The present study emerged, guided by the need to systematize a differentiated experience, in Design Teaching, with disruptive pedagogical practices, focused on human development, mediated by experiential dynamics and supported by social networks. Given the expertise acquired in the author s professional practice and the current educational scenario, with all the technological and digital benefits and hardships, this research proposes an approximation of Design Teaching to education aimed at the harmonious development of the Being, in all its dimensions. To do so, it follows the Quadruple Path, which is based on the deepest mythical roots of humanity. Its mental, bodily, social, cultural aspects, as well as the functions of consciousness, thought, sensation, feeling and intuition, are stimulated through blended learning, interaction and collaboration, supported by social networks, used as learning platforms. It is in this bidirectionality, between two worlds: that of ancestral knowledge and a technological world that this work points out new pedagogical practices that contribute to an interdisciplinary and transcultural training of the Design student. For this approximation to be possible, the research was outlined in some stages. The first clarifies some fundamental concepts in which this work is inscribed, the second shows the author s personal path, which gave rise to this work, in the third stage begins the journey through the Quadruple Path divided into: The Warrior s Path (Social Dimension - Thought), The Healer s Path (Body Dimension - Sensation), The Visionary s Path (Cultural Dimension - Intuition) and the Master s Path (Mental Dimension - Feeling). Finally, the fourth stage points to the farewell of this walk in an integrated way.