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People differ in their cognitive styles—their ways of getting and using information to solve problems and make decisions. Alfred G. Smith and his associates studied these differences in a selected group of over 800 students at a score of law schools throughout the United States. Two major cognitive styles were identified: that of the monopath, who follows a single route of established principles and procedures, and that of the polypath, who takes many routes, as circumstances suggest.

A battery of both original and standard tests was administered to both law students and their professors to investigate differences in cognitive style and their relationships to self-image, anxiety, and academic achievement. This also revealed differences in prevailing styles at different schools.

The results will be of special interest to readers concerned with legal education, to psychologists, and to behavioral scientists. The research format developed here will serve equally well for raising significant questions about the professions of medicine, education, social work, and others in which cognitive and communication styles play a central role in determining outcomes.

A compelling history of the learning style concept and how it was shaped by shifting ideas in psychology, anthropology, and education.
 
The widely embraced notion that we all process information in one of three distinct modes—visual, auditory, or kinesthetic—has informed educational practices for decades. In recent years, however, numerous studies have questioned the effectiveness of aligning instruction with the alleged learning styles of individual students. So, why is it still commonplace in the literature on beneficial teaching at all levels of education?

In You Are Not a Kinesthetic Learner: The Troubled History of a Dangerous Idea, historian Thomas Fallace traces the origins, evolution, and history of the learning style idea, demonstrating its relationship to a legacy of unequal education for children of color. Fallace argues that the research supporting the learning style idea was problematic from its inception in the 1910s and that it was used to label and justify a diminished curriculum for many Black and Latine students, whose cultural differences were perceived as weaknesses. In recent years, numerous empirical studies have not found the approach to be effective. This fascinating history clearly shows the danger of sorting and labeling students with permanent style identities and makes a strong case for removing learning styles as the basis for any educators’ instructional toolkit.

The first book-length history of learning styles, You Are Not a Kinesthetic Learner encourages us all to consider the research, be open to future developments and updates, and question even our most intuitive assumptions.