This is an interesting article about a new study that shows what the title says it does. What concerns me is that some instructors who predominately use an approach to teaching that promotes passive learning will use this as a rationale for not changing how they teach. There is plenty of brain-based research that shows that active learning for a purpose acheives greater attainment of student learning outcomes, no matter one's learning style. And while I've certainly not read tons on learning styles, that that I have read never asserted the need to match teaching to individual learning styles. The point, rather, seemed to be in greater self-awareness so that an individual could actively grow their weak areas. To some extent, the approach to the argument presented in this article is so American - so polarized - so not a useful approach.

Quote: "In doing so, my students move from superficial to elegant observations about their majors. English majors, who previously said they read literature and wrote papers, come to understand that an English major is also about perspective, and is simultaneously classical and progressive. History majors, who initially discussed reading and research skills, discovered that a prerequisite to the major is being "audaciously curious" and on a search for "truth," despite its elusive nature. They ponder how different the nightly news would be if newsrooms were fully staffed with history majors instead of communication majors. Most important, my students consistently tell me it's the first time they've ever focused on their education-what they've learned and how their majors have influenced their mind-sets, perceptions, and ways of thinking. Once they've had that epiphany, it's amazing how simple it is to teach them to articulate their knowledge to an employer or graduate-school admissions officer."

I think most of us are aware of and agree with what this author is positing - the purpose in sharing this is related to our work with departments in re-thinking how they think about teaching and evaluate it. ""People often think that education works either to improve you or to leave you as you were," Mr. Cahn says. "But that's not right. An unsuccessful education can ruin you. It can kill your interest in a topic. It can make you a less-good thinker. It can leave you less open to rational argument. So we do good and bad as teachers-it's not just good or nothing.""