{"id":3430,"date":"2025-05-30T01:36:08","date_gmt":"2025-05-30T05:36:08","guid":{"rendered":"https:\/\/manacsadesign.com\/press\/?p=3430"},"modified":"2025-06-04T11:41:18","modified_gmt":"2025-06-04T15:41:18","slug":"bridging-the-divide","status":"publish","type":"post","link":"https:\/\/manacsadesign.com\/press\/bridging-the-divide\/","title":{"rendered":"Bridging the Divide: Neuroscience and the Learning Styles Debate"},"content":{"rendered":"<div class=\"su-image-carousel  su-image-carousel-has-outline su-image-carousel-adaptive su-image-carousel-slides-style-minimal su-image-carousel-controls-style-dark su-image-carousel-align-center\" style=\"\" data-flickity-options='{\"groupCells\":true,\"cellSelector\":\".su-image-carousel-item\",\"adaptiveHeight\":true,\"cellAlign\":\"left\",\"prevNextButtons\":false,\"pageDots\":false,\"autoPlay\":false,\"imagesLoaded\":true,\"contain\":false,\"selectedAttraction\":0.025,\"friction\":0.28}' id=\"su_image_carousel_69d6648875509\"><div class=\"su-image-carousel-item\"><div class=\"su-image-carousel-item-content\"><img decoding=\"async\" width=\"1440\" height=\"834\" src=\"https:\/\/manacsadesign.com\/press\/wp-content\/uploads\/2025\/05\/hero-bridging-the-divide.jpg\" class=\"\" alt=\"Bridging the Divide: Neuroscience and the Learning Styles Debate by Barbara Oakley\" srcset=\"https:\/\/manacsadesign.com\/press\/wp-content\/uploads\/2025\/05\/hero-bridging-the-divide.jpg 1440w, https:\/\/manacsadesign.com\/press\/wp-content\/uploads\/2025\/05\/hero-bridging-the-divide-300x174.jpg 300w, https:\/\/manacsadesign.com\/press\/wp-content\/uploads\/2025\/05\/hero-bridging-the-divide-1024x593.jpg 1024w, https:\/\/manacsadesign.com\/press\/wp-content\/uploads\/2025\/05\/hero-bridging-the-divide-768x445.jpg 768w, https:\/\/manacsadesign.com\/press\/wp-content\/uploads\/2025\/05\/hero-bridging-the-divide-1200x695.jpg 1200w\" sizes=\"(max-width: 1440px) 100vw, 1440px\" \/><\/div><\/div><\/div><script id=\"su_image_carousel_69d6648875509_script\">if(window.SUImageCarousel){setTimeout(function() {window.SUImageCarousel.initGallery(document.getElementById(\"su_image_carousel_69d6648875509\"))}, 0);}var su_image_carousel_69d6648875509_script=document.getElementById(\"su_image_carousel_69d6648875509_script\");if(su_image_carousel_69d6648875509_script){su_image_carousel_69d6648875509_script.parentNode.removeChild(su_image_carousel_69d6648875509_script);}<\/script>\n<div class=\"su-divider su-divider-style-default\" style=\"margin:0px 0;border-width:1px;border-color:#808080\"><\/div>\n<div class=\"contentSection\">\n<div class=\"contentRow flushMargins alignTop\">\n<div class=\"col02 marginKeeper\"><\/div>\n<div class=\"col04 bodyContent\">\n<h1 class=\"postHeader\">Bridging the Divide<\/h1>\n<p class=\"detailAuthor postSubhead\">Neuroscience and the Learning <nobr>Styles Debate<\/nobr><\/p>\n<p class=\"postDate\">May 30, 2025<\/p>\n<p>One of the biggest controversies in education centers on learning styles. Those who say that learning style differences exist believe, for example, that some people learn better by hearing while others learn better by seeing. But most prominent psychologists cite research revealing that \u201cauditory\u201d and \u201cvisual\u201d learners learn similarly and conclude that learning styles don\u2019t actually exist. This debate matters because how we understand learning has concrete implications for educational policy and teaching practices. All this means that it\u2019s worthwhile to bring fresh perspectives from neuroscience to this long-simmering and <nobr>contentious issue.<\/nobr><\/p>\n<p style=\"font-size: 80%;\">The following is an excerpt from the article originally published in <a href=\"\/elements-ed\/#EE02\"><span style=\"font-style: italic;\">ElementsEd<\/span> Issue 02<\/a>. The article is written by <a href=\"https:\/\/www.barbaraoakley.com\/\" target=\"_blank\">Barbara Oakley<\/a>.