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As indicated in the title – emerging from the deep – this paper proposes that an ability to face and deal with complexity can emerge from deep learning that is facilitated by pedagogies designed to ensure this outcome, especially an emergent pedagogy that instills deep education. Educators would view the classroom as a complex adaptive system (CAS) capable of self-organizing and operating at the edge of chaos where order emerges, just not predictably. Self-directed students would experience a learning environment that is appreciative of nonequilibrium, unpredictability, shifting and emerging patterns and co-evolution. Teachers would be coaches, activators and facilitators. Students would take part in learning encounters that ensure intellectual networking and conceptual connections. The knowledge and insight that develop would be interwoven and interdependent (complex), which is appropriate because complexity is needed to address complex problems.

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