Learning is conceived as the continuous formation and re-formation of ideas through experience rather than the accumulation of fixed content or habits; outcomes are a historical record, not the learning itself. Kolb follows Bruner (knowing is something one does, not something one has) and Freire's critique of the banking concept of education, and observes that defining learning solely by outcomes can reward non-learning, the failure to modify ideas in the light of experience. The practice implied is to value and evaluate how learners inquire and adapt, not only what they can recall.
The graph holds this control, the 0 it maps to, and the evidence behind each claim, over MCP and REST.