Despite this, (and this is my personal view, not the view of the 'anti-Learning Styles lobby'), many teachers and educators continue to find value and benefit by using Learning Styles theory in one way or another, and as often applies in such situations, there is likely to be usage which is appropriate, and other usage which is not.
Moreover Learning Styles objectors and opponents assert that heavy relience upon Learning Styles theory in developing and conducting young people's education, is of questionable benefit, and may in some cases be counter-productive.
These learning styles are the combination of two lines of axis (continuums) each formed between what Kolb calls 'dialectically related modes' of 'grasping experience' (doing or watching), and 'transforming experience' (feeling or thinking): The word 'dialectically' is not widely understood, and yet carries an essential meaning, namely 'conflicting' (its ancient Greek root means 'debate' - and I thank P Stern for helping clarify this precise meaning).The result of these two decisions produces (and helps to form throughout our lives) the preferred learning style, hence the two-by-two matrix below.We choose a way of 'grasping the experience', which defines our approach to it, and we choose a way to 'transform the experience' into something meaningful and usable, which defines our emotional response to the experience.(Also as a pdf.) Kolb diagrams also in colour (like the image below): Kolb learning styles colour diagram MSWord, and Kolb colour diagram PDF.(Kolb diagrams updated May 2006) See also the personality styles and models section for help with understanding how Kolb's theory correlates with other personality models and psychometrics (personality testing).