This dialogue addressed Mark Wigley’s essay “Prosthetic Theory: The Disciplining of Architecture” (1991), using it to open a broader conversation about how architectural education is situated within the university as both a mode of knowledge and a form of practice. Taking the essay as its starting point, the dialogue asked: What aspects of architectural education do we take for granted? What are its sacred cows and taboos? What remains unsaid in how educators approach the teaching of architecture today?