Initial conversations
Questions and thoughts about learning were shared.
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First introductions made · Pilot in preparation · Istanbul
BenBiz & mindbugnush
mindbugnush is a research and development team working on the mind.
First introductions made · The programme, education date, education venue and first group are not yet confirmed
Where the pilot stands today
We are preparing the education pilot’s conditions together.
Already in place
The educators and their original educational sources.
Envisioned first arrangement
No more than 8 participants and 2 educators; 10 people in total. No district has priority.
Not yet confirmed
The selected programme, date, venue, first participant group and working conditions.
The education date and venue have not been set, and no places are being reserved. Read notes from our work →
MEET THE EDUCATORS · CONVERSATION
What is Nörokriptoloji?
Yasemin Göçkün speaks with Şeref Gökmen and Elif Özcan about their personal journeys, the origins of their work and their approach to learning. Meet the people behind the BenBiz & mindbugnush educational programme in their own words.
Şeref Gökmen ve Elif Özcan
Şeref Gökmen and Elif Özcan jointly lead the educational content and learning process. The educational story on this page is based on the original texts, posters and previous workshop photographs they supplied.
In their conversation with Yasemin Göçkün, Şeref Gökmen describes seeking ways for geography students to reason rather than memorise. Elif Özcan shares her mathematics background and her interest in working with children and research. This introduction is based on the educators’ own accounts.
BenBiz does not redefine their educational work. General coordinator Metehan Tamer Mete brings the educators, participant interest, a suitable venue and organisational needs together under clear, mutually discussed conditions.
Learning capacity before speed
Content summary of the rapid-perception and Active Intelligence learning texts supplied by Şeref Gökmen on 15 October 2026.
Finishing a page faster is not the same as understanding it. The supplementary texts supplied by Şeref Gökmen centre on learning capacity: perceiving information, making sense of it, recalling it when needed and considering different options.
Practice, trying different conditions and noticing one’s learning habits are emphasised alongside explanation. Computer-supported exercises and regular practice are described as ways to continue this work.
What do the exercises work on?
Based on the headings in the Active Intelligence learning document. These are areas the programme aims to work on.
Readiness to learn
The source discusses “arousal” as being calm, alert and receptive to learning.
Sustained attention
Staying with an activity for a period of time and working with distractions are addressed.
Selective and divided attention
Selecting relevant information and distributing attention across stimuli or operations are treated separately. Divided-attention practice has a particular place in the source.
Flexible attention
Moving attention between situations and adapting it to changing conditions are discussed.
Sensory and short-term memory
Noticing incoming information and holding it briefly for the next operation are described as distinct areas of practice.
Working memory
Holding and processing information are considered together, through examples such as keeping a question in mind while using prior knowledge or recalling the start of a passage while reading its end.
Set a reading goal and follow the meaning
Content summary of the rapid-perception document and its lesson outline.
The reading work is described through setting goals and strategies, changing goals across texts, understanding what is read and using what is learned. Maintaining attention with distractions such as noise also appears in the source outline.
The document includes an eight-lesson example totalling 15 hours, available in the Reading Area. The duration, timetable and exercises for an Istanbul programme will be agreed separately with the educators.
Which work is closer to your needs?
Based on the educators’ existing materials and supplementary documents supplied on 15 October.
Nörokripto · mental performance
The mental-performance introduction is a starting point for attention, perception, recall and considering different perspectives. The new documents explain the exercise-based approach to these areas.
Nörokripto-based speed reading
The rapid-perception text gives more detail on reading and understanding, setting goals, changing strategy and learning habits.
Mathematics programmes
Problem-solving and time-use themes in the Mathematical Intelligence / Mathematical Strategy poster and the material-based number work in the MZD document retain their own sources. The supplementary reading outline does not replace these programmes’ lesson plans.
Work and different learning needs
The supplementary texts mention educators, managers, analysts and R&D workers as well as students. They describe adapting the scope to participants; a suitable programme and format are discussed with the educators at the initial conversation.
How can a family make room for learning?
Adapted from 30:12–34:19 of the second conversation.
Alongside a child’s results, we can make time to understand how they learn and what interests them. Discussing the family’s role, Şeref Gökmen brings together a safe, calm environment, helping a child feel at ease and developing a working routine.
The conversation emphasises room for a child’s interests, curiosity and ideas. Family support need not replace the educator: listening to a child’s experience and discussing their support needs with the educators can be a starting point.
Listen to the family discussion · 30:12 · Turkish ↗Following learning with MZD
Nörokripto: in the educators’ own words
The original Turkish introduction and programme description supplied by the educators are reproduced below without rewriting their claims.
