International College Hong Kong
Dec 04, 2022

Courage in the Learning Zone

In this post, I would like to discuss the thinking behind the second of our termly awards: Courage in the Learning Zone.

This award references the work of Lev Vygotsky, a Russian psychologist whose theories stem from the early twentieth century and which have been built on substantially since his original ground-breaking research.

Vygotsky’ contention was that learning is essentially a shared process between the learner and what is termed a more knowledgeable other (MKO). The process can be described by the use of a simple but dynamic diagram, depicting three concentric circles, which represent three zones of competence and potential in the learner. The diagram is dynamic because, as a person learns, the circles shift their dimensions and grow.

The innermost circle depicts the range of the learner’s existing competence, and in contemporary versions of Vygotsky’s model is typically called the “comfort zone”. This is the range of thought or action that the learner has already mastered, and within which performance is reliable and more or less effortless. In our comfort zone we are operating without extensive effort, well within the limits of our capacities. It’s a reassuring and relaxing space to occupy, precisely because it is not challenging us. We can cruise in the comfort zone, without support or encouragement from an MKO.

The outermost circle depicts the range of thought or activity that, given their current level of competence, is either ill-advised or simply impossible for the learner to access. Attempting to operate in this zone is doomed to failure, as it makes untenable demands on the learner that, no matter their efforts, they are just not currently capable of meeting. This space is known variously as the “paralysis”, “terror” or “panic” zone, each of which point towards the unpleasant experience inflicted on the learner. We suffer in the terror zone, to no good purpose, despite any support or encouragement offered by an MKO.

It is the middle circle that should interest teachers and learners most. This circle depicts what Vygotsky called the “zone of proximal development”, but which we at ICHK call, more simply, the “learning zone”. This is the range of thought or action that lies just beyond what learners can already comfortably achieve; in everyday terms, it requires them to stretch themselves with the help of an MKO. Operating in this zone places new demands on our capacities and requires us to extend our performance beyond previous limits, while accepting input from others who know more. As a result, we inevitably experience the learning zone as both tiring and unsettling, as the world we are accustomed to changes and expands and we must pay attention to lessons we are receiving from outside of ourselves. Operating in the learning zone requires a series of attributes and qualities that make it a challenge and a chore. We must be resilient, resourceful, determined, open to advice and guidance, and persistent. For our purposes, all these qualities are summed up in the word “courage”.

While no one can remain indefinitely in the learning zone – it would be too draining and disorienting – having the will and courage to discipline and regulate oneself to operate just beyond the limits of one’s comfort zone for increasingly lengthy and more frequent periods is a viable aim and is, indeed, the mark of a skilled learner. It’s to celebrate that readiness that we offer this award.

Attached image taken from: https://helpfulprofessor.com/zone-of-proximal-development-examples/

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