Characteristics of liberal arts education and different approaches to educational modeling are examined. Attention is directed to: applications of graphic depictions; Venn-Euler diagrams to represent inclusion-exclusion phenomena as well as areas of commonality in learning processes and liberal education; the uses of flow charts for describing contrasting models for integrative learning; pattern recognition techniques providing an empirical methodology for the identification of elemental components to be incorporated into a general system for liberal learning; a variety of vectorial models for projecting influences that determine the structure of liberal arts curricula; and rudimentary concepts drawn from matrix theory that provide useful ways for a restructuring at a fundamental level of the elements of generalization in the curriculum. It is suggested that liberal learning requires modes of action and changes of behavior in which there is some evidence of continuity and direction within that total process. The emergent patterns involve larger goals than the mastery of specific disciplines and the enhancement of particular skills. A case study of the requirements for the B.A. degree and appended materials on pattern recognition and symbolism in flow charts are included. (SW)