (Ellie) Pierce is the research director of the Pluralism Project at Harvard University. She is the co-editor of With the Best of Intentions (Orbis, 2023). Ellie wrote chapters in the Georgetown Companion to Interreligious Studies (Georgetown, 2022) and Interreligious/Interfaith Studies: Defining a New Field (Beacon, 2018). She has contributed to a range of other publications and media projects, including On Common Ground: World Religions in America and World Religions in Boston: A Guide to Communities and Resources . Ellie is the producer/director of the documentary film Abraham's Bridge (forthcoming); she co-produced and co-directed the documentary Fremont, U.S.A . (2009) and helped to develop Acting on Faith: Women’s New Religious Activism in America (2005). She earned her Master of Theological Studies degree from Harvard Divinity School. Diana L. Eck has taught at Harvard since 1976. She is Professor of Comparative Religion and Indian Studies and Frederic Wertham Professor of Law and Psychiatry in Society at Harvard University. She serves in the Departments of Religion and South Asian Studies in the Faculty of Arts and Sciences and is also a member of Faculty of Divinity. For twenty years, Professor Eck was Faculty Dean of Lowell House, one of Harvard’s twelve undergraduate residential Houses. She received her B.A from Smith College (1967) in Religion, her M.A. from the School of Oriental and African Studies, University of London (1968) in South Asian History, and her Ph.D. from Harvard University (1976) in the Comparative Study of Religion. Introduction A decision-based case study is an invitation to engage. The cases in this volume are adaptations of a particular form of case study from professional education contexts. While many may understand a “case study” as an example or narrative, decision-based cases are also a method of teaching and learning. As Boehrer and Linsky helpfully suggest, “The relationship between the artifact of a case and its functional purpose is a crucial aspect of the case method. To grasp this, it is useful to think of a case in several ways: as a document or text, as a story, as a vehicle for discussion, and as an event.”1 As documents or texts, the cases in this volume may provide microhistories of a dispute; as stories, they are told by a protagonist from their own perspective and location; as a vehicle for discussion (and reflection), they are structured around an actionable problem; as an event, each case discussion brings out unique observations, drawn from the participants. The participant-centered aspect of the case method cannot be overstated: the reader, or discussion participant, is challenged to read closely and empathetically, to reflect, to ask questions, and to come up with constructive answers to the dilemmas on the page. Most of the cases in this volume are field cases, based on extensive research and interviews; only one, “Fliers at the Peace Parade,” is a “library case,” drawn from secondary research. As decision-based cases, they all have competing values, tension, and complexity; the case decisions are actionable, rather than abstract. The brief (A) case introduces the problem, the place, and a person (or people) confronted with a decision. We pause at the end of the (A) case―the point of decision―to ask additional questions and to reflect. Any analysis included in the case is that of the protagonist: in format and structure, the decision-based case creates space for analysis and critical thinking. Cases are incomplete both by necessity and by design. Yet in a case of any length, the discussion questions are similar. Based on the case narrative: What does the protagonist know? What does the protagonist need to know in order to solve the problem? As you consider how the protagonist might gather additional information, resources, or perspectives, consider how you would do so―whether as the protagonist or from your own location. What solutions might you suggest, based on the information in the case? Protagonists and the Practice of Pluralism Case studies focus on one primary point of view, a “protagonist,” reminding us that there are real stakes and real people at the heart of any of these dilemmas or discussions of diversity. Each expresses a specific, s