Comfort Zone and ZPD

This is not a place for an extensive discussion of Vygotsky’s many contributions to cognitive psychology but his central theories are worth introducing. His concepts of the zone of proximal development; of the role of the teacher in learning; and of the essentially shared and social nature of the learning process have much to tell us.

Vygotsky investigated problem solving, and how the mind goes about acquiring and mastering new skills and knowledge. According to Vygotsky the learner has two areas of development. The current area of development encompasses all that the learner can do independently – those skills and that knowledge that are within our grasp and compass. The “comfort zone” – if you will. Beyond that area lies what he termed the zone of proximal development, or zpd – those skills, knowledge and abilities that are within our reach but not yet grasped.

Learning he claimed is an essentially social activity. The role of the teacher is not that of simplifying new knowledge and doling it out in measurable doses, but of providing new content, and the context within which the learner may safely step from the current level of understanding to a higher level. In this model the learner and the social situation are interdependent and the teacher is the skilled mediator. The teacher’s role is to act – in Vygotsky’s phrase – as the “loaned consciousness’, as one who is able to help students on an as-needed basis and to introduce the content and create the context. It is very easy to observe this process in outdoor education. The learner, confronted with a challenge- say rappelling, works out how to accomplish the task. The support of peers and the guidance and security of the loaned consciousness of the teacher enable the learner to take the risk of stepping out and trying something new.