Usually, the students of philosophy, who encounter a discussion like ‘principality of existence’ and ‘conventionality of quiddity’ in the beginning of a book like Bidāyat al-Ḥikma, face the challenge of what the use of such discussions are. In answering this question, it is said that such discussions are used for understanding the Islamic doctrines and Hikmat,[1] and the like. However, since there is no mention of the link between this end and the chain of discussions in philosophical books, the students’ confusion is not settled, which shows the persistence of that mental interstice. The question in the present article is as follows: “How can we organize the educational materials of philosophy to make the students of this discipline feel a need for any material and attempt to access the answer with their mental efforts?” This study, as an applied one, assumes as a principle in the educational sciences the idea that the logical organization based on ‘structure of knowledge’ is not proper for the needs of the learner. It then concludes, by considering the materials in Bidāyat al-Ḥikma and the descriptive-analytical method, that we must adjust the discussions from sensible to abstract and from primary intelligible to secondary intelligible facts, if we want to organize the chain of philosophical discussions based on the system of the learner’s needs. In this way, the order of understanding the materials becomes more tangible so that the addressee’s mind is involved in it and he/ she can actively participate in the learning process.