In many ways, any speculation about the future of design education is dependent upon an understanding of the foundational structure that constitutes our fundamental beliefs and assumptions about that education. Just as we teach our students that their design efforts must be grounded within a particular context, we, as educators, must likewise have something to respond to in making any claims about the future. Like our students, we must begin with a fundamental question; we must ask ourselves what we know about design education. We must come to some understanding concerning its origins—origins both historical and philosophical—before we can make any meaningful speculations concerning its future. In considering the future of design education, in looking forward, there is also some implication that the present educational environment is not ideal; that there is some room for criticism of our contemporary beliefs and practices related to education in design.