As distinct from mere experience of architectural objects, appreciation of architectural objects brings to bear cognition and other inputs, such as history and context. Appreciation goes beyond knowledge, too, insofar as we may know an architectural object and its qualities without appreciating it. Thus, Winters (2007) proposes that appreciating architecture consists in enjoyment of architectural objects (from experience, tout court), as wed to understanding them, where the latter consists in grasping their aesthetic significance in specifically visual fashion, and critically assessing the judgment of architects in addressing design challenges. Architectural appreciation may be built on the judgment of others; it is essential to rendering judgment. Accordingly, learning to appreciate architectural objects is a cornerstone of architectural education. A key contributing feature in this last regard is acquiring agility with classifying in the domain (Leder et al. 2004).