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.

本文将想象力作为创新的重要来源，并呼吁采用一种能够对新的空间和时间现实进行富有想象力的思考的建筑教育方法。它首先突出想象、故事和语言之间的紧密联系。然后它建议阅读、讲述、写作和制作故事作为在建筑教育中引入文学想象练习的四种方法，涉及意义、同理心、时间性和创作诗学等主题。该贡献以双重方式解开这些方法，将每个主题的学术基础与描述教学示例的简短叙事片配对。通过这一系列的主题探索和例子，我们旨在切实说明故事中嵌入的未来建筑师教育的力量。