The article addresses the issue of didactic methods in the approach to the historical fabric with particular attention to the form of dialogue. It is based on the author's observation of the didactic process at the university of Sint-Lucas (Belgium) and on a study of the available literature on didactics in the field of historic preservation as well as on the knowledge of architectural students towards cultural heritage in its broadest sense. The author's thesis is that dialogue and the didactic method of dialogue should be considered when teaching architecture. Dialogue or discussion requires the parties to maintain its culture and respect for other discussants. The need for understanding is its basis. In the current culture of mass media, abbreviated information and an education system that superficially touches on many issues, the level of knowledge of students leaving the walls of universities is an increasing problem, and this does not only apply to architecture. On the basis of his experience in architectural education, the author, as a participant in the Erasmus+ programme and with several years of experience working with foreign students, points out the different attitudes of students towards the teacher/professor depending on the regions where the students receive their education. The approach of students in Western countries puts the teacher in the role of a tutor - a guardian, a guide. In central, eastern European countries, and eastern direction as a mentor - an unquestionable authority. In one system dialogue is present in the other unnecessary.