<\/p>\n<div style=\"border-bottom: 1px solid #808080; margin-bottom: 2rem; margin-top: 1.5rem;\"><\/div>\n<p>One of the biggest controversies in education centers on learning styles. Those who say that learning style differences exist believe, for example, that some people learn better by hearing while others learn better by seeing. But most prominent psychologists cite research revealing that \u201cauditory\u201d and \u201cvisual\u201d learners learn similarly and conclude that learning styles don\u2019t actually exist. This debate matters because how we understand learning has concrete implications for educational policy and teaching practices. All this means that it\u2019s worthwhile to bring fresh perspectives from neuroscience to this long-simmering and <nobr>contentious issue.<\/nobr><\/p>\n<h3>When Definitions Collide: Style <nobr>Versus Ability<\/nobr><\/h3>\n<p>One keen opponent of theidea of learning styles is Daniel Willingham\u2014a psychologist who has done admirable work in education. <nobr>Willingham observes:<\/nobr><\/p>\n<blockquote style=\"border-color: #4261B7; margin: 1rem 0;\"><p>Ability is that you can do something. Style is how you do it. Thus, one would always be happy to have more ability, but different styles should be equally desirable. I find a sports analogy useful here. Two basketball players may be of equal ability, but have different styles on the court, one being a risk-taker, and the other quite conservative in his play. (Sometimes people say it\u2019s obvious that there are learning styles because blind and deaf people learn differently. This is a difference in ability, <nobr>not style.)<\/nobr><\/p><\/blockquote>\n<p>It seems like a clear difference. But what if ability affects style? Let\u2019s draw again on sports, as Willingham did, to show you what <nobr>I mean.<\/nobr><\/p>\n<p>Bill Wallace was a prominent American martial artist famous for his left leg kicks, delivered with such extraordinary speed that they earned him the moniker \u201cSuperfoot.\u201d Wallace fought using a distinctive style\u2014he often stood sideways, left leg toward his opponent. The sideways stance reduced his target size, making it more difficult for opponents to hit him. But Wallace\u2019s real asset was that wicked fast left foot\u2014his roundhouse and hook kicks were clocked at 60 miles <nobr>per hour.<\/nobr><\/p>\n<p>The ultimate question, however, is this: Was Wallace\u2019s left-footed approach his style? Or his ability? Or let\u2019s throw our own hook in here: Was Wallace\u2019s distinctive style perhaps related to the flip side of ability\u2014that is, to his disability? Behind Wallace\u2019s characteristic style, as it turns out, lay an injury. Wallace damaged his right knee during a practice session in his early years. The injury meant that his practice centered on developing his left leg while holding his right leg as his point of stability. This lopsided practice gave Wallace an extraordinary ability with his left leg, which allowed him to outclass his opponents. He would ultimately become the Professional Karate Association World Full-Contact Champion, ending his career with a 23-0-0 record. In other words, Wallace\u2019s style grew from his ability with his left leg. This ability grew from the disability in his right leg, pushing him to practice excessively with the left. As Wallace\u2019s example shows, the terms ability, disability, and style shade into one another in a sort of \u201cstylability\u201d mashup. If style might be caused by ability, there would often be a strong correlation between the terms. Placing a neat divide between these concepts that works for every context would be impossible. (Willingham himself notes that the word ability \u201creally ought to mean\u201d something different from style. But researchers\u2019 desires about what words should mean has little bearing on what words actually do mean to people in <nobr>everyday usage.)<\/nobr><\/p>\n<p>Ambiguities in words abound. One recent study found that \u201cat least ten to thirty quantifiably different variants of word meanings exist for even common nouns.\u201d Further, people are unaware of this variation and exhibit a strong bias to erroneously believe that others share their semantics. Ultimately, there will always be points where ability and style share so much context that it will be tough to tell whether you are talking about ability versus where you\u2019re talking about style. Just like with <nobr>Bill Wallace.