At the end of the twentieth century, during his work as a physicist and specialist in elementary particles in France, Basarab Nicolescu addressed the need for a revolution in educational methodology. He developed a methodology of transdisciplinarity as a new approach to the world of knowledge theories that would seek to reconcile science and humanities through a new logic system called the Hidden Third or the logic of the included middle. Nicolescu's philosophical revolution called for a return to the sacred to address the inner man in education through the logic of the included middle. The Hidden Third serves as a mediator where the Object's information interacts with the Subject's consciousness and engenders values, resulting in the unity of knowledge. Around the same time in America, Jay E. Adams, an educator, pastor, and theologian, advocated for a new approach to counseling and teaching. Adams' methodology focused on the Word of God and Scripture's nouthetic approach to teaching and learning. His personal revival resulted from his rejection of secular and humanistic mainstream psychology and psychiatry that shaped the educational methodologies of the day. The revolutionary Nicolescu perceived the logic of the included middle as the answer to contradictions in logic and educational methodology leading to self-transformation. The regenerated Adams understood that only a personal relationship with the hidden yet now-revealed Jesus Christ, the Son of God working through His Word and the Spirit of God, could transform the learner to be complete and live in everlasting unity with God the Father. What happens when these two theoretical methodologies are practiced in the same environment? What commonalities do the methodologies share? Do they corroborate or contradict each other? What are the complications and contemplations for their future in education? While Nicolescu worked to move modernity to cosmodernity and warn the world of the self-destructive dangers of techno-science, Adams labored to rediscover a system of biblical counseling and educational methodology that brought redemption and transformation of the whole learner. Nicolescu and Adams aimed for unity and transformation through trichotomous axioms that centered on the sacred and addressed the moral needs of the learner to provide a holistic approach to education. What significance does the Nicolescuian methodology of transdisciplinarity and Adams' nouthetic, Scripture-based methodology for education have on the formation of knowledge and understanding the whole learner in higher education in the twenty-first century and beyond? [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]