Eversion as a generative metaphor for situating virtual worlds in architectural design education

Eversion can be briefly defined as the outflow of the virtual into the real. It is an emergent and open-ended process through which "life-as-we-know" is transformed into "life-as-it-could-be." In this study, we will use eversion as a generative metaphor and illustrate how virtual concepts, worlds, and processes can resonate back (or everse) into the real world. Since virtual worlds and environments are artificial constructs it is possible to have complete knowledge of their properties; however, we don't have the complete knowledge of their capacities yet. In this sense, creating and discussing alternative strategies, tools, and use case scenarios are crucial for the future development of virtual worlds and their integration into other fields. Therefore, based on our study of eversive processes and educational experiences, we will propose alternative strategies and scenarios for integrating virtual worlds into architectural education. Furthermore, we will introduce relevant "eversive" design studio configurations and map the necessary and optional student/coordinator competences.