re: Comfort Zone: Model or metaphor?

Ashley Denton — Wed, 26 Oct 2011 09:49:46 GMT

Response by: Dr. Ashley Denton (Author, Christian Outdoor Leadership: Theology, Theory, and Practice, 2011)

Comfort Zone: Model or metaphor? (Mike Brown, The University of Waikato. Article published in Australian Journal of Outdoor Education, 12(1), 3-12, 2008).

G’day Rick,

Thanks for posting the abstract on the comfort zone model by Mike Brown of the University of Waikato in the Australian Journal of Outdoor Education. I really appreciate thoughtful folks like Mike pushing back a little on widely accepted norms to make sure that what was true in the past is still true today about outdoor educational theory. To start, I agree with Mark that, “behaviour in an adventure education context may be a poor predictor of behaviour in non-adventure education specific contexts. The placing of a student in a challenging position which elicits a particular behaviour does not necessarily mean that they are learning (Broan, 7).” I agree it is taking the “comfort zone” theory too far to assume that behavior observed in adventure settings will generally transfer to life back in one’s normal life routine. Follow up is especially needed to help with the general transfer of learning.

I also agree that emotional risk is hard to assess and that outdoor leaders receive far too little instruction in ways to assess emotional risk (Brown, 4). I do however have a couple points of respectful critique: 1) Although wonderfully researched and quite compelling, this paper is almost exclusively concerned with “emotional risk” of participants. This is a perfectly valid and needed focus in adventure education, but there are other types of risk that in my opinion need to be equally considered before we dismantle or reframe “comfort zone” theory into a toothless metaphor, i.e. physical risk, intellectual risk, relational risk, spiritual risk, etc. 2) An assumption underlying this paper is an argument from “silence” from participants, which in my opinion is insightful, yet not strong enough to give credence to discrediting comfort zone pedagogy altogether. Brown writes: “I suggest that the adoption of the comfort zone model and the assumptions that underpin it have less than desirable consequences in terms of student engagement, psychological well-being and emotional safety. As educators we hear the success stories and vocal affirmations but what about the silences and unspoken thoughts that are subsumed in the rush for appropriate closure of an activity? (Brown, 10).” Although I appreciate and am personally challenged by Brown’s push for sensitivity, this is an argument from silence and does not outweigh the “success stories and vocal affirmations” that we do hear from participants. In fact I believe those success stories and vocal affirmations are often empirical evidences that support comfort zone pedagogical theory, rather than discredit it.

I do not know Dr. Brown personally, but I would guess from his diligent research that we share a common desire to see participants challenged and transformed through adventure education. And although I agree and affirm many of Browns important questions (like his exhortations that we need to assess emotional risk more appropriately), I would like to offer a perspective that may keep the comfort zone model in our toolbox as a valid pedagogy for those of us who are passionate about leading others in adventurous pursuits.

I have been an outdoor educator for over twenty years, and I’ll just say at the outset that the perspective I will offer below might be pushed aside by some outdoor educators because it is based upon ancient literature rather than modern empirical research techniques, but nevertheless I think there is an important viewpoint that is often missed or ignored.

The abstract states, “The perpetuation of this model which uses risk to promote situations of disequilibrium/dissonance does not find strong support in educational literature. It is therefore suggested that the comfort zone model be reframed as a metaphor, for possible discussion post activity, rather than being used as a model to underpin programming and pedagogy in adventure education settings.” I argue that one body of “educational literature” that is widely ignored in experiential learning and outdoor education curriculum is biblical literature. Some will dismiss my perspective because they might question the validity of the Bible, and although I am qualified to defend the Bible’s credibility as a reliable source of historical and educational data, this is beyond the scope of the point I want to make.

Now getting to the point. I recently published a book called, Christian Outdoor Leadership: Theology, Theory, and Practice (Ashley Denton, Smooth Stone Publishing, Fort Collins, 2011). In chapter 3 I present research from the biblical literature that supports the “comfort zone” paradigm as a model to, “underpin programming and pedagogy in adventure education settings” (to use the terminology from the abstract in conversation). I do not think that the comfort zone model should be relegated or “reframed” to “metaphor” status for several reasons, one of which I will present in this response.

