The rise of generative AI in design education has sparked a necessary reconsideration of what and how to teach. AI's rapid development and capabilities make it difficult to predict its future impact, so it is important to adapt teaching methods accordingly. While the conversation about what to teach remains complex, there is a growing consensus among design faculty that certain outdated practices should no longer be taught in architecture schools. AI provides the opportunity to eliminate three of these practices: masochism, the fetishization of the image, and the pursuit of cultural success through image-making. Masochism, characterized by all-nighters and self-neglect, has been seen as a part of studio culture that fosters valuable lessons. However, its negative effects on creativity and wellbeing outweigh its benefits. Prioritizing sleep and setting disciplined schedules, similar to the practices of writers like Haruki Murakami and Maya Angelou, can maximize creativity and productivity.

Students should be encouraged to have a balanced life outside of architecture and engage with other disciplines. The fetishization of the image has become prevalent in architecture due to the fragmentation of professional success into commercial, professional, and cultural categories. Architecture uniquely allows architects to bypass commercial success by achieving cultural success through the esteem of their peers. This has led to an overemphasis on image-making as a means of achieving recognition. However, AI's ability to generate impressive architectural images diminishes the significance of this approach. Early acclaim based solely on image-making will become less meaningful as AI becomes more widely accessible. In summary, the rise of AI in design education necessitates a critical evaluation of what not to teach in order to prepare students for the future. Eliminating practices such as masochism and the fetishization of the image will allow for a more effective and relevant architectural education.