This paper revisits the concepts "explicit" and "implicit" as pointing to distinct forms of religious consciousness and as conceptual tools for differentiating between diverse forms of Jewish education. The presenting problems are as follows: (a) Is the idea of integration between both of these orientations feasible in terms of psychological and other data that reflect on educational processes? (b) If one aims for integration in the maturing person between both kinds of consciousness, does one have to begin with either the implicit approach or the explicit approach? A look at a fascinating episode involving five "great ladies" proves helpful in addressing the second problem. As for the first, a brief examination of a problem in sociology of religion is illuminating. (Contains 32 footnotes.)