A widely recognized theme in both the Hebrew Scriptures (Old Testament) and the New Testament is how God uses trials to expand people’s trust. I concede that the term “comfort zone” is not used in the biblical literature, but even under the most rigorous scrutiny, the theology of trust-formation found in the Bible can be directly applied to the most common usages of “comfort zone” pedagogy. I will readily admit at the outset that my reasons for advocating the comfort zone model do not come from a desire to support Pannicucci (2007), or Piaget’s theory of cognitive development (these are helpful perspectives yet Brown challenges them fair enough). Rather I see the comfort zone model supported in the way God relates to Israel at times in the Old Testament biblical text, and the way Jesus Christ related to his disciples on some occasions in the New Testament. Below are two excerpts from my book that present some initial perspective on how the biblical literature (which in my view is credible educational literature that needs to be considered) addresses this idea of “comfort zone” pedagogy.

Trials Expose Unbelief

“Plain and simple: trials expose unbelief and promote real belief. Time and again, belief is shown to be true or false in the wilderness, and trials are an instrument to expose whether we fear God or man. By removing familiarity, trials also have a way of expanding our comfort zones and keeping us humble. Following [God] is not a walk in the park all of the time. We all have rough edges that need to be rubbed off, and we all have sinful tendencies that are at odds with the desires of the Spirit. The spirit is willing, but the flesh is weak. As we look at the theme of trials or testing in the Scriptures, it becomes strikingly obvious the wilderness is a favorite place for God to get our attention. [God] is after our fidelity to him, and through the trials of Israel in the wilderness of Sinai we learn that perseverance is an indicator of covenant relationship.

God intentionally tests us through various forms of resistance to establish our belief and integrity. Through the process we learn he is the One who sets the terms of discipleship, not us. When pushed, we might want to push back at God, but in his perfect wisdom he questions and stretches us in such a way that draws us nearer to him rather than causing us to run away. Job, Sarah, Abraham, Peter, and Paul are all prime examples of those who have learned obedience through suffering. Each went through a process of disorientation and re-orientation in the wilderness. As God adds the salve of grace to the struggle of our trials, he miraculously raises up servants who can transform nations.” (Denton, 99)

Wilderness Stress Tests

“Like a stress test given in a cardiovascular clinic or one given to a failing bank to see if they pass muster, Israel had to regularly go through a series of true or false tests so they wouldn’t fool themselves when the lab results turned up at their doorstep. It’s so easy to think we are okay when in actuality our soul is not well. Israel’s true or false tests in the desert either led them to repentance, or to a further hardening of the heart. They either responded to the test with a renewed trust, belief, and obedience, or they flatly ignored their prophets’ warnings to their peril. The rebellion against Moses at Meribah is a prime example of a stress test that did not turn out well for Israel (see Exodus 17:1-7). Israel may have felt like they had a right to grumble against God because they were thirsty and tired in the Desert of Sin, but according to the commentary of this event in Psalm 95, this was a stress test that revealed their hardened hearts toward God:

'Today, if only you would hear his voice, do not harden your hearts as you did at Meribah, as you did that day at Massah in the wilderness, where your ancestors tested me; they tried me, though they had seen what I did. For forty years I was angry with that generation; I said, “They are a people whose hearts go astray, and they have not known my ways.” So I declared on oath in my anger, “They shall never enter my rest” (Psalm 95:7-11).'

As we turn to the New Testament, we have several instructive passages to consider. When Jesus stilled the storm in Mark 4:35-41, he questioned the twelve, “Why are you so afraid? Do you still have no faith?” Although we can empathize with their fears, as the storm was about to capsize their boat, apparently their faith in Jesus as the Son of God was without excuse. This stress test brought their secret doubts out into the open. The twelve openly confessed their unresolved tension between belief and unbelief when they said, “Who is this? Even the wind and the waves obey him” (Mark 4:41). The wilderness is a place where unbelief is exposed and confronted so belief becomes possible.” (Denton, 101-102).

