diff --git a/06-objectives.md b/06-objectives.md
index d3242c1b..92d5b3b7 100644
--- a/06-objectives.md
+++ b/06-objectives.md
@@ -149,117 +149,6 @@ Baume's guide to
[writing and using good learning outcomes](papers/baume-learning-outcomes-2009.pdf)
is a good longer discussion of these issues.
-## Who Are Our Learners?
-
-The complement to clarifying the objectives for our lessons
-is to be clear about who we're trying to teach.
-One *[well-known scheme](https://en.wikipedia.org/wiki/Learning_styles#Learning_modalities)*
-characterizes learners as visual, auditory, or kinesthetic
-according to whether they like to see things, hear things, or do things.
-These classifications are easy to understand,
-but are [almost certainly pseudoscience](http://www.amazon.com/Great-Myths-Brain-Psychology/dp/1118312716/):
-what little evidence exists for them is very weak.
-
-Another classification scheme developed by Honey and Mumford is based on an idealized learning cycle.
-It is also frequently criticized,
-but provides a more useful vocabulary for describing interactions with learners.
-The four stages in the cycle are:
-
-1. *doing* something or having an experience,
-2. *reflecting* on the experience,
-3. *concluding* from the experience (i.e., developing an explanatory theory), and
-4. *planning* the next steps to apply or test the theory.
-
-Different learners prefer to start with or spend more time in
-different parts of this cycle.
-This leads naturally to a four-way division:
-
-
-
- Type |
- Learn best when |
- Learn less when |
-
-
- Activist |
-
-
- - involved in new experiences, problems and opportunities
- - working with others in games and team tasks
- - being thrown into the deep end with a difficult task
- - chairing meetings, leading discussions
-
- |
-
-
- - listening to lectures or long explanations
- - reading, writing or thinking on their own
- - absorbing and understanding data
- - following precise instructions to the letter
-
- |
-
-
- Reflector |
-
-
- - observing individuals or groups at work
- - they have the opportunity to review what has happened and think about what they have learned
- - producing analyses and reports
- - doing tasks without tight deadlines
-
- |
-
-
- - acting as leader or role-playing in front of others
- - doing things with no time to prepare
- - being thrown in at the deep end
- - being rushed or worried by deadlines
-
- |
-
-
- Theorist |
-
-
- - they are put in complex situations where they have to use their skills and knowledge
- - they are in structured situations with clear purpose
- - they are offered interesting ideas or concepts even though they are not immediately relevant
- - they have the chance to question and probe ideas behind things
-
- |
-
-
- - they have to participate in situations which emphasize emotion and feelings
- - the activity is unstructured or briefing is poor
- - they have to do things without knowing the principles or concepts involved
- - they feel they're out of tune with the other participants e.g. with people of very different learning styles
-
- |
-
-
- Pragmatist |
-
-
- - there is an obvious link between the topic and job
- - they have the chance to try out techniques with feedback e.g. role-playing
- - they are shown techniques with obvious advantages e.g. saving time
- - they are shown a model they can copy e.g. a film or a respected boss
- - there is an obvious or immediate benefit that they can recognize
- - they are given immediate opportunities to implement what they have learned
-
- |
-
-
- - there is no apparent pay-back to the learning
- - the event or learning is "all theory"
- - there is no practice or guidelines on how to do it
- - they do not see sufficient reward from the learning activity
-
- |
-
-
-
## Learner Profiles
Another way to characterize the audience for a course is to write *learner profiles*.
@@ -290,6 +179,19 @@ A learner profile for Software Carpentry might be:
> It will also show him how to put his programs and files under version control
> so that he can re-run analyses and figure out which results may have been affected by changes.
+> ## Pseudoscience
+>
+> One [well-known scheme](https://en.wikipedia.org/wiki/Learning_styles#Learning_modalities)
+> characterizes learners as visual, auditory, or kinesthetic
+> according to whether they like to see things, hear things, or do things.
+> This scheme is easy to understand,
+> but are [almost certainly false](http://www.amazon.com/Great-Myths-Brain-Psychology/dp/1118312716/):
+> what little evidence that does exist for it is very weak.
+> Unfortunately,
+> that hasn't stopped a large number of companies from marketing products based on it
+> to parents and school boards.
+{: .callout}
+
## Challenges
> ## Develop Learning Objectives