The Two Foundational Pillars of EWOR Education
How to Work Yourself Through EWOR

EWOR Education

As a consequence to what was described in the previous section, EWOR does not have a curriculum. EWOR does have a learning map instead. This means that our content is organised in a non-linear manner. You might start anywhere. A map doesn’t have a beginning. You might go from anywhere to anywhere, but some concepts are more closely related with one another while others aren’t. This is indeed a learning system inspired by the way our brain is organised. Researchers have found that our brain is organised in a topographical manner, which means that connected topics are located physically next to each other. ( Patel, G. H., Kaplan, D. M., & Snyder, L. H. (2014) ) Considering the billions of electrical signals in our brain, a tiny change in location of a neuron, if triggered regularly, can make a big difference.

This neurological, cybernetic way of learning has inspired us to create the EWOR learning map. Whenever you feel stuck in your approach, consider the right point to start within the EWOR learning map. Work yourself further from there as much as you believe is necessary, and then return back to your problem at hand. You do first and learn second, not the other way round as university education preaches.

Abraham Lincoln once said: “Give me 6 hours to chop down a tree and I will spend the first four sharpening the axe.” This is how we perceive learning. We want to ‘sharpen our axe’ now, to be more efficient in what we do afterwards. However, this example does not apply to practical subjects such as entrepreneurship. With every action and every failure, you will learn. Hence, with every hit you will sharpen your axe. A much better metaphor for this problem is to look at it like this – imagine you would have to fight a martial arts expert. You’ll surely need muscle and technique. And practising your technique separately or going to the gym to grow maximum muscle might help slightly, but will eventually lead to you failing to use your strength. Think about that bodybuilder who has biceps twice as big as average, but can’t even open a jar of jam. If you acquire your skills through actual fighting, in contrast, the muscles you build will be functional, i.e. they are specifically useful for the kicks and hits you want to perform. Moreover, your technique is contextual. You can use it to perform counter-moves to your opponents’ actions, not as a detached, cool-looking but meaningless facet.

University education, the way we perceived it, is like going to the gym and becoming that bodybuilder who’s incredibly buff, but functionally weak. He can’t use his muscles. How often have you seen an academic, who has an outstanding supply of knowledge, something to say about every topic, but none of it being practical in any manner?

Lastly, we acknowledge that we live in the age of content creation. Knowledge doubles every year (Schilling, 2013) and this creates new challenges. We cannot possibly know everything anymore. And we shouldn’t. To state this important principle again: We should only know what is relevant to solving our problem at hand. This is how learning has always been and will continue to be. But with content expanding so quickly, what we learned 10 years ago might not be an efficient way to solve the problem at hand anymore. EWOR has thus focussed on providing you with the most cutting-edge knowledge and tools out there and updates its content on a monthly basis. We provide you with the output of the best content-creators in this world and most of the videos you’ll watch or the books you’ll read will not be written by us. While university lecturers still cling to their own curation of content, we acknowledge that there are 1000s of YouTubers these days doing a better job in visualising and explaining content. Much of what you will see will be from third parties, but the selection will be done by the best in the world: professors from universities such as Cambridge and St. Gallen, industry leaders and established entrepreneurs.


  • This article explores the topographic organization in the brain, the searching for general principles and implications.
  • This blog post describes the exponential growth of human knowledge.