This article compares the two worldviews of Daoism and selected lost gospels, and considers the pedagogical implications. It explores their core concepts and how each applies these concepts to define human beings in their world. The comparative analysis shows that they share a view of a process of becoming that defines how humans know and the nature of reality. Interdependence and impermanence, descriptors of nature, are the core concepts. Humans, as part of nature, direct becoming by aligning with the core concepts through the removal of unnatural influences. In alignment, they are in a state searching for definition and open to creation, enacting a different way of constructing meaning and interpreting their world. The similarities found between Daoism and a lost mode of thought in Western cultures further characterize the process. It suggests that this path to becoming was lost in the process of modernization, raising the questions of what the totality of human potential entails, and how we might fulfill it in educating.