Vibe-Creation: The Epistemology of Human-AI Emergent Cognition

The encounter between human reasoning and generative artificial intelligence (GenAI) cannot be adequately described by inherited metaphors of tool use, augmentation, or collaborative partnership. This article argues that such interactions produce a qualitatively distinct cognitive-epistemic formation, designated here as the Third Entity: an emergent, transient structure that arises from the transductive coupling of two ontologically incommensurable modes of cognition. Drawing on Peirce semiotics, Polanyi theory of tacit knowledge, Simondon philosophy of individuation, Ihde postphenomenology, and Morin complexity theory, we develop a multi-layered theoretical account of this formation. We introduce the concept of vibe-creation to designate the pre-reflective cognitive mode through which the Third Entity navigates high-dimensional semantic space and argue that this mode constitutes the automation of tacit knowledge - a development with far-reaching consequences for epistemology, the philosophy of mind, and educational theory. We further propose the notion of asymmetric emergence to characterize the agency of the Third Entity: genuinely novel and irreducible, yet anchored in human intentional responsibility. The article concludes by examining the implications of this theoretical framework for the transformation of educational institutions and the redefinition of intellectual competence in the age of GenAI.

Epistemology of Generative AI: The Geometry of Knowing

Generative AI presents an unprecedented challenge to our understanding of knowledge and its production. Unlike previous technological transformations, where engineering understanding preceded or accompanied deployment, generative AI operates through mechanisms whose epistemic character remains obscure, and without such understanding, its responsible integration into science, education, and institutional life cannot proceed on a principled basis. This paper argues that the missing account must begin with a paradigmatic break that has not yet received adequate philosophical attention. In the Turing-Shannon-von Neumann tradition, information enters the machine as encoded binary vectors, and semantics remains external to the process. Neural network architectures rupture this regime: symbolic input is instantly projected into a high-dimensional space where coordinates correspond to semantic parameters, transforming binary code into a position in a geometric space of meanings. It is this space that constitutes the active epistemic condition shaping generative production. Drawing on four structural properties of high-dimensional geometry concentration of measure, near-orthogonality, exponential directional capacity, and manifold regularity the paper develops an Indexical Epistemology of High-Dimensional Spaces. Building on Peirce semiotics and Papert constructionism, it reconceptualizes generative models as navigators of learned manifolds and proposes navigational knowledge as a third mode of knowledge production, distinct from both symbolic reasoning and statistical recombination.

The Vibe-Automation of Automation: A Proactive Education Framework for Computer Science in the Age of Generative AI

The emergence of generative artificial intelligence (GenAI) represents not an incremental technological advance but a qualitative epistemological shift that challenges foundational assumptions of computer science. Whereas machine learning has been described as the automation of automation, generative AI operates by navigating contextual, semantic, and stylistic coherence rather than optimizing predefined objective metrics. This paper introduces the concept of Vibe-Automation to characterize this transition. The central claim is that the significance of GenAI lies in its functional access to operationalized tacit regularities: context-sensitive patterns embedded in practice that cannot be fully specified through explicit algorithmic rules. Although generative systems do not possess tacit knowledge in a phenomenological sense, they operationalize sensitivities to tone, intent, and situated judgment encoded in high-dimensional latent representations. On this basis, the human role shifts from algorithmic problem specification toward Vibe-Engineering, understood as the orchestration of alignment and contextual judgment in generative systems. The paper connects this epistemological shift to educational and institutional transformation by proposing a conceptual framework structured across three analytical levels and three domains of action: faculty worldview, industry relations, and curriculum design. The risks of mode collapse and cultural homogenization are briefly discussed, emphasizing the need for deliberate engagement with generative systems to avoid regression toward synthetic uniformity.

High-Order Error Bounds for Markovian LSA with Richardson-Romberg Extrapolation

In this paper, we study the bias and high-order error bounds of the Linear Stochastic Approximation (LSA) algorithm with Polyak-Ruppert (PR) averaging under Markovian noise. We focus on the version of the algorithm with constant step size $\alpha$ and propose a novel decomposition of the bias via a linearization technique. We analyze the structure of the bias and show that the leading-order term is linear in $\alpha$ and cannot be eliminated by PR averaging. To address this, we apply the Richardson-Romberg (RR) extrapolation procedure, which effectively cancels the leading bias term. We derive high-order moment bounds for the RR iterates and show that the leading error term aligns with the asymptotically optimal covariance matrix of the vanilla averaged LSA iterates.

Smart Learning in the 21st Century: Advancing Constructionism Across Three Digital Epochs

This article explores the evolution of constructionism as an educational framework, tracing its relevance and transformation across three pivotal eras: the advent of personal computing, the networked society, and the current era of generative AI. Rooted in Seymour Papert constructionist philosophy, this study examines how constructionist principles align with the expanding role of digital technology in personal and collective learning. We discuss the transformation of educational environments from hierarchical instructionism to constructionist models that emphasize learner autonomy and interactive, creative engagement. Central to this analysis is the concept of an expanded personality, wherein digital tools and AI integration fundamentally reshape individual self-perception and social interactions. By integrating constructionism into the paradigm of smart education, we propose it as a foundational approach to personalized and democratized learning. Our findings underscore constructionism enduring relevance in navigating the complexities of technology-driven education, providing insights for educators and policymakers seeking to harness digital innovations to foster adaptive, student-centered learning experiences.

SCAFFLSA: Quantifying and Eliminating Heterogeneity Bias in Federated Linear Stochastic Approximation and Temporal Difference Learning

In this paper, we perform a non-asymptotic analysis of the federated linear stochastic approximation (FedLSA) algorithm. We explicitly quantify the bias introduced by local training with heterogeneous agents, and investigate the sample complexity of the algorithm. We show that the communication complexity of FedLSA scales polynomially with the desired precision $\epsilon$, which limits the benefits of federation. To overcome this, we propose SCAFFLSA, a novel variant of FedLSA, that uses control variates to correct the bias of local training, and prove its convergence without assumptions on statistical heterogeneity. We apply the proposed methodology to federated temporal difference learning with linear function approximation, and analyze the corresponding complexity improvements.