In a world as diverse as ours, it’s no surprise that we each learn in our own unique way. While some of us excel through reading, others thrive through hands-on experiences or visual aids. These distinct ways of absorbing, processing, and retaining information are not just random; they’re deeply tied to our personal preferences—what we now call “learning styles.” But the concept of learning styles isn’t as modern as it may seem. In fact, it’s a topic that has captured the attention of thinkers for centuries, and it’s only more recently that educators have come to fully appreciate its impact in the classroom.

A historical perspective

The idea of individual differences in learning can be traced back to ancient times. Aristotle, in 334 BC, was one of the first to recognize that every child possesses unique talents and skills. His keen observations laid the groundwork for a deeper understanding of individual differences in learning—a concept that would evolve over centuries.

Fast forward to the early 1900s, when the study of personality theories and the relationship between memory and instructional methods began to gain traction. Despite this growing interest, research on learning styles temporarily lost its momentum due to the dominance of the intelligence quotient (IQ) in measuring academic success. However, the second half of the twentieth century saw a revival, sparked in part by the groundbreaking theory of Multiple Intelligences introduced by Howard Gardner in the 1980s. Suddenly, educators and researchers began to see learning styles not as an afterthought, but as an integral component of how we teach and learn.

Defining learning styles

What exactly are learning styles? At its core, a learning style is an individual’s preferred method of processing information. James W. Keefe, a prominent scholar in the field, defines learning styles as the distinctive cognitive, affective, and physiological behaviours that shape how learners interact with their environment (Keefe, J. W. (1979). Learning style: An overview. In J. W. Keefe (Ed.), Student learning styles and brain behavior (pp. 1–17).). He describes these styles as “comparatively stable indications” of how a learner engages with information.

Educational researchers Kenneth Dunn and Rita Dunn provide a more detailed definition, saying learning styles are “the way in which each person absorbs and retains information and/or skills.” ( Dunn, R., & Dunn, K. (1993). Teaching secondary students through their individual learning styles: Practical approaches for grades 7–12.) In essence, these are the deeply ingrained tendencies that make one person excel through hands-on practice, while another thrives in a lecture setting.

Meanwhile, Tan Dingliang offers a broader perspective, defining learning styles as “the way a learner often adopts in the learning process,” emphasizing that these preferences are not just limited to information retention but extend to strategies, stimuli, and even social learning tendencies.( Tan, D. (2003). A theoretical framework for understanding learning styles. Journal of Education Research, 31(2), 123–134)

In simpler terms, a learning style is the unique way an individual learns best. It’s the approach—whether visual, auditory, kinaesthetic, or otherwise—that makes certain information click. While a learning style and a cognitive style may overlap, the former is more about the practical application of learning, and the latter focuses on problem-solving approaches based on intellectual thinking.

Why learning styles matter in education

Understanding learning styles isn’t just academic—it’s essential for creating an environment where every student has the opportunity to thrive. Imagine a classroom where a teacher uses the same teaching method for all students—whether it’s reading from a textbook or lecturing. While this might work for some, others may struggle to grasp the material. The reality is that not every student learns the same way. This is where the relevance of learning styles comes into play.

In simpler terms, a learning style is the unique way an individual learns best. It’s the approach—whether visual, auditory, kinaesthetic, or otherwise—that makes certain information click

A one-size-fits-all approach to teaching can inadvertently leave some students behind. When teachers recognize and adapt to the diverse learning styles in their classrooms, they create opportunities for all students to engage meaningfully with the material. Learning styles aren’t just a theoretical concept; they should directly influence teaching strategies and the way educators design their curriculum.

Research by Dewar and Hartman suggests that students who are actively involved in their learning process are more likely to succeed. When learners feel in control of their education—by engaging in methods that cater to their strengths—they experience an increase in motivation and self-esteem. This sense of autonomy over their learning journey leads to better outcomes and a deeper connection to the material.

The connection to Multiple Intelligences

The importance of learning styles is closely linked to the theory of Multiple Intelligences, which posits that intelligence isn’t a single, measurable trait, but rather a collection of distinct abilities. Gardner’s theory identifies several types of intelligence, including linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic. Each student may excel in different areas, and recognizing this diversity is essential for fostering an inclusive and effective learning environment.

