This paper argues that a virtue-informed methodology is foundational to best practice in scholarly, collaborative, and comparative hagiological work. Following a discussion of how this resonates with Todd French’s work in this volume, I then draw from my experience as an educator to outline how a virtue-based approach might play out in pedagogy. Finally, I offer two metaphors for an “other-person centered” collaborative–comparativist mindset. Both of these are taken from my lived, and conversational “apprenticeship” in comparative hagiology on the Argentine–Brazilian border. Reflection on these metaphors, as well as their generative experiences, demonstrates the need for holistic self-reflection in the comparative study of religions, and of “hagiography” in particular.
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