Role of Discomfort in Learning

This week an article was published entitled, "Examining the Role of Discomfort in Collegiate Learning and Development" by Taylor and Baker (2019). The authors review the potential benefits of "discomfort" while learning, differentiating from cognitive dissonance - the psychological reaction to inconsistency in two or more thoughts—as the catalyst for these processes (Festinger, 1957). The authors describe "Discomfort" as an aversive psychological and physiological state (Elliot & Devine, 1994) as a consequence of experiencing dissonance. Their research explores three questions:

What is the role of discomfort within the process of dissonance?
When does experiencing discomfort signal productive learning?
How can educators use dissonance to facilitate learning?

To address these questions, they use three theoretical frameworks: (a) Magolda's (2009) cognitive structural theories of development (Piaget, 1950); (b) Mezirow’s (2000) theory of transformative learning, and (c) Festinger’s (1957) theory of cognitive dissonance.

Ultimately, the authors found that "when students’ discomfort is part of the process and when they have the support, the experiences may lead to learning. They argue that three conditions distinguish productive from unproductive, Discomfort should ...

Not Be Due to Trauma or External Threats;
Be Attributed to Internal Causes; and
Be Paired With Support."

Finally, they remind us to introduce discomfort in appropriate, inclusive ways; to provide support and time to process; and that students must be able to make meaning from their discomfort.

Taylor, K. & Baker, A. (2019). Examining the role of discomfort in collegiate learning and development. Journal of College Student Development, 60(2), 173-188. DOI: https://doi.org/10.1353/csd.2019.0017