As Vaill noted, this white-water Interlude can be filled with competing meanings and priorities. As a micro-coach, we can suggest that this Interlude is conducive to new learning when viewed from a specific perspective. There is a wonderful opportunity for significant learning to take place; however, a particular type and process of learning must take place (Vaill, 1996, pp. 19-20):
“Permanent white water puts organizations and their members in the position of continually doing things they have little experience with or have never done before at all. The feeling of ‘playing a whole new ball game’ thoroughly pervade organizational life. . . . This means that beyond all of the other new skills and attitudes that permanent white water requires, people have to be (or become) extremely effective learners.”
A turbulent Interlude opens up opportunities along with challenges. Whitewater environments are not only overflowing with experiences of Awe. They abundantly offer the possibility of achieving a remarkable psychological state of Flow. It is when Awe and Flow come together that we can engage in truly exceptional learning.
Stages of Learning
Many years ago, the noted social psychologist Kurt Lewin described significant learning as taking place in three stages: unfreezing, learning/change, and refreezing (Lippitt, Watson, and Westley, 1958). These three stages directly apply to learning that can take place in a world of turbulence and white water. We must first unfreeze our existing view of the world. This means facing conditions that challenge or disturb our current way of thinking and feeling. Peter Vaill would suggest that unfreezing challenges our existing sense of being in the world. At the very least, unfreezing alters our baseline and predictions. It disrupts habitual fast thinking. Without unfreezing, we are not truly open to new learning.
The second stage of learning and change is where something new is acquired that alters our way of thinking and feeling to some degree. It requires establishing a new baseline, new predictions, and (ultimately)new behaviors. Kahneman’s (Kahneman, 2011) slow thinking and Donald Schön’s reflective practice (Schön,1983) are required. The third stage involves solidifying our commitment to and application of the new learning. Stage three learning leads us out of a thoughtful and reflective state of relativism to William Perry’s (Perry,1970) commitment occurring in the midst of relativism. We reset our baselines and revise our predictions. While many of our old ways of doing things are still relevant and fast (habitual) ways of thinking can still be engaged, there is a new direction in which we wish to move. Some new goals are envisioned.
I propose that Lewin’s three stages of learning are engaged while navigating white water. Most importantly, learning in the turbulent Interlude is best established and reinforced in a setting that nourishes interpersonal collaboration. We retain and use what we have learned when we are joined on our boat by “fellow travelers” who are “co-learners” and “co-leaders.” I wish to expand on these three basic proposals.
Apprehension
I align unfreezing with the apprehensions that inevitably accompany our standing on the shore of a whitewater river. We anticipate that we will soon enter this river in a kayak (or some less appropriate vessel). Two psychic forces confront us when standing on the shore of this river. The first force is Awe. We look out at the turbulent waters of this river and find this turbulence to be awe-full: beautiful, surprising, treacherous, powerful.
As I have noted, Keltner (2023, p. 13) writes about this inspiring natural Awe. It is to be found not only when standing on the shore of a raging river but also when witnessing an earthquake, thunderstorm, or wildfire. Or we stand passively on the shore of a high-surf ocean. We deeply admire what we see in front of us. Yet we also fear the sights and sounds of the pounding Surf, especially if we are about to enter this awe-full ocean on our surfboard.
The second force is located at the other end of the spectrum from Awe. This second force is the prospect of Flow. As I have noted, we experience the exceptional and uplifting experience of Flow under conditions of challenge matched with sufficient support and capacity (Csikszentmihalyi, 1990). We can anticipate the experience of Flow if we know that we can be successfully challenged in navigating this whitewater environment—or the thundering Surf into which we charge with our board. Our body is energized. Adrenaline kicks in, and we experience the urge of fight (one of the three primary stress responses). We can do it!
Download Article
