The trouble with VAK
The trouble with VAK
Developments within education, psychology and the neurosciences have shed a great deal of light on how we learn while, at the same time, confirming for us all that learning is a profoundly complex process and far from understood. Against this background, and in this position paper, we consider the recent rise in interest in the concept of learning styles as VAK (visual, auditory, kinaesthetic) in primary schools in England and Wales and begin to identify and interrogate some of the more bizarre and outrageous claims frequently used to legitimise and lend support to its validity. Through the casual acceptance and promotion of VAK, and its wider association with the notions of accelerated and brain-based learning, the complexity of learning as a whole is becoming increasingly trivialised and scholarship at all levels within certain sectors of the education community compromised.
76-93
Sharp, John G.
1823291b-83b4-4d19-b927-e604bac46995
Byrne, Jenny
135bc0f8-7c8a-42d9-bdae-5934b832c4bf
Bowker, Rob
a305d742-03ea-449a-9af5-9a4bd7aa0a59
June 2007
Sharp, John G.
1823291b-83b4-4d19-b927-e604bac46995
Byrne, Jenny
135bc0f8-7c8a-42d9-bdae-5934b832c4bf
Bowker, Rob
a305d742-03ea-449a-9af5-9a4bd7aa0a59
Sharp, John G., Byrne, Jenny and Bowker, Rob
(2007)
The trouble with VAK.
Educational Futures, 1, .
Abstract
Developments within education, psychology and the neurosciences have shed a great deal of light on how we learn while, at the same time, confirming for us all that learning is a profoundly complex process and far from understood. Against this background, and in this position paper, we consider the recent rise in interest in the concept of learning styles as VAK (visual, auditory, kinaesthetic) in primary schools in England and Wales and begin to identify and interrogate some of the more bizarre and outrageous claims frequently used to legitimise and lend support to its validity. Through the casual acceptance and promotion of VAK, and its wider association with the notions of accelerated and brain-based learning, the complexity of learning as a whole is becoming increasingly trivialised and scholarship at all levels within certain sectors of the education community compromised.
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Published date: June 2007
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Local EPrints ID: 58451
URI: http://eprints.soton.ac.uk/id/eprint/58451
PURE UUID: 0b88375f-4d2c-44c7-b134-07658d573c2f
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Date deposited: 15 Aug 2008
Last modified: 12 Dec 2021 03:16
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Author:
John G. Sharp
Author:
Rob Bowker
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