Integration of faith and learning is a central thrust of Christian higher education. However, confusion over the scope and meaning of this concept continues to plague us all. This article considers recent definitions of integration and explores several related concepts. Within a somewhat narrowed understanding of integration, three clusters of meaning based on Nelson (1987) are presented and explored. Their relevance for the integration of psychology and theology is assessed by comparing existing models with this framework and summarizing one example of integrative work representing each cluster. Essentials for effective integration are briefly discussed.
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