This paper argues that religious colleges and universities play a critical role in our national conversation. Scholars like Martha Nussbaum argue that such institutions should subordinate their religious commitments to the principles of academic freedom if they want to continue to call themselves colleges and universities. I argue, however, for a more complex appreciation of how they must negotiate between the poles of academic freedom and religious dogma. In order to conceive of this negotiating process, educators at religious institutions can avail themselves of what I identify as dialogical virtues. These virtues have been developed out of an analysis of the nature and character of human understandingas such.They offer the best means by which educators at religious institutions can be tolerant of othersandcommitted to a specific point of view, open to debateandable to witness to what they deem to be true....