As we face a chaotic digital age that is marked by a revolution in visual culture (Mirzoeff, 1999), in which objectivity and democratic ideals are increasingly challenged, it is essential to rethink the ways we approach critical thinking. From multimedia networks through designed products to information streams, digital platforms and artificial intelligence constantly place increasing demands on cognitive abilities. Especially in domains that lack clear structures and are characterized by ambiguity, cognitive flexibility is essential.

These challenges are not novel. Foucault (1977) identified how visual discourse exerts power over consciousness, emphasizing the need for tools to navigate visual culture's intricate influences. In a similar vein, Barthes (1972) asserted that visual codes influence our perception of reality, often in ways that are not conscious. Others have suggested similar concepts, such as Freire's (1970) concept of dialogical education, Hall's (1980) role of media literacy in shaping worldviews, or Bourdieu's (1993) analysis of how social structures influence the interpretation of art. Based on these frameworks, we propose reclaiming a space for open-ended visual analysis that dismantles these codes and promotes democratic discourse. The goal of Project RSO is to provide learners, particularly design students, with the tools they require to engage with the wide range of visual stimuli available today.

Project RSO seeks to reconnect critical analysis with an evidence-based approach. While acknowledging interpretation has inherent subjectivity, we aim to ground interpretations in objective facts presented by visual texts. As our 'critical nerve', weakened over time by local and global events, it therefore needs to be nurtured. With this foundation reestablished, learners can analyze, interpret, and critique visual stimuli with a sharp, critical eye. It is necessary to use a variety of tools, including contextual analysis, visual code deconstruction, and analytical methodologies. We emphasize that design is intrinsically political, especially when confronting wicked problems, which are complex, interconnected issues that are difficult to resolve.

Our basic tool, "The Visual Code," incorporates multiple perspectives and facilitates the dynamic exploration of visual culture. This model, aligned with Spiro's theory of cognitive flexibility (Spiro et al., 1987), has been successfully implemented in high-school design education. Research findings (Topelberg & Ventura, 2024) demonstrate the model's efficacy in enhancing students' ability to navigate and interpret complex visual information. This follow-up study examines the differences in pedagogical tools and methods used to teach design students versus high school students majoring in design studies. Our study examines how these two groups' differing needs and abilities influence the application of educational tools in various educational settings. A modularly adaptable thinking tool will be developed based on the findings of the study to promote critical engagement with visual stimuli varying in cognitive complexity.

Keywords: Cognitive flexibility, visual literacy, critical thinking, creative thinking, modularity, visual code, visual culture.