This essay focuses on imagination as a crucial source of innovation and makes a plea for an approach to architectural education that enables imaginative thinking about new spatial and temporal realities. It starts by foregrounding the strong connections between imagination, stories, and language. It then proposes the reading, telling, writing, and making of stories as four approaches in introducing exercises of literary imagination within architectural education that touch upon such themes as meaning, empathy, temporality, and the poetics of making. The contribution unpacks these approaches in a twofold way, pairing an academic grounding of each theme with a short narrative piece describing a pedagogical example. By means of this sequence of thematic explorations and examples, we aim to tangibly illustrate the power embedded in stories for future architects’ education.
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