Rhythm of Learning

One prevalent traditional model of the Rhythm of Experience is Stimulus-Response, a popular post-Darwinian instance of which is Destabilization-Adaptation. Dewey, for example, espouses, for the most part, the latter, which means that his Doing-Undergoing model is, more accurately, Undergoing-Doing, since Doing is a response to some environmental disruption. As the term 'destabilization' connotes, the response to a stimulus is a recovery of a previous condition. Hence, the Stimulus-Response model does not accommodate motion that is a surpassing of an already attained status, i. e. it does not explain Growth or Learning. Rather, the latter two exemplify the Extending-Retaining pattern, which is especially significant to a theory of Experience, given the frequently accepted synonymy of 'experience' and 'learning'.