Edev_502 response wk7_7

I appreciate your thesis statement that through directing learners’ attention to their preferences in learning, their awareness of other possibilities may develop. The more knowledge people have, the more meaning can be created. One of education’s primary purposes is, after all, the emancipation of the self from subjectivity through reflection on the factors that impose on the self. In this, I fully agree with you.

I would like to ask about your attitude towards methods of epistemology, or techniques of critical thinking, when faced with a situation where there “are no clear implications since there is disagreement among many”. One of the main readings this week was the Coffield et al. report that elucidated the unsound scientific basis of many investigations into areas of learner difference. Does not this type of report offer more concrete evidence that helps teachers decide between conflicting opinions?

Finally, you end your essay by citing Coffield et al., and you seem to be saying that they support your assertion that “it is advisable to tackle all of the learning styles represented in a class”. My reading of Coffield et al. was that they were very strongly against the use of learning styles. Atherton (2013) followed up by citing Coffield’s later proclamation (limited to VAKT, but by implication all learning styles) that:

“There is no scientific justification for teaching or learning strategies based on VAKT and tutors should stop using learning style instruments based on them” (Coffield, 2008, cited in Atherton, 2013).

Is your reading of Coffield et al. different?

Jim

Atherton J S (2013) Doceo; Learning styles don’t matter [On-line: UK] retrieved 26 August 2015 from http://www.doceo.co.uk/heterodoxy/styles.htm

About theCaledonian

Scot living in north Japan teaching at a national university.
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