Rapid changes in the formalization of architectural and urban design practices and theories demand deep innovation in design education which can modify the way architecture and urban design is produced in the future. Our contribution will begin with a short analysis of the latest theories on how to formalize architectural and urban design, taking into account the impact of artificial intelligence and climate change on human cultures. These theories are based on the works of Paul Ricoeur, Edwin Hutchins and Mikhail Bakhtin, and they draw on different disciplines such as anthropology, philosophy, geography, neuroscience, as well as recent theoretical considerations on architectural design practices of today. As a second step, we will formalize a methodological framework for analyzing hermeneutic relationships between artistic virtuosity and mental clarity within design practices, to be considered as structural, chronotopic space-time articulations. This formalization takes into account both subjective architectural cognitive development, fundamental in education from childhood to adulthood, as well as cultural and historical development, fundamental for any exploration of how architectural and urban design practices and theories work today. It uses chronotopic intersubjective interaction between Bakhtin’s “voices” and “points of view” as the key structure, within both the subjective and cultural dimensions of education. We will demonstrate how this works through several cases: children’s constructions of city models, a project in Barcelona by architect Enric Miralles, the Kolumba Museum in Cologne by Peter Zumthor, and performative art practices related to architecture and city planning projects. The article intends to link three different successive scenarios: children’s architectural scenarios as learning prefigurative design processes, professional design scenarios configurating places, and performative scenarios as social dialogical refiguration of built places.