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Thoughtful Christians are agreed that an important component of Christian scholarship is the integration of faith and learning, as it is sometimes called. Because Christians are interested in the truth for its own sake and because they are called to proclaim and defend their views to an unbelieving world and to seek to live consistently with those views, it is important for members of the believing community to think carefully about how to integrate their carefully formed theological beliefs with prominent claims in other fields of study. As St. Augustine wisely asserted, "We must show our Scriptures not to be in conflict with whatever [our critics] can demonstrate about the nature of things from reliable sources."¹ However, the task of integration is hard work and there is no widespread agreement about how it is to be done generally or about what its results should look like in specific cases. In what follows, I shall do three things to contribute to the integrative enterprise: 1) describe the relation between integration and spiritual formation; 2) discuss current integrative priorities for the Christian scholar; 3) analyze the epistemic tasks for and models employed in integration.