The persistence of Bloom’s taxonomy, we argue, reflects its utility for accountability and role-preparation rather than its accuracy as a model of learning. As an alternative, we propose the Möbius strip as a metaphor for recursive, looping learning that integrates creation, reflection, emotion, and application in continuous interplay. Implications for curriculum design, assessment, and teacher education are discussed, with a call to shift from hierarchical taxonomies to systemic, recursive models that honor the realities of human development.