This chapter discusses the implications of Stables’ learning and educational theories for articulating the challenges facing contemporary environmental education in an era of climate crisis, arguing that response-ability (Stables, Be(com)ing Human: Semiosis and the Myth of Reason. Rotterdam: Sense Publishers, 2012)—the ability to respond (or not respond)—is enacted primarily within acknowledging limits and limitations, most fundamentally, the limits of a planet with limited resources and carrying capacity. This connects to a cornerstone of Stables’ semiotic theory of learning, the basic principle: that which enables learning is also what limits it. I argue that in terms of educating in this historical moment, this amounts to the challenge of educating for a post-growth future, in a world-economic order committed and oriented towards accelerated growth and consumption.