Because learning is continuous and grounded in experience, every learner comes with ideas about the topic, some clearer than others; the educator has to change or let go of old ideas as well as bring in new ones. Learning goes more easily when it begins by bringing the learner's own beliefs and theories into the open, testing and examining them, and then folding the improved ideas in; ideas adopted by integration are stable, while ideas that merely substitute for old ones risk reversion or a split between espoused theories and theories-in-use (Argyris and Schon). Resistance to new ideas often comes from their conflict with old beliefs.
The graph holds this control, the 0 it maps to, and the evidence behind each claim, over MCP and REST.