Reaching inside designing from within activating our know-how I want to explore how we can center architectural education on an approach that honors the conscious and unconscious aspects of the self in architectural decision making. In this paper I take the position that new knowledge is knowledge about the self. I approach psychology rather than technology as a vital and animating force that needs to find its way not only into architectural education but also into the act of designing and architectural know how. This discussion draws on the concepts and insights of Jungian psychology We hear a great deal about new knowledge, and the information society. We have heard about the promise of a new global culture and the convenience of making on-line purchases 24/7. The quantity of information available, and the rate and ease at which it can be moved, points to a technologically based revolution whose impact is the subject of endless speculation. We have no idea where these new tools will take us. Whether you believe technological change is positive or negative, most would agree these changes are unstoppable. In fact, everything points to the idea that whatever changes are taking place represent the first stages of potentially much larger transformations that are affecting and redefining individuals as well as global images of community. The best news may be that new knowledge has created an infrastructure capable of sharing information at a rate and scale never before attempted. The ability to access information is not dependent on particular cultures or beliefs; it is tied to the technological sophistication of a machine. You might assume that with the extraordinary expansion of new sources of information we would see a corresponding increase in our ability to solve problems, but this has not proven to be true.