At Chimerik 似不像, we draw from a deep well of interdisciplinary practices—performance art, new media, digital technology, and spiritual inquiry—to offer students a radically different lens on architectural and spatial design. By weaving together somatic intelligence, meditation, neuroscience, and even quantum theory, our pedagogy aims to reorient spatial thinking beyond conventional paradigms.

This approach invites students—particularly those in architecture and design—to break from passive, disembodied forms of learning. We challenge outdated, cerebral-only models of education by guiding students back into themselves: their bodies, their inner landscapes, and their deeper sense of purpose. From this place, they begin to ask: Who am I? What do I think I know about myself? Why am I here? What are my goals, and how do they connect to my personal truth?

We work to decolonize learning from the inside out. Rather than separating knowledge from lived experience, we nurture an embodied awareness that connects students to themselves, their communities, and the ecosystems they inhabit. We ask: How do we co-exist with the spaces around us—not just socially or culturally, but energetically? Can we listen to space—not to impose design upon it, but to ask what it truly needs?

Through sensory-based inquiry and spiritual reflection, we encourage students to zoom in and out—from the micro-personal to the macro-universal. From attuning to their own internal signals, to sensing vibrational patterns in their surroundings, students begin to understand space not only as a physical entity, but as a living field of information.

This is a practice of calibration and attunement. It is about dissolving the ego-mind and returning to a place of honesty, humility, and deep listening. We believe that the most meaningful design arises not from control, but from resonance—from relationship. From this place, students can design with purpose, grounded in a deeper understanding of what people, communities, and the planet truly need.

Ultimately, we are planting a seed—a simple but powerful one. A seed that grows into a more integrated, compassionate, and transformative approach to space-making. One that sees design not just as construction, but as care, communion, and creative responsibility.

How We Work: Experiential Methods and Practice-Based Inquiry

Our approach is rooted in experience—not just theory. We guide students to awaken their intuition and cultivate ultra-sensorial awareness through a diverse range of practices drawn from contemporary performance, new media technology, Qi Gong, trance mediumship, spiritualism, ritual, and years of expanded interdisciplinary research.

Sessions include guided meditations, designed with a rigorous framework to illuminate the mind-body connection—revealing how attention, breath, and brainwave patterns impact creativity and perception. We introduce foundational concepts on the mechanics of the universe, showing how these energetic systems relate to somatic intelligence, embodiment, and design thinking.

We activate sensory sensitivity, helping students discern and interpret the constant flow of information coming from the body. We explore how consciousness and intention affect the environments we create—how vibration, thought, and action ripple outward and interact with the physical and energetic fields of space.

Throughout the course, students will also engage in site visits to underdeveloped and unique locations. These visits offer the chance to understand a place—its history, community, cultural context, and spiritual presence—and to apply the abstract tools they’ve developed in real-world scenarios. Each site becomes a living classroom where students can listen, observe, and respond to the land and its stories.

Working in small groups, students will develop a design project from concept to actualization. This multi-stage process is supported by regular feedback, mentorship, and creative dialogue, guiding them to think more deeply, connect more holistically, and create with care and purpose. They're not just completing a class project—they're contributing something real, meaningful, and grounded in community.

This is a doing-based process, not just a thinking one. Students will be invited to move, sense, feel, and reflect. We explore how to access deeper layers of intuitive intelligence—supporting students not only in how they design, but also in how they communicate, present, and stand in their work with clarity and authenticity.

These methods are not prescriptive—they are investigative. Together, we explore, question, and embody. Each practice becomes a tool for transformation, guiding students to create from a place that is more connected, present, and attuned.