> If learning styles exist at all, these are not "hard wired" and are at most simply preferences. What does it mean for a learning style to be simply a prefere

> If learning styles exist at all, these are not "hard wired" and are at most simply preferences. What does it mean for a learning style to be simply a preference? I would think that such a preference (for, say, visual rather than text-based descriptions of a geometric concept) would be founded on something. And I suspect the "something" is that it's easier to understand. Yet even if we all agree that it's just a preference, not something that's "hard-wired," does that really require a practical shift in how we teach things? Should we not defer to people's learning preferences, even if they are just preferences?