Living Structure + AI: A New Episteme for Liberal Arts and Whole-Person Education in the Era of Artificial Intelligence
Abstract
The rapid integration of artificial intelligence (AI) into higher education signals an epistemic shift in how knowledge is created, taught, and evaluated. This paper argues that Christopher Alexander's theory of living structure offers a timely foundation for liberal arts and whole-person education in the AI era. Living structure is understood through two inseparable dimensions: living, the intuitive perception of wholeness, and structure, the underlying order that can be analyzed through fifteen geometric properties, two fundamental laws, two design principles, and the computable L- and B-scores. Building on this foundation, the paper proposes Living Structure + AI as a new episteme for higher education. The ordering is deliberate: living structure is more fundamental, while AI serves as a tool for perceiving, measuring, and generating it. The argument draws on teaching by LivableCityLAB in partnership with Residential College 1, including architecture and city-science courses, an undergraduate common-core course, and a postgraduate experiential-learning course. Across four campus-renovation projects and two courses involving 89 students, participants learned to read environments structurally, establish a design skeleton, and use AI as a structural mediator. L- and B-scores increased in every renovation, broadly converging with preference tests and visual-attention analysis. Course assignments provided additional, though not psychometrically validated, evidence of student engagement. The paper concludes that the deepest contribution of Living Structure + AI lies not on screens, but in enabling students to feel, measure, and remake wholeness in everyday spaces.
Related
- Using artificial intelligence for clinical trial quality assurance in a multi-institutional neurovascular-sparing prostate radiotherapy trial
- Teaching a plasma physics and engineering class at a liberal arts college using Course-Based Undergraduate Research Experiences (CUREs)
- Future of Artificial Intelligence for Science in Japan 2024 Community Report
- Advancing Nuclear Physics with Machine Learning and Artificial Intelligence
- Electronic Structure and Superconductivity in La1.55Sr0.45CuO4/La2CuO4 Artificial High-Tc Superlattices Probed by Hard and Soft X-ray Spectroscopy
BibTeX
@misc{jiang2026living,
title = {{Living Structure + AI: A New Episteme for Liberal Arts and Whole-Person Education in the Era of Artificial Intelligence}},
author = {Bin Jiang},
howpublished = {arXiv},
year = {2026},
month = sep,
doi = {10.48550/arxiv.2609.16002},
eprint = {2609.16002},
archivePrefix = {arXiv},
url = {https://arxiv.org/abs/2609.16002},
note = {CC BY 4.0},
}
RIS
TY - UNPB
TI - Living Structure + AI: A New Episteme for Liberal Arts and Whole-Person Education in the Era of Artificial Intelligence
AU - Bin Jiang
PY - 2026
DA - 2026/09/01
PB - arXiv
DO - 10.48550/arxiv.2609.16002
UR - https://arxiv.org/abs/2609.16002
AB - The rapid integration of artificial intelligence (AI) into higher education signals an epistemic shift in how knowledge is created, taught, and evaluated. This paper argues that Christopher Alexander's theory of living structure offers a timely foundation for liberal arts and whole-person education in the AI era. Living structure is understood through two inseparable dimensions: living, the intuitive perception of wholeness, and structure, the underlying order that can be analyzed through fifteen geometric properties, two fundamental laws, two design principles, and the computable L- and B-scores. Building on this foundation, the paper proposes Living Structure + AI as a new episteme for higher education. The ordering is deliberate: living structure is more fundamental, while AI serves as a tool for perceiving, measuring, and generating it. The argument draws on teaching by LivableCityLAB in partnership with Residential College 1, including architecture and city-science courses, an undergraduate common-core course, and a postgraduate experiential-learning course. Across four campus-renovation projects and two courses involving 89 students, participants learned to read environments structurally, establish a design skeleton, and use AI as a structural mediator. L- and B-scores increased in every renovation, broadly converging with preference tests and visual-attention analysis. Course assignments provided additional, though not psychometrically validated, evidence of student engagement. The paper concludes that the deepest contribution of Living Structure + AI lies not on screens, but in enabling students to feel, measure, and remake wholeness in everyday spaces.
ER -