Comfort vs Learning?
Submitted by Edward Latham on August 16, 2018 - 4:50pm
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COMFORT...that seems to be a word I hear so often when working with educators. "I'm not comfortable with ...", "I need more time to get comfortable with ...", "Do you think the kids will be comfortable with ..." Well, it turns out that discomfort may just be our canary that helps us indicate that learning of some sort is actually taking place instead of simply enduring and event. Perhaps for that 'life long learning' we espouse, one needs to learn how to establish at least some level of discomfort in all that we do?
Parents and Teachers, please take a moment to read this and reflect on yourself and on the youth in your life. Is the focus always on finding comfort or do we seek discomfort in safe and manageable ways? Of course when we are comfortable we feel positive about a situation, but can you reflect on important learning that has occurred during periods of intense comfort (can intense and comfort even go together?) ?
I look at the bulleted list in the article and reflect on our "normal" teaching practice and I see a sizable disconnect! What do you see?
I read ...
If you're not at least a little stressed about the outcome of what you're doing, your brain shuts down learning
and think about the ever-increasing disconnect youth and adults experience in educational settings today. I wonder if the stresses of "real life" make it impossible for any educational stress to even matter enough? Also, is it possible for us, as educators, to latch on to individual's real life stresses as a means of making our content/experiences more valuable to each learner?
Would love to hear what thoughts, feelings and emotions the article (and links within the article) evoke from the field. Can we think of implications for creating non-formal educational settings that maximize on research like this? What might that look and feel like?