Education traditionally relies on a systematic process of instruction, learning and repetition. Neurally speaking, this amalgamation of information, is processed, contextualized, and becomes the building blocks of one’s knowledge and personality. Hugo describes that similar to one’s education, “architecture began like all writing. It was first an alphabet. Men planted a stone upright, it was a letter, and each letter was a hieroglyph, and upon each hieroglyph rested a group of ideas, like a capital on the column. Sometimes even, when men had a great deal of stone, and a vast plain, they wrote a phrase. The immense pile at Karnac is a complete sentence (This will Kill That, 1).” Alike the words in a sentence, neural connections are constantly morphing and revising, building on foundations, and growing one’s architectural education. This narrative arc mapping contextualizes this continuous cycle of growth in education through a solar system web map. The map features a series of concentric rings representing the stages of an architectural education both linearly and circularly. Drawing connections from early developmental learnings to distinct architectural ones, the map emphasizes the systematic process of repetition and back-looping as an essential quality of learning. However, “this back-looping is by no means a smooth ride. It is more a staccato of connections made abruptly between different times, plus a back and forth between action and its afterthought (I Swear I Saw This, 51).” The complexity of the map demonstrates the innate complexity of the education but what will kill what? What are the problems in an architectural education and how can they be improved?