NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ763722
Record Type: Journal
Publication Date: 2007-Mar
Pages: 13
Abstractor: Author
Reference Count: 29
ISSN: ISSN-1363-6820
Pedagogy and the Intuitive Appeal of Learning Styles in Post-Compulsory Education in England
Nixon, Lawrence; Gregson, Maggie; Spedding, Trish
Journal of Vocational Education and Training, v59 n1 p39-51 Mar 2007
Despite the rigorous and robust evaluation of learning styles theories, models and inventories, little objective evidence in support of their effectiveness has been found. The lack of unambiguous evidence in support of these models and practices leaves the continued popularity of these models and instruments as a puzzle. Two related accounts of the tenacious appeal are considered in this paper. First, the popularity of these accounts is explored in terms of their intuitive appeal. This notion is explicated in terms of what it is to be gripped by a metaphysical picture. It is argued that the simple and direct appeal of these models, viewed as metaphysical pictures, in part explains their continued popularity. Second, it is argued that when we situate these models in the arena of contemporary pedagogic practice in the Post-compulsory Education and Training Sector it becomes possible to discern a number of ways in which they can also be recognized to serve specific instrumental ends. The apparent usefulness of these models will be challenged with reference to Dewey. (Contains 3 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)