<\/nobr><\/p>\n<p>Let\u2019s back up a moment and think about the term ability in contrast with disability. Modern ways of thinking often devolve to the idea that there\u2019s no such thing as a disability\u2014there are just differing abilities. But Jill Escher, the mother of two profoundly disabled autistic children and president of the National Council on Severe Autism, poignantly reminds us: \u201cWhile revisionist histories have preached that autism is natural neurodiversity that has always been here but we somehow never noticed it, in the real world the numbers of disabled autistic adults in need of lifespan care are swelling, and fast.\u201d When neural diversity might go to an extreme, the result can be <nobr>profoundly disabling.<\/nobr><\/p>\n<p>There can be a sweet spot, however. Cognitive disability in certain areas can, it seems, sometimes lead to enhanced cognitive ability in other areas. Many would call the result a difference in a learner\u2019s style. Whatever terms you use, thinking about trade-offs is vital, as neuroscientist Michael Ullman\u2019s pioneering theories have shown.8 Ullman\u2019s exploratory research has helped us better understand the interplay between two major learning systems in the brain: deliberative and automatic. Differences in how these systems function can mean profound differences in how a student prefers <nobr>to learn.<\/nobr><\/p>\n<p><span class=\"linkPrompt nobr\"><a href=\"\/press\/wp-content\/uploads\/2025\/05\/Bridging-the-Divide.pdf\">Read the Complete Article <span style=\"opacity: 50%;\">PDF<\/span> <img decoding=\"async\" src=\"\/press\/wp-content\/uploads\/2021\/07\/arrow-blue-circle.svg\" class=\"linkArrow16\"><\/a><\/span><br \/>\n\t\t\t\t<span class=\"linkPrompt nobr\"><a href=\"\/elements-ed\/#EE02\">Get <em>ElementsEd<\/em> Issue 02 <span style=\"opacity: 50%;\">Free<\/span> <img decoding=\"async\" src=\"\/press\/wp-content\/uploads\/2021\/07\/arrow-blue-circle.svg\" class=\"linkArrow16\"><\/a><\/span><\/p>\n<\/p><\/div>\n<div class=\"col02 sidebarContent\">\n<div class=\"spacer40\"><\/div>\n<div class=\"spacer40\"><\/div>\n<p class=\"previewDesktop\"><a href=\"\/press\/wp-content\/uploads\/2025\/05\/Bridging-the-Divide.pdf\"><img decoding=\"async\" src=\"\/press\/wp-content\/uploads\/2025\/05\/excerpt-bridging-the-divide.jpg\" alt=\"an image of a two-page magazine spread from the article, &#039;Bridging the Divide&#039;, published in Elements Ed Issue 02.\" width=\"700\" height=\"467\" class=\"alignnone size-full wp-image-3437 previewImg\" srcset=\"https:\/\/manacsadesign.com\/press\/wp-content\/uploads\/2025\/05\/excerpt-bridging-the-divide.jpg 700w, https:\/\/manacsadesign.com\/press\/wp-content\/uploads\/2025\/05\/excerpt-bridging-the-divide-300x200.jpg 300w\" sizes=\"(max-width: 700px) 100vw, 700px\" \/><\/a><\/p>\n<p class=\"previewMobile\"><a href=\"\/press\/wp-content\/uploads\/2025\/05\/Bridging-the-Divide.pdf\" target=\"_blank\" rel=\"noopener\"><img decoding=\"async\" src=\"\/press\/wp-content\/uploads\/2025\/05\/excerpt-bridging-the-divide.jpg\" alt=\"an image of a two-page magazine spread from the article, &#039;Bridging the Divide&#039;, published in Elements Ed Issue 02.\" width=\"700\" height=\"467\" class=\"alignnone size-full wp-image-3437 previewImg\" srcset=\"https:\/\/manacsadesign.com\/press\/wp-content\/uploads\/2025\/05\/excerpt-bridging-the-divide.jpg 700w, https:\/\/manacsadesign.com\/press\/wp-content\/uploads\/2025\/05\/excerpt-bridging-the-divide-300x200.jpg 300w\" sizes=\"(max-width: 700px) 100vw, 700px\" \/><\/a><\/p>\n<p><a href=\"\/press\/wp-content\/uploads\/2025\/05\/Bridging-the-Divide.pdf\"><\/p>\n<div class=\"btnFullWidth\">Download Article <span style=\"opacity: 50%;\">Free<\/span><\/div>\n<p><\/a><\/p>\n<div class=\"spacer40\"><\/div>\n<\/div>\n<div class=\"col02 marginKeeper\"><\/div>\n<\/p><\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Bridging the Divide Neuroscience and the Learning Styles Debate May 30, 2025 One of the biggest controversies in education