In my early days as an architecture student I first heard about the idea of the teaching-learning process. This half holistic idea that me and my professor should be embraced together in something that will benefit both never worked for me. A binomial that should not be detached. It was not until later, while developing my final architecture project, that a cathedratic in architecture design told me in his workshop that architecture cannot be taught, it can just be learned. Only when I ended up taking part in a professor’s study group on education and pedagogy I learned about the difference between teaching and learning. They are two different processes with very specific aims and strategies. As a teacher I personally focus on evaluation processes that function as a critical tool for learning, understanding and improving our open, undetermined, collaborative educational process. If we agreed on the social implications of contemporary art practices and its decreasing ability to transform our society, how shall we measure the effectiveness of our actions? What are the utopias or dystopias that we should take into account when we plan exhibitions, seminars and courses? and how should we evaluate them together with the public?