Educators’ original text · Turkish
zihinsel performans eğitimi modül 1 ve modül 2
Eğitimimizde deneyimsel antrenmanlarla zihninizi farklı yönlerden aktif bir hale getirdiğinizde;
-öğrenme altyapısı gelişir böylece daha hızlı ve kolay öğrenir
-algılama yeteneği daha derin anlamlarla buluşur
-ardıl işlemleri tasarlayabilme ve çözümleyebilme becerisi gelişir
-farkına varacağı eşzamanlı çoklu düşünüş yeteneği amaca yönelik birden fazla açı yakalamasını sağlar
-dikkat ve konsantrasyonda artış sorun çözümünde kısa yolları bulmada etkilidir
-zamanı daha etkin kullanır
-stres altında daha iyi bir performans sergiler
Lesson and training rhythm
The schedule and training rhythm below follow the educators’ original Turkish presentation.
Educators’ original text · Turkish
-yüz yüze dersler -ödev antrenmanlar
Nörokripto-based speed reading
This programme description comes from the educators’ original Turkish poster.
Educators’ original text · Turkish
Anlayarak okuma hızınızı 5 katını çıkarmayı hedefleyin
Hızlı düşünme
Çalışma ve sınav teknikleri
Her yaş grubuna
View the original poster
Mathematical intelligence and strategy
This programme description comes from the educators’ original Turkish poster.
Educators’ original text · Turkish
İçerik
Matemetik
Oyun
Yaş
6-7-8 sınıflar
Kazanımlar
Yeni nesil sorularda strateji geliştirme
Süreyi etkin kullanma
Okuduğunu anlayıp değerlendirme
Problem çözme becerisi
View the original poster
MZD: what does the material teach?
The headings and explanations below reproduce the educators’ original Turkish MZD material.
Educators’ original text · Turkish
ince motor becerilerini destekler
farklı yapılara sahip modellerle desteklenen oyuncağımız kullanım tercihlerine göre ince motor becerilerini destekler...
Source page 2sayıları anlamsal karşılığı ile birlikte öğrenir
doğal sayıların kümeler kuramının anlamsal karşılığını deneyimsel ve dokunsal yöntemle tecrübeye dayalı olarak kavrar...
Source page 3iletişimli ön eğitim süreci boyunca öğrencilere gerekli seslendirmeler yapılması ile
işitsel öğrenmeyi destekler
Source page 4görsel öğrenmeyi destekler
Source page 5braille alfabesine özel tasarım ile görme engelli bireyler için de kullanılabilir bir eğitim oyuncağıdır...
Source page 6fiziki bir oyuncak; her işlem materyel ile bir iletişim gerektirir böylece
dokunsal öğrenmeyi destekler
Source page 7ödev yok
öğrenci ödev ile pekiştirmeye ihtiyaç duymaz... deneyimsel olarak öğrendiği için hayatta karşılaşacağı her deneyim onun için bir pekiştireçtir...
Source page 8sıralı sayma bir ses kaydının ötesinde bir sistem olarak öğrenilir...
bu yöntem ile sıralı sayma öğrenen bireyler onluk sistemin farkında olarak yetişirler...
Source page 9basamak kavramını farkeder
onlar basamağı ve birler basamağı gibi kavramların deneyimsel olarak farkını görür ve içselleştirir
Source page 10büyük sayı, küçük sayı kavramlarını sezgisel olarak farkeder
Source page 11toplama işlemi sıralı saymayı öğrenmiş her yaş grubu toplama işlemini öğrenmek için hazırdır...
Source page 12çıkarma işlemi
sıralı saymayı öğrenmiş her yaş grubu çıkarma işlemini öğrenmek için hazırdır...
Source page 13çarpma işlemi
sıralı saymayı öğrenmiş her yaş grubu çarpma işlemini öğrenmek için hazırdır...
Source page 14bölme işlemi
sıralı saymayı öğrenmiş her yaş grubu bölme işlemini öğrenmek için hazırdır...
Source page 15bu oyuncak ile öğrenilecek her işlem deneme yanılma ve tekrar denemeye uygundur!
Source page 16sınavsız farkındalık ölçümü
Source page 17Personal experiences
These are personal experiences included in the educators’ presentation; they are not independent outcome claims by BenBiz.
Educators’ original text · Turkish
Eğitimcilerin sunumunda yer alan kişisel deneyim aktarımları.
Tecrübeler Hayatıma yeni hedefler belirlemeye başladığımı, zor veya ulaşılmaz olarak algıladığım için vazgeçmek üzere olduğum hedeflerim için çabalamaya başladığımı fark ettim. Ve anladım ki zorlanmak artık beni duraksatacak veya yıldıracak bir sebep bile değil!
