Site visits provide an irreplaceable learning experience to students in both religious studies and the emerging field of interfaith studies.The conceptual core of this thesis is the claim, drawn from feminist epistemology, that an embodied pedagogya pedagogy which engages students not only intellectually, but as embodied beings who inhabit a space, engage in physical activities, and undergo various sensory experiencesis ultimately more enriching than a pedagogy centered exclusively in the classroom. Factors that make a site visit a successful instance of embodied pedagogy include the provision of sufficient context to students in advance for them to understand and appreciate the experience, an opportunity afterward to reflect on this experience in an intentional way, ensuring the site and the community whose space it is are treated with proper respect, and ensuring that the religious sensibilities of one's students are also similarly respected. KEYWORDS embodied pedagogy, Hinduism, Hindu temples in the United States, interfaith pedagogy, interfaith studies, site visits 1 | SITE VISITS AS EMBODIED PEDAGOGY: EVOKING BOTH EMPATHY AND A SENSE OF THE TRULY " OTHER"As my fellow scholar of Hinduism, Joyce Burkhalter Flueckiger, observes in her reflections on her practice of taking students on site visits to Hindu temples in the United States, "For a site visit to be successful, it will have specific pedagogical goals… and the experience will be integrated into class discussions rather than tacked on as an 'extra' (touristic) activity" (2004, ii). The purpose of a site visit is not simply to spice up the students' experience of one's course. Such visits have intrinsic value. For this value to be maximized, one must be intentional about their pedagogical purpose.As Flueckiger goes on to note, though, it is in the nature of site visits that studentshowever much care one may take to integrate and orient the field experience in terms of specific pedagogical goalsoften learn many things that