This monograph offers an overview of the various ways conversations about religion and religiously informed scholarship are increasing among scholars in secular and church-related colleges and universities. Specifically, it addresses the history of secularization in American higher education and scholarship, the general models of faith and scholarship in dominant religious traditions, the ways that individual scholars, networks, and institutions approach the question of religious faith and scholarship, the concerns such a question raises for academic freedom, and the relationship between religious faith and scholarship in what people identify as the larger tournament of narratives. At the heart of this monograph is the debate over how educational institutions and individual scholars define and identify quality scholarship. A second conceptual theme in this monograph concerns the postmodern discussion of narratives and meta-narratives initiated by Jean-Francois Lyotard. Lyotard uses the word "modern" to describe any science that justifies itself by "making an explicit appeal to some grant narrative, such as the dialectics of Spirit, the hermeneutics of meaning, the emancipation of the rational or working subject, or the creation of wealth". Contained in these narratives is a philosophy of history that helps to justify a particular approach to knowledge. According to Lyotard, one of the definitive components of post-modernity is incredulity toward any meta-narratives, or the unwillingness of individuals to acknowledge that any singular narrative (or meta-narrative) is held in higher esteem than another. In particular, post-modernity in this sense calls into question the ability of reason and science to be applied in a universal sense by any particular scholar or institution. Although the new postmodern culture and its understanding of narratives now reopens a position for religious narratives, that culture also no longer recognizes the place of a meta-narrative. Consequently, in the postmodern academy one tension that inevitably arises involves the relationship that religious narratives share with other narratives among not only the institutional cultures of church-related colleges and universities but also among scholars throughout the academy. As a result, an important debate now exists over how institutions or particular scholars can argue for religious faith to serve in a meta-narrative-like capacity when such a capacity has ceased to be recognized in the larger culture. This monograph aims to show how religious scholars and institutions in higher education address this challenge. (Contains 1 exhibit.)