Teaching associated with Systemic Sustainability Education is far more than a technical competence, an evidence-based skill set, or a critical, participatory attitude. In education, the discourse of Design Thinking is typically engaged as the principle of Universal Design for Learning, which begins with a critique of pervasive and entrenched habits for characterizing responding to variability among students. English is a noun-based language. It prioritizes persons, places, and things. That is, its structural constraints on expression tip biases toward static interpretations of even the most dynamic phenomena. English compels its speakers to structure their thinking around assumptions of fixed-ness. The “principle of universal design” was articulated in architecture to signal a responsibility for making buildings accessible to all and for widest possible ranges of activities. It’s since been adopted and adapted by many fields, including the health professions and social work.