The document or paper used for this talk is missing. Presented at Case-Western Reserve University, 29 April 1983, Cleveland, Ohio.

Divided into five sections: Obstacle, Abuse of Reason Neglect of history, Spurious Saliency and Linguistic Pollution. Includes brief descriptions of various imperfections and problems in complexity studies, followed by explanation of why and how Warfield’s ideas might help the situation.

A partial draft of a paper not yet finished. After viewing the bipartite graphs in Friedman's paper on Constraint Theory, this paper was begun to propose the use of Lattice and Closed Hierarchy as useful methods in interpreting large aggregated structural models.

Rose Warfield composed this memo written for Dan Warfield’s publishing needs. He was looking for organization of the database titles, etc. and this list might be the source needed.

Presents seventeen “laws,” each in a “Brief.” Each brief gives the title of the law, its origins, references (if any), statement of the law, and its interpretation. A major part of this document first appeared as an October 1991 presentation package of 24 transparencies which was titled "Generic Design Science: Laws of Generic Design." This article has been superseded by “Twenty Laws of Complexity” (1997) and “Twenty Laws of Complexity” (1999).

A compact list of all the PowerPoint slide shows that were on Warfield’s computer in 2007.

Describes the system of intermittent management practice called "Interactive Management" which is based on a new science called the "Science of Generic Design." A 1990 book by Peter Senge entitled The Fifth Discipline: The Art and Practice of Learning Organization (New York: Doubleday) urges similar ideas of systems thinking, but fails to specify the methodology for putting these ideas into practice. Interactive Management, by contrast, does supply and specify the methods and processes which can…

An unfinished manuscript on higher education and education in general. The paper states that “it is absolutely necessary to develop and portray other learning patterns that offer both the hope of significant improvement in learning, and the hope of diminished cost of institutionalized learning.”

Warfield advocates a kind of modeling in which learning by the group participants is envisaged as its principle outcome. The published article is a revised and enlarged version of Warfield's manuscript “Learning Through Model Building,” presented earlier at a conference in Colorado in 1980. Includes a helpful table not found in original.

This is Number 1 of a 3-volume set of IASIS Reports on a series of lectures given by John Warfield during the 1998 Fall Semester at George Mason University. The lectures dealt with the four topics which Warfield believed to be relevant to the subject of Complexity: Philosophy, Science, Applications, and Higher Education. Contains materials such as copies of transparencies and other printed information prepared as handouts for the lecture audience. See notes field for…

This is Number 2 of a 3-volume set of IASIS Reports on a series of lectures given by John Warfield during the 1998 Fall Semester. The lectures dealt with the four topics which Warfield believed to be relevant to the subject of Complexity: Philosophy, Science, Applications, and Higher Education. Contains materials such as copies of transparencies and other printed information prepared as handouts for the lecture audience. See notes field for a list of the…

This is Number 3 of a 3-volume set of IASIS Reports on a series of lectures given by John Warfield during the 1998 Fall Semester at George Mason University. The lectures dealt with the four topics which Warfield believed to be relevant to the subject of Complexity: Philosophy, Science, Applications, and Higher Education. Contains materials such as copies of transparencies and other printed information prepared as handouts for the lecture audience. See notes field for…