Thank you for your feedback, Dr. Meers.
I think that, by virtue of the kinds of personalities that are drawn to education in the first place, our tendency is to do anything to make sure all of our students "get", and, hopefully, master the material we are presenting to them. After all, their success is our success.
So, when presented with this model of "learning styles" and specific intelligences, we want to tailor our teaching to each and every one of them. As I've lamented in previous comments, however, this presents a potential multiplication of our workload by...4, 5 times?
If, instead, we take your approach, accepting that indiviuals may have a preferred learning mode, but are perfectly capable of learning in more traditional modes as well (with a little legwork on the students' parts), then perhaps "learning facilitators" and students can meet somewhere in the middle. Education is, after all, a collaborative process, rather than an act of spoon-feeding...
And as for the praise of "as yet unkown phenomenon": thanks. It's one of the concepts that has always stuck with me from my own psychology degree: the idea of phenomenon vs. epiphenomenon. We may observe and be able to measure something that is happening; but the true phenomenon may be something deeper, something that the "epiphenomenon" is just the outward display of. Perhaps this is what's in play in the learning styles debate.