Thus we gain insights and ideas for shaping the future of our system by using models to provide a comprehensive characterization , a plan for development and implementation of our new model, explicitely stated and shared perspectives to ensure the attainment of consensus, co-participation in design to enhance commitment, commitment to idealized design so that its realization can be evolutionary, learning by and from our design , and, as new realities emerge, reimagining the ideal like a horizon forever moving ahead of us. We design systems that value and serve people. We design systems that build and nurture human qualities. We believe that it is our destiny -- and it is within our power -- to guide our evolution and the evolution of our systems and to shape our individual and collective future by design. Therefore, we should embrace systems design as an essential part of out professional repretoire. We can attain this by developing organizational capacity and individual and collective capability in systems design... REFLECTIONS: The viability and relevance of the educational profession will be judged based on the extent to which we spearhead the evolution of education, place ourselves in the service of transforming education, and help create just systems of learning and development for future generations. We now realize that systems design is a missing inquiry in education. Confronted with "new societal realities" and new educational requirements of a rapidly changing world, people look to the professional education community for guidance in the design of their educational systems. This expectation confronts us with the challenge to individually and collectively acquire systems thinking and develop competence in systems design and practice. Education creates the future, and there is no more important task and no more noble calling than participating in the creation.