Architecture schools can design their training independently of market interests. They have the freedom to decide how they want to address ecological, economic, social, and technical challenges within society. In this context, the second Lucerne Symposium on Architectural Pedagogies discussed how architecture schools can position themselves with their own culture in relation to future architectural practice. There are still potentials regarding curriculum, didactics, and research that can be further explored. As a follow-up to the symposium, the publication collects and documents the architectural pedagogical positions of the participants. In discussions, a collaboratively developed glossary emerged. The selected terms are described with both a text and an image. This combination allows for multilayered perspectives and enables a shift between representative and subjective perception depending on the viewpoint.