Vessels’ Learning Modes
Validating Theorists
Interpersonal and Environmental
Support
Rogers, Damon, Baumrind, Knowles,
Benson, Piaget, Lave, Kagan, Havighurst,
DeVries, Erikson, Vygotsky, Bruner
Unstructured Peer-Group   Interaction and Play
Developmentally Appropriate Discipline & Reinforcement
Skinner, Knowles, Damon, Tolman, Gagne,
Thorndike, Aristotle, Havighurst, Baumrind,
Hull, Aristotle, Hoffman
Observation & Modeling
Didactics or Direct Instruction
J. Anderson, Shweder, Norman, Ausubel, Damon, Kohler, G. Miller, Durkheim, Gardner, Vygotsky, Bloom, Sternberg , Rumelhardt, McClelland, Lynn, Hoffman
Active Participation Within Classroom and School Communities
Piaget, Dewey, Bruner, Turiel, Nucci,
Lave, Damon, Erikson, Socrates, Vygotsky,
Knowles, Kohlberg, DeVries, Rogers,
Gagne, Schaps, Bruner
Lave, Rogers, Durkheim, Bandura,
Benson, Shweder
Piaget, Vygotsky, Rogers,
DeVries, Lave, Turiel, Bruner
Bandura, Gagne, Vygotsky, Mischel,
Rotter, Kohlberg
Service Learning & Learning in the Larger Community
This alignment was created by Dr. Gordon Vessels.  The theorists shown above and/or experts who know their work well may not agree that the work of these individuals supports the learning modes with which they are aligned and/or that their work is limited to a particular learning mode. 
There are many theorists whose work supports these learning modes.  I think we can confidently assume that the use of each and every mode is justified and that there must be an element or more of truth in the various theories that support their use. To  teachers and other practitioners, these learning theories are complementary, parallel, and overlapping and represent different perspectives on the same phenomenon, learning?