| Summary: | Background: "Learning styles" has captivated a great deal of attention in yoga teacher training. The triad of visual, auditory, and kinesthetic learning styles has been particularly popular; yet as Sharp et al. asserted, such an approach trivializes the complexity of learning and compromises scholarship at all levels of the education community.
Aims: This paper addresses that although there is great merit in recognizing yoga students′ differences and preferences, many uses of learning styles in yoga teacher training are superficial and promote self-handicapping.
Conclusion: A somatic perspective (from soma, the body in its wholeness) offers a framework to reconsider the depth of effective learning.
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