Tercihlerimde, hayatımda ve hedeflerimde değiştirmek istediğim ama kısa süre için geçerli olmak üzere telkinlerle başarıya ulaşabildiğim bu durumları artık telkine, koşullanmaya ve sınırlamaya ihtiyaç kalmayacak netlikte çözüme ulaştırdım.
Tecrübeler Girdiğim sınavlarda gürültüye rağmen konsantrasyonumu bozmadan, şimdiden çok daha iyi sonuçlar almaya başladım...
Her zaman bir işi bitirir bitirmez yeni bir işe başlamayı kendime hedef olarak tutarım. Eğitimden sonra ise bu benim için çok daha kolay bir hal aldı çok daha düzenli çalışabiliyorum ve fark ettim ki aynı anda birden fazla işle alakadar olmaya başladım ve üstelik bunu telaşla değil büyük bir keyifle yapıyorum….
Tecrübeler Daha önceleri en baştan teslim olarak başladığım için, hiçbir oyunda arkadaşlarımı yenemediğimi fark ettim; şimdi ise kontrolü elime aldım ve üst üste istikrarlı bir şekilde oyunları kazanmaya ve onları yenmeye başladım. Kendime dair farkındalığımın artışı ise özbecerilerimi fark etmemi ve bu alanlarda daha güçlü olmamı sağladı…
Yaptığım okumalarda fark ettim ki çok daha hızlı anlıyorum. Ayrıca seslendirerek yaptığım okumalar çok daha seri ve beni dinleyenler için de daha anlaşılır bir hale geldiler...
Programme and fee information
Programme fees vary according to the educational content, scope and format.
Upcoming education programmes
Let’s explore the right programme for you.
Fees will be determined and shared with participants once the content, duration and participation arrangements of upcoming programmes are confirmed.
Please contact us to discuss suitable programmes and detailed fee information.
Ask about a programme →iletiselim@benbiz.com.tr
We can begin around one table.
The first group is being prepared for no more than 8 participants and 2 educators, for 10 people in total. A large shared table or suitable classroom layout, a projector and a suitable projection wall are the essential requirements. The venue is not expected to provide educational materials.
No district has priority. We will choose a venue across Istanbul according to where the group lives and how easily participants can reach it. A coworking space, café, office, a space offered by friends, or a daily or longer-term rental can be considered. Step-free access, a central location and proximity to the sea are preferences, not requirements. The venue, date and first group are not yet confirmed.
How can you take part?
Express interest in a programme
Share the programme you are interested in, who it is for, your district and available days. This is not an enrolment or reservation; it can be considered once the group and programme arrangements become clear.
Share programme interest →Contribute a venue
Describe your space, table arrangement, projection facilities and available days. The duration, responsibilities and terms of the contribution are discussed together.
Offer a venue →Contribute to outreach
Share your channel, audience and a content idea in your own voice. Original educational descriptions are preserved. Once your outreach collaboration is accepted, you can track programme enquiries from your personal links in the app.
Offer outreach support →Support the organisation
Share your availability and contribution to participant communication, welcoming people, scheduling or filming. You can also express an interest in educator training; the educators determine training and assessment.
Offer organisational support →The path to the first gathering
- 01
Bring interests and contributions together
Consider programme enquiries, venue offers and team contributions together.
- 02
Agree on the working conditions
Agree the programme, date, venue, fees, other costs, roles and responsibilities with the educators before beginning.
- 03
Begin the limited pilot together
The pilot can begin once the venue, date, first group and working conditions are confirmed. We can then listen to the first experience and consider the next steps together.
Camp programmes can be considered for group enquiries. You can also express interest in online learning; the educators will determine which packages can be offered in that format.
Inside the workshops
Two more scenes from previous workshops.
Every photograph on this page comes from real previous workshops shared by the educators. The fuller selection and original documents are available in the Reading Area.
What contributions does this project need?
Perhaps you have a skill, an experience to share or a small thing you noticed. Let’s see what we could do together and find a place that feels right for you.
Explore places to build together →We grow by contributing together
Share your interest or a contribution you could offer.
The step available today is not registration. It is a first contact to express interest in learning, offer a venue, or contribute to outreach or organisation. With an Explorer Member account, you can complete a short form and follow its status in the app.
An Explorer Member account is required for the in-app form and status tracking. Without an account, you can take the first step by emailing iletiselim@benbiz.com.tr. An expression of interest does not create circle membership, confirmed enrolment, acceptance or a reservation.