This is where the concept of learning styles aligns with Gardner’s theory. A teacher who understands that students may have a preference for a particular style of learning—whether they process information best through images, physical activity, or auditory cues—can tailor their teaching strategies to engage all types of intelligence. Acknowledging that one size doesn’t fit all is the key to unlocking the potential of every learner.

The future of learning: A personalized approach

So, what does the future hold for learning styles? As research continues to evolve, the message is clear: there is no universal method that works for every student. Teachers must embrace the diversity of learning preferences in their classrooms. By using a variety of teaching methods and recognizing the unique strengths of each student, educators can create a dynamic learning environment where every individual has the opportunity to succeed.

Ultimately the lesson is simple: in a world where every learner is different, embracing diversity in how we learn is not just beneficial—it’s essential. And the more we understand about these differences, the better equipped we are to foster environments where every learner can reach their full potential.

Dogs are renowned for their ability to adapt and respond to various situations. One of the key features of their intelligence is their memory and how they utilize past experiences to navigate new circumstances. Dogs not only remember specific events but also use those memories to make decisions in future situations. Research on canine cognition shows that dogs have impressive memory retention, which helps them recognize faces, remember commands, and understand their environment. When faced with a new scenario, they often recall previous similar experiences and apply those learnings effectively.

Understanding Human Cues: A Result of Evolution

Dogs’ remarkable ability to understand human cues—whether through body language, vocal tones, or facial expressions—is another significant aspect of their cognitive prowess. Over thousands of years of domestication, dogs have learned to interpret human signals, making them highly attuned to the needs and intentions of their human companions. This phenomenon is often attributed to the domestication hypothesis, which suggests that dogs have evolved alongside humans and, in doing so, developed the ability to read and respond to human cues.

However, some researchers argue that dogs’ ability to understand human cues might not solely stem from domestication. There is a possibility that dogs’ social intelligence could be a result of convergent evolution, where dogs’ cognitive abilities have evolved similarly to those of social animals like primates, despite not sharing a direct evolutionary path. This perspective is still debated in the field, but it underscores the complexity of understanding the roots of canine cognition.

Cognitive Categories in Dogs: Classifying Intelligence

Dogs’ cognitive abilities can be broken down into various categories that reflect the diversity of their intelligence. These categories help researchers study the different aspects of how dogs think, learn, and behave. Some of the key categories include:

• Spatial Intelligence: Dogs possess a strong sense of spatial awareness, allowing them to navigate their environment effectively. They can remember the locations of objects such as toys, food bowls, and leashes. This spatial awareness also extends to their ability to assess distances and understand their surroundings. While most dogs develop this intelligence naturally, some may need training to enhance their spatial skills.

• Intrapersonal Intelligence: This refers to a dog’s ability to understand its own physical abilities, limitations, and needs. For example, a dog might avoid attempting an action, such as jumping over a large gap, if it perceives it to be beyond its capabilities. This form of intelligence reflects the dog’s self-awareness, although the level of this awareness may differ from that seen in humans. Dogs might not have conscious self-reflection, but their behavior indicates an understanding of their limits.

• Interpersonal Intelligence: Dogs are highly social animals, and their interpersonal intelligence is reflected in their ability to communicate with both humans and other dogs. They can interpret social cues and respond accordingly, forming strong bonds with their human families and understanding the dynamics of their social group. This intelligence is particularly evident in their interactions with humans, where they not only respond to verbal commands but also tune into human emotions, following social hierarchies and giving appropriate responses. For example, dogs can respond to human emotions by offering comfort or adjusting their behavior based on the emotional state of their human companions.

The Role of Human-Dog Interaction in Cognitive Development

Dogs’ cognitive abilities, including their ability to understand human emotions, are likely a product of their long history of living alongside humans. Studies show that dogs can often read the intentions of humans, making them exceptionally skilled at interpreting social cues. This human-dog bond has shaped dogs’ social intelligence, allowing them to be highly responsive to the emotional and social cues provided by humans. For instance, when a human expresses frustration or joy, a dog can often sense the change in mood and react accordingly, whether by offering comfort or simply adjusting their behavior.

