Designs deliberately engage both ways of grasping experience: the direct, felt apprehension of concrete experience and the symbolic comprehension of concepts, so that each checks and enriches the other. Kolb, after James, likens them to the two blades of a pair of scissors; an intense experience can unsettle an entrenched belief and a new idea can change how things are experienced. Dogmatic concepts closed to new experience, or immersion in experience that clouds clear thought, both stop learning, and institutions tend to build a learning culture that favours one pole (feeling in art schools, thinking in management schools) and devalues the other.
The graph holds this control, the 0 it maps to, and the evidence behind each claim, over MCP and REST.