An Amplified Mindset of Design (AMD) has emerged and designers are once again re-inventing their identity to include an adaptability to uncertainty and paradox, which is not yet visible in what design education offers. As designers intervene in complex contexts, embrace participatory, collaborative and interdisciplinary practices informed by strong ethical and sustainability concerns, design education must adjust and expand its scope. This paper argues for the formal introduction and exploration of social complexity in design education to assist the development of an AMD in design students. Embodiment and visualisation techniques are presented as adequate vehicles for such an endeavour.