For this reason, the Experiential Design Teaching offers people the chance to reach their ultimate life goals in the shortest and most effective way—without having to rely on trial-and-error—by providing foresight based on accumulated experience aligned with a clear goal or objective.
For any information to be included in the Experiential Design Teaching curriculum, it must meet four criteria:
All content within the programs, seminars, and consulting sessions of the Experiential Design Teaching is based on the reality—therefore, it is inherently consistent. Each piece of knowledge builds upon the previous one, and all are internally coherent. From the first sentence to the last, the information presented aligns and reinforces itself. Every concept supports and validates the one before it. There is no contradiction, only connection.
When we see a beehive, we know there are bees nearby. Where there are bees, there must be pollen; where there is pollen, there are flowers. The type of flower then reflects the vegetation and climate of the region. In the same way, the information presented serves as evidence for one another’s existence.
There is no room for “In my opinion,” “I believe,” or “According to them” in this framework.
The knowledge conveyed through the Experiential Design Teaching is the reality, and it means consistent content.
Consistent content is not subject to personal interpretation. The information shared here applies to all times, all societies, and all people. Just as gold has been valuable and valid for thousands of years, so too is the knowledge of the Experiential Design Teaching, relevant in the past, and just as valid today.
Information must not only be consistent, but also useful. Useful information is information that benefits the individual. That is why Experiential Design Teaching aims to give those in need what they need. In Experiential Design Teaching, information is only shared if it is useful. The purpose of all information is to help the person improve from their previous state. People often confuse their immediate interests with their long-term benefits. What truly benefits a person may cause immediate discomfort. In Experiential Design Teaching, what is in a person’s hands is not taken away without providing a greater benefit. What is shared is what will make the person happy and successful in the long run. Since immediate solutions do not solve problems permanently,
Experiential Design Teaching shares methods that will provide total benefit aimed at the real improvement of the person. On earth, all order is based on benefit. Everything we see in life has a benefit. Except for humans, all created living things contribute to the balance of nature. Winds enable the pollination of plants and the movement of clouds. Bees make honey for humans. Earthworms play an important role in aerating the soil. In this world, everything, absolutely everything, has a benefit. To live in harmony with nature and act in accordance with abstract laws, humans must also provide benefits and equip themselves with useful knowledge.
Applicability means that information can be directly applied to our lives. The information conveyed in Experiential Design Teaching is practical; it can be applied anytime, anywhere. There is a lot of information that fills our minds but is of no use to us. If it is not necessary for our work, the information about the sum of the interior angles of a triangle is of no use to us in real life. We have never used knowledge of integrals or derivatives when managing a company or communicating with our families.
The information conveyed in Experiential Design Teaching consists of practical information that can be immediately put into practice. It does not remain theoretical. Since these are transfers of methods that have already been tried and proven to work, there is no question of them not being applicable. The knowledge in the Experiential Design Doctrine can be applied immediately in all areas of life—work, social relationships, family life—without the need for any materials or tools.
Experiential Design Teaching uses simple language. It draws on scientific data but does not use scientific terminology. It does not need to use obscure words or terminology to influence people. Every concept that is conveyed is defined. It derives its power from epistemology. Epistemology is the science of concepts. Knowing the meanings of concepts eliminates uncertainty. Because people assume they know the concepts they hear. They use concepts without knowing their true meaning. However, we cannot develop something without defining it. We have heard many concepts, but we do not really know what they mean. Since we do not know their true meanings, we confuse love with passion, freedom with rebellion, loyalty with dependence, and determination with ambition. Epistemology clears up the confusion between concepts. It provides real definitions. Since every concept used is explained, the confusion and uncertainty surrounding that topic disappear, and clarity emerges. The elimination of uncertainty is important because in places where there is uncertainty and confusion, it is difficult for people to make the right decisions and distinguish between reality and falsehood.
With the epistemologies practiced in Experiential Design Teaching, a person becomes someone who is aware of what they know and what they do not know, rather than someone who thinks they know what they hear. They can easily distinguish between truth and falsehood. If a piece of information does not contain even one of these four characteristics, it is not included in the curriculum. In the information and examples contained in the Experiential Design Doctrine, individuals find similarities in their own lives or the lives of those around them. What is narrated benefits individuals in areas that correspond to their lives. For this reason, the benefit individuals derive is directly proportional to their experiences. The information shared is valid for all times, all subjects, and all people. Experiential Design Teaching reminds someone who has been drinking saltwater for years to quench their thirst that simply drinking water is sufficient.
