Traditional teaching models based on linear approaches to instruction arguably are of limited value in preparing students to handle complex, dynamic real-world problems. As such, they are undergoing increased scrutiny by scholars in various disciplines. The author argues that nonlinear approaches to higher education such as those founded on principles of complexity theory, chaos theory, and complex adaptive systems theory may offer a creative and effective way to prod students to take risks and play with ideas even when fear of failure is present. The author calls this technique "complexity learning" and discusses his efforts to link it to futures-based research proposals. (Contains 2 tables.)