A reply to Reynolds's critique of learning style

In 1997 Reynolds presented a critique of learning styles in which he lament ed the readiness of Practitioners to embrace instruments such as the Learni ng Styles Questionnaire and argued for learning styles and other forms of l abelling to be discontinued. It is the contention of this reply that Reynol ds may have conflated the concepts of learning styles, learning strategies and cognitive style. While learning style may be a term rendered somewhat m eaningless and potentially redundant by over-usage and a weak theoretical b ase, the notions of cognitive style (for which there is growing empirical a nd physiological evidence) and learning strategy are valid concepts which m anagerial learning should incorporate into its pedagogy.