"Paradoxically, it would seem that where the Vedas are upheld as a valid means of knowledge, reason has a more positive role to play in clarifying, explaining and defending its propositions. Where the attempt is made, on the other hand, to supersede the necessity for faith in the scripture in the interest of being more rational, reason becomes almost insignificant."

“The famous Rgveda text, "One is the Truth, the sages speak of it differently" , is often employed to explain away doctrinal differences as merely semantic ones. The point of this text, as its context makes quite clear, is not really to dismiss the significance of the different ways in which we speak of the One or to see these ways as equally valid. The text is really a comment on the limited nature of human language. Such language must by nature be diverse in its attempts to describe that which is One and finally indescribable. The text, however, is widely cited in ways that seem to make interreligious dialogue redundant.”

“In a thoughtful series of reflections on the future of Hindu-Christian Dialogue, Klaus Klostermaier observes that there are "few Hindus who are interested in Christian theology, and there are fewer still who have a desire to enter into dialogue with their Christian counterparts". Others have noted that, with few notable exceptions, the initiatives for dialogue in recent times have been from the Christian side. In an earlier study, I suggested, briefly, a few possible reasons for this lack of interest on the Hindu side. The memories of colonialism and its association with aggressive Christian missionary activity, misrepresentation of other religions, and the lack of genuine interest in the study and understanding of these traditions are not easily erased. There are still barriers of mistrust to overcome.”

“Vivekananda often asserted that only in becoming a ṛṣi does one understand the scripture properly. His argument appears to be that as products and records of direct perception, these texts were not written for the intellect, or for understanding through a process of rational inquiry and analysis. They become meaningful only when one has lifted oneself to the same heights of perception.”

“Ramakrishna possessed a deep aversion to formal learning and education. Learned persons were likened by him to kites and vultures, which soar to great heights in the sky but whose eyes are forever focused on the decaying carcasses below. They were also described as similar to foolish people in an orchard who count the leaves and fruit and argue to estimate their value instead of plucking and relishing the juicy fruit. Reason and the intellectual life received little attention or recognition in his teachings.”

“Vivekananda followed his teacher, Ramakrishna, in attributing a low value to scriptures and in upholding the supremacy of personal experience. The adequacy of scriptures is compared to the utility of a map to a traveller, before visiting a country. The map, according to Vivekananda, can create only curiosity for first-hand knowledge of the place and can communicate only a vague conception of its reality. Maps are in no way equivalent to the direct knowledge of the country, gathered by actually being there.”