This paper addresses the question of how can teachers promote an interreligious dialogue at a "grassroots" level. The document suggests teaching about another religion, such as Buddhism, as a belief system while deepening the students' understanding of their own religious traditions. After expressing concerns that the issues may be too complex and only serve to reinforce stereotypes about both religions or that the concepts addressed may be too elusive for the audience, Milton J. Bennett's developmental model for intercultural sensitivity is presented. In a lesson envisioned for a 200-level Humanities course, the Buddhist concept of self is contrasted with the Christian concept of self. The ways in which religions choose to image the human self carry enormous cultural implications yet should create opportunities for greater insights on the human condition as students grapple with these difficult questions. (EH)