As I said at the outset, this only scratches the surface of examples in the biblical literature we could site regarding the theme of “testing and trials”, but I hope these short excerpts make my point satisfactorily. Thank you for considering this perspective that I believe gives proper and often overlooked weight to ancient biblical literature as a credible source for forming outdoor educational theory and pedagogy. Regardless of one’s personal beliefs, I submit that the wilderness theme in the Bible has much to say about the widely embraced “comfort zone” and experiential learning theories, and it can be a source of wisdom and encouragement to modern day outdoor education professionals who are looking for other historical literature to enhance their own research or form new theories all together.

About the Author: Residing in Fort Collins, CO, Dr. Ashley Denton is the author of Christian Outdoor Leadership: Theology, Theory, and Practice (http://outdoorleaders.com). He is the director of Wilderness Ministry Institute and holds a Bachelor of Landscape Architecture from University of Arizona, a Master's in Theology from Fuller Theological Seminary, and a Doctoral degree in Missions and Cross Cultural Studies from Gordon-Conwell Theological Seminary. Involved in over 25 countries, he was formerly on staff with Young Life for 15 years and served as their National Director in New Zealand. He also currently serves as a professor of Outdoor Leadership at Denver Theological Seminary.

Email: ash@outdoorleaders.com

re: 35th Annual Association for Experiential Education (AEE) Conference Blog

Institute of International Education — Tue, 25 Oct 2011 10:30:57 GMT

good site. thanks for sharing this one. will also share this post to facebook.

fix your credit

fix your credit — Mon, 28 Dec 2009 10:16:45 GMT

This website is great

re: Self Esteem and Mountaineering

bhensinger — Wed, 15 Jul 2009 09:48:19 GMT

I agree with the above comment. I will take this article with me when I have initial visits with clients to show them the powerful impact that the wilderness experience can have in <a href="www.ascentadventure.com/.../"corporate team building</a> and even in individual <a href="www.ascentadventure.com/.../a> recreation.

re: Self Esteem and Mountaineering

BradBarron — Fri, 13 Mar 2009 03:14:35 GMT

I am always so encouraged to read of new findings like this. It is very rewarding to have the field validated in a quantifiable way. As a whole, we have a need for this type of research if we are to add legitimacy to the activities we provide as educators.

Leadership Seminar

Leadership Seminar — Sat, 29 Nov 2008 02:37:28 GMT

Oneof my favorite quotes about Leadership is from Lao Tse: When the effective leader is finished with his work, the people say it happened naturally.

re: Building Sustainability into your Outdoor Program

bhensinger — Tue, 25 Nov 2008 14:49:39 GMT

This inspires me to take my company and try to be more involved in my community, by using my influence and network to educated our town and surrounding community on how we can all become more sustainable as a community/culture. Thanks Rick for stressing the importance of this.

the future of outdoor education

the future of outdoor education — Fri, 20 Jun 2008 09:40:58 GMT

Pingback from the future of outdoor education

re: 35th Annual Association for Experiential Education (AEE) Conference Blog

Henry Wood — Fri, 16 Nov 2007 18:30:27 GMT

Rick,

Thank you for your post! The conference was a great success from the perspective of the folks in the AEE office. Glad to hear that you felt the same way. We all returned energized and exhausted all at the same time. While my 7 AEE International Conferences pales in comparison with your long time attendance, there was a buzz in the air unlike any that I have felt before. From the Accreditation Program's perspective, we got some great business done and made some fantastic connection with other associations such as ACA, NATWC and ACCT. While I am not sure that a "mega conference" is on the horizon, a strong need for more collaboration and communication was expressed by all parties present.

We look forward to following through on commitments and making continued progress in the upcoming year. See you in Vancouver, WA!

Henry

Outdoor Education General - All Comments

re: Comfort Zone: Model or metaphor?

re: 35th Annual Association for Experiential Education (AEE) Conference Blog

fix your credit

re: Self Esteem and Mountaineering

re: Self Esteem and Mountaineering

Leadership Seminar

re: Building Sustainability into your Outdoor Program

the future of outdoor education

re: 35th Annual Association for Experiential Education (AEE) Conference Blog