The literature on curricular integration in Jewish education has tended to focus on two basic paradigms. In the first paradigm, the integration of Jewish and general studies curricula represents the aspiration that the graduates of the institution will likewise integrate Jewish and general studies (or "Americanism" or "modernity") in their lives. In the second paradigm, the integration of Jewish and general studies is conceptualized as a specific form of the more general educational desire for connection making. In this article, I critique specific articulations of these paradigms and argue instead for attention to the pedagogy of integrity. (Contains 22 footnotes.)