centers on learning styles. Those who say that learning style differences exist believe, for example, that some people learn better by hearing while others learn better by seeing. But most prominent psychologists cite research revealing that [&hellip;]<\/p>\n","protected":false},"author":97,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"inline_featured_image":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[6],"tags":[10,9,8,11,12],"class_list":["post-3430","post","type-post","status-publish","format-standard","hentry","category-elementsed","tag-education","tag-intelligence","tag-learning","tag-learning-styles","tag-neuroscience"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.3 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Bridging the Divide: Neuroscience and the Learning Styles Debate - AEON School Press<\/title>\n<meta name=\"description\" content=\"If we understand how students develop the key social-emotional skills needed to enact moral values such as compassion, we can construct learning environments that bolster those skills and values.\" \/>\n<meta name=\"robots\" content=\"noindex, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"The Compassion Learning Spiral: A Case Study on How Students Develop Compassion\" \/>\n<meta property=\"og:description\" content=\"If we understand how students develop the key social-emotional skills needed to enact moral values such as compassion, we can construct learning environments that bolster those skills and values.\" \/>\n<meta property=\"og:url\" content=\"https:\/\/manacsadesign.com\/press\/bridging-the-divide\/\" \/>\n<meta property=\"og:site_name\" content=\"AEON School Press\" \/>\n<meta property=\"article:published_time\" content=\"2025-05-30T05:36:08+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2025-06-04T15:41:18+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/manacsadesign.com\/press\/wp-content\/uploads\/2025\/05\/hero-compassion-learning-spiral.jpg\" \/>\n\t<meta property=\"og:image:width\" content=\"1440\" \/>\n\t<meta property=\"og:image:height\" content=\"834\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/jpeg\" \/>\n<meta name=\"author\" content=\"AEON School Press\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:title\" content=\"The Compassion Learning Spiral: A Case Study on How Students Develop Compassion\" \/>\n<meta name=\"twitter:description\" content=\"If we understand how students develop the key social-emotional skills needed to enact moral values such as compassion, we can construct learning environments that bolster those skills and values.\" \/>\n<meta name=\"twitter:image\" content=\"https:\/\/manacsadesign.com\/press\/wp-content\/uploads\/2025\/05\/hero-compassion-learning-spiral.jpg\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"AEON School Press\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"5 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\\\/\\\/manacsadesign.com\\\/press\\\/bridging-the-divide\\\/#article\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/manacsadesign.com\\\/press\\\/bridging-the-divide\\\/\"},\"author\":{\"name\":\"AEON School Press\",\"@id\":\"https:\\\/\\\/manacsadesign.com\\\/press\\\/#\\\/schema\\\/person\\\/504410faa0f91aff2e052bf0b2908caf\"},\"headline\":\"Bridging the Divide: Neuroscience and the Learning Styles Debate\",\"datePublished\":\"2025-05-30T05:36:08+00:00\",\"dateModified\":\"2025-06-04T15:41:18+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\\\/\\\/manacsadesign.com\\\/press\\\/bridging-the-divide\\\/\"},\"wordCount\":1037,\"publisher\":{\"@id\":\"https:\\\/\\\/manacsadesign.com\\\/press\\\/#organization\"},\"keywords\":[\"education\",\"intelligence\",\"learning\",\"learning styles\",\"neuroscience\"],\"articleSection\":[\"ElementsEd\"],\"inLanguage\":\"en-US\"},{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/manacsadesign.com\\\/press\\\/bridging-the-divide\\\/\",\"url\":\"https:\\\/\\\/manacsadesign.com\\\/press\\\/bridging-the-divide\\\/\",\"name\":\"Bridging the Divide: Neuroscience and the Learning Styles Debate - 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