发表机构
The Hong Kong University of Science and Technology (Guangzhou)（香港科技大学（广州））
机构由 AI 辅助整理，请以论文原文为准。AI 中文总结
本文提出“生命结构 + AI”作为人工智能时代文科与全人教育的新认识论，以亚历山大生命结构理论为基础，通过教学实践验证其提升学生感知与重塑整体性能力的作用。
AI 中文摘要
人工智能（AI）在高等教育中的快速融合标志着知识创造、教学和评估方式发生认识论转变。本文认为，克里斯托弗·亚历山大（Christopher Alexander）的生命结构理论为人工智能时代的文科与全人教育提供了及时的基础。生命结构通过两个不可分割的维度来理解：生命（living），即对整体性的直觉感知；以及结构（structure），即可以通过十五个几何属性、两个基本定律、两个设计原则以及可计算的L分数和B分数来分析的基础秩序。在此基础之上，本文提出“生命结构 + AI”作为高等教育的新认识论。这一排序是经过深思熟虑的：生命结构更为根本，而AI则作为感知、测量和生成生命结构的工具。该论点借鉴了LivableCityLAB与第一住宿学院（Residential College 1）合作开展的教学实践，包括建筑与城市科学课程、一门本科生通识核心课程以及一门研究生体验式学习课程。在四个校园改造项目和涉及89名学生的两门课程中，参与者学会了从结构上阅读环境、建立设计骨架，并将AI用作结构中介。每次改造中L分数和B分数均有所提高，且与偏好测试和视觉注意力分析大体一致。课程作业提供了额外的（尽管未经心理测量学验证的）学生参与度证据。本文总结道，“生命结构 + AI”最深刻的贡献不在于屏幕之上，而在于使学生能够在日常空间中感受、测量和重塑整体性。
英文摘要
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.
Comments20 pages, 5 figures, 2 tables