Interestingly, some studies suggest that domestic dogs might lose some of their problem-solving abilities when raised solely in human environments. This loss might occur because dogs begin to rely on human intervention for problem-solving, rather than using their independent cognitive skills. However, with appropriate training and stimulation, many dogs can retain or even develop complex problem-solving abilities.

Variations and Training

Just as with humans, not all dogs display the same level of cognitive abilities. Some dogs might struggle with spatial awareness or might not respond to certain social cues as effectively as others. This is particularly evident in some breeds or individual dogs that may require additional training to enhance these skills. Spatial awareness, for example, might be challenging for dogs that were not raised in environments where they had to navigate complex spaces. Training exercises can help improve these cognitive areas, allowing the dog to become more aware of its surroundings and capable of responding appropriately.

Moreover, self-awareness or intrapersonal intelligence can also vary among dogs. While some dogs might instinctively understand their physical limitations (e.g., recognizing when they can’t jump a certain height), others may require repeated experiences to learn these boundaries.

Complex and Multifaceted

Overall, dogs exhibit a wide range of cognitive abilities that demonstrate both adaptive intelligence and social prowess. Their ability to learn, remember, and apply past experiences to new situations showcases their problem-solving skills, while their social intelligence allows them to communicate effectively with humans and other dogs. While there is still much to learn about the origins and evolution of canine intelligence, it is clear that dogs have evolved to become highly adept at interpreting the world around them, both physically and socially.

The domestication of dogs, along with their interaction with humans, has contributed significantly to the development of their cognitive abilities. These abilities are not only a result of their domesticated lives but also a product of their evolutionary adaptation to social living, both with humans and other animals. Understanding these cognitive abilities in dogs helps deepen the bond between dogs and humans and enriches our appreciation for these remarkable companions.

A recent study has highlighted the transformative impact of empathy education on student behaviour and emotional awareness. The research, involving 900 students across six countries, found that a short-term empathy programme led to significant positive changes in students’ conduct, emotional literacy, and cultural curiosity.

The study evaluated the “Empathy Programme,” a term-long course developed by Empathy Studios, a UK-based organization specializing in empathy education. The programme, which utilizes video-led lessons and interactive activities, was assessed with the support of academics from the Faculty of Education at the University of Cambridge.

Empathy Studios, founded by former science teacher Ed Kirwan, aims to foster empathy in students aged five to 18 through thought-provoking films and discussions. Their annual “Empathy Week,” which offers films, resources, and events free of charge, has reached 1.3 million students globally.

Survey data from 10 participating schools revealed that students’ empathy scores increased from an average of 5.55 to 7, while behaviour scores improved from 6.52 to 7.89 over a 10-week period. Teachers reported that the programme had a notable impact on classroom dynamics, with one primary school teacher noting a reduction in the need for parental interventions.

Feedback from students also reflected positive outcomes, with one student commenting, “I think that everyone in the class has become kinder.”

Ed Kirwan, founder of Empathy Studios, emphasized the programme’s success in teaching students to appreciate and celebrate differences. “The programme’s success lies in teaching students to celebrate difference, which changes their wellbeing and behavior,” Kirwan said. “There’s never an excuse for poor behavior, but often a reason, which greater mutual understanding can potentially address.”

Survey data from 10 participating schools revealed that students’ empathy scores increased from an average of 5.55 to 7, while behaviour scores improved from 6.52 to 7.89 over a 10-week period

Dr. Helen Demetriou, a specialist in empathy education at the University of Cambridge who supported the evaluation, highlighted the programme’s effectiveness. “The findings show that a fairly simple, film-based programme can raise pupils’ empathy levels, enhancing their understanding of themselves, others, and global issues,” she stated. “That supports a more complete learning experience, developing social and emotional skills that we know contribute to improved behavior and more engaged learning.”

The study’s results come at a time of increasing societal division, with Kirwan calling for greater empathy education as a foundation for social cohesion. “If the new government is serious about curriculum reforms that prepare young people for life and work, we must ensure that schools equip them to understand, be curious about, and listen to each other, even in moments of disagreement,” he urged.

The Empathy Programme’s findings underscore the importance of incorporating empathy education into school curricula to foster a more understanding and connected generation.