Doing and knowing are two indispensable components when learning about architecture. To understand the epistemological nature of the discipline, this text considers two concepts: legacy and architectural culture. These are not just different names for what is commonly known as theory and practice; instead they refer to the interdependence between knowledge and architectural design. Using these concepts, this paper proposes that a fundamental step forward in architectural education is constructing a repertoire that strengthens the development of the student's metacognitive skills and, probably, allows him/her to make a creative and pensive contribution to architecture.