A Review on “The Three Laws of Performance” and Landmark Education

Bilge Azgın


This article aims to scrutinize and expose the contextual link between The Three Laws of Performance: Rewriting the Future of Your Organization and Your Life and the Landmark Worldwide (or simply Landmark). Enriched with numerous real-life examples from around the world, “The Three Laws of Performance” is an original and rare contribution to the field as it exposes the fundamental distinctions and transformative technologies offered by the Landmark courses to its readers. While reviewing the content of the book, the article also automatically elucidates the critical distinctions provided by Landmark such as “change versus transformation”, “possibility”, “racket”, “internal voice”, “completing the past”, “default future”, “generative language”, “rewriting future”, “life sentence”, “ontological leadership”, and “authenticity”. In spite of its certain critical shortcomings, “The Three Laws of Performance” deserves credit for originally and powerfully subsuming many of the various distinctions taught in Landmark courses under the axiomatic principles dubbed “the three laws of performance.”

Anahtar Kelimeler

Leadership, Performance, Transformative Learnıng, Landmark, Landmark Worldwide, Werner Erhard, Personal Growth and Development, Transformation, Ontological transformation.

Tam Metin:

PDF (English)


Azgın, B. (2018). A Review on “Non-Violent Communication: A Language of Life” by Marshall B. Rosenberg. Journal of History Culture and Art Research, 7(2), 759-762. doi:http://dx.doi.org/10.7596/taksad.v7i2.1550

Bartley, W. W. (1978). Werner Erhard: The transformation of a man: The founding of est. New York: Clarkson N. Potter.

Dirkx, Mezirow & Cranton, P. (2006). Musings and reflections on the meaning, context, and process of transformative learning: A dialogue between John M. Dirkx and Jack Mezirow. Journal of Transformative Education, 4(2), 123– 139.

Erhard, W. & Jensen, M. C. (2014). Putting integrity into Finance: A Purely Positive Approach. Cambridge, Mass: National Bureau of Economic Research.

Erhard, W.; Jensen, M. C.; Granger, K. L. & Harvard Business School (2010). Creating leaders: An ontological model. Boston: Harvard Business School.

Haldeman, Peter (2015, November 28) The Return of Werner Erhard, Father of Self-Help. New York Times.

Hill, C. P. & Bilge, S. (2016). Intersectionality. Chichester: Wiley.

Little, A. & Lloyd, M. (2009). The politics of radical democracy. Edinburgh: Edinburgh University Press.

McCarl, Zaffron, S.; Nielson, S. & Kennedy, S. L. (January 01, 2001). The Promise of Philosophy and The Landmark Forum. Contemporary Philosophy Boulder, 23, 51-59.

Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education, 1( 1), 58– 63.

Rhinehart, L. (1976). The book of est. New York: Holt Rinehart and Winston.

Sharf, R. S. (2012). Theories of psychotherapy and counseling, concepts and cases, fifth edition, Richard S. Sharf: Student manual. Belmont, CA: Brooks/Cole.

Sieler, A. (2003). Ontology: A Theoretical Basis for Professional Coaching. Paper presented at The First Australian Conference on Evidenced-Based Coaching at the University of Sydney, Australia.

Zaffron, S. & Logan, D. (2011). The three laws of performance: Rewriting the future of your organization and your life. San Francisco, Calif: Jossey-Bass.

DOI: http://dx.doi.org/10.7596/taksad.v7i5.1786


  • Şu halde refbacks yoktur.

Telif Hakkı (c) 2018 Journal of History Culture and Art Research

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.