Review article
https://doi.org/10.5281/zenodo.21494690
Love as a Permanently Unfinished Gestalt: Ontology, Pedagogy, and a Recursive Model of Learning and Relationship
Bojana Zorić
orcid.org/0009-0005-2890-6853
; Academy for Human Development, Belgrade
Abstract
This paper reexamines the traditional, static model of the didactic triangle from educational psychology, composed of teacher, student, and learning content, proposing instead a more dynamic model of the concentric circle. Proceeding from the hypothesis that all elements of the didactic process arise from a single common point, the paper investigates how these roles continuously interweave, reconfigure, and integrate through processes of self-reflection and metacognition. By connecting cognitive processes, mechanisms of working memory, and the concept of Gestalt with the physiological metaphor of the complementary action of the autonomic nervous system, the author develops a recursive model of learning and cognition. In the second part of the paper, this pedagogical and ontological framework is extended to the sphere of interpersonal relationships, where love is defined not as a static state but as a dynamic force and an open totality that continuously expands through the free will of choice, reciprocal giving and receiving within community. The conclusion indicates that learning and love rest on the same mechanism of circular integrative flow, whereby through authentic relation with others self-awareness, communality, and awareness of one's own wholeness are achieved.
Keywords
Hrčak ID:
349645
URI
Publication date:
1.9.2026.
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