Although widespread consensus exists that the integration of Christian worldview, faith and learning lies at the heart of effective Christian education, such an aspiration has not always resulted in the embodiment of worldview principles within Christian educational contexts. In response to this dissonance, an alternative approach to integration is suggested. Specifically, this paper proposes that the Christian doctrine of the incarnation and the corresponding theme of the "beyond in the midst" offer an alternative perspective with the potential to liberate Christian educational communities from the "iron cage of rationality" in favour of more embodied, praxis-focussed imperatives. (Contains a bibliography.)