This paper summarizes the premises and methods of an evolving digital pedagogy that attempts to raise questions and refuses to stipulate answers regarding the role of visualization in digital design methodologies. Our modest objective is to contextualize recent trends and inevitable developments in digital design within a historical trajectory of visualization that acknowledges the emergence of a paradigm shift and dispels the notion of an imminent revolution. Our pedagogy confronts two primary variables of architectural visualization: graphic manner (i.e., rendering quality) and point of view (i.e., camera position). We integrate tenets of the Modern paradigm of visualization, which privileges analytical drawing over pictorial rendering, into digital practices in order to scrutinize their relevance to and/or dissonance with unfolding trends in digital design.