Withdefinitive learning movements, the insights and experiences onehas gained are retained and conceptually determined, and thusthe learning problem and the deepening into the contexts ofmeaning are consolidated at a new qualitative level—until, dueto new questions arising at this level, affinitive learning is againindicated.

for learning to be trulyproductive and expansive, the goal-oriented learning processmust be supplemented by an affinitive learning movement in thecontrary direction—an explorative movement of de-fixation, ofgaining distance and an overview, withdrawal, reflection, and soon