In the current context that favors the emergence of individualistic and atheistic behaviors, where there is a growing standardization of creativity, it is possible to counteract this trend through the practice of a strategy of temporal appropriation for greater creative autonomy. Non-place in the context of higher education results from a reflection on the appropriation of sensitive space for more robust learning in the face of the current temporal dispersion. The ways of staying, delaying, remembering, and raising awareness were explored to understand this evasive strategy in institutional space. In teaching experience of Lisbon School of Architecture in the last five years, there have been illustrative situations that have provoked this reflection, created by the teachers to promote more creative interactions in the teaching time and by the students in the extraordinary appropriation of the teaching space in the learning time. Field observations, exploratory photography, and critique of literature supported by Spatial and Ephemeral design theory were conducted. Behaviors have been observed showing that they oppose immersion in a virtual world based on the increasing acceleration regime driven by social and informational networks benefiting the non-factual regime. Creative form of this occupation was identified in contrast to the pre-established space-time typologies. The aim was to theoretically consolidate this evasive occupation as a catalyst for autonomous creative practice in space. As a viral strategy to slow down the simulation of the virtual world that makes what is not appeared to be, non-place corresponds to a dissimulated three-dimensionality where space is without appearing to be.