Catalog (2256)
A proposal for a reorganization of the basic concepts underlying higher education through the use of the `golden triad' of Context, Content and Process.
Transcript of a meeting to prepare for Interactive Management Workshop to develop requirements for the Decision Support Center at DSMC. Includes short talk by Warfield and a description of his what he thought the DEMOSOPHIA room should contain. Attached to the transcript is a Draft #1 of the Context Statement and Triggering Question for the upcoming Workshop, which was to be held on 17-21 September. Meeting included the faculty/staff of Defense Systems Management College, Ft.…
Suggests that new Interactive Management methods, using ISM software, can be used to produce more sophisticated DELTA charts which can include cycles. Two appendices with excerpts from Warfield’s previously published books provide lengthy discussions of DELTA Charts.
Argues that universities are uniquely positioned to foster a global culture of complexity awareness. Calls for a reconceptualization of the meaning of "higher education" and presents a strategy for reorganizing the university to create an educational system that equips students with the ability to manage. Provides a measurement tool that can be used to identify which life situations are ordinary and which are truly complex. Postulates that complex situations require a new and different skill…
Course announcement for the class Topics in Public Policy—Demands of Complexity on Writing and Research. Course offered by the Institute of Public Policy at George Mason University, 9-11 January 1995, and taught by John Warfield and Scott Staley. For more information on the class, see Demands Imposed on Higher Education by Complexity."
Handout from the class Topics in Public Policy—Demands of Complexity on Writing and Research. The document contains two tables: "Postulated Scale of Situational Complexity" and "Behavior-Outcomes Matrix." Course offered by the Institute of Public Policy at George Mason University, 9-11 January 1995, and taught by John Warfield and Scott Staley. For more information on the class, see Demands Imposed on Higher Education by Complexity."
Summary of why Warfield believes the newly developing discipline known as "Systems Science" can be brought to a fruitful, useful maturity. Displays a matrix showing the interrelations of the "17 Laws of Complexity." Reviews the distinction between "ordinary" and "complex" situations and asserts that an adequate Systems Science is not being used in modern higher education. Graduating students are, therefore, not equipped to deal with huge complexities. See also, “Demands of Complexity on Systems Science,”…
Summary of why Warfield believes the newly developing discipline known as "Systems Science" can be brought to a fruitful, useful maturity. Displays a matrix showing the interrelations of the "17 Laws of Complexity." Reviews the distinction between "ordinary" and "complex" situations and asserts that an adequate Systems Science is not being used in modern higher education. Graduating students are, therefore, not equipped to deal with huge complexities. See also, “Demands OF COMPLEXITY on Systems Science:…
Warfield discusses 17 “Assumptions” he has discovered that are often made by managers which can be fatal if applied to highly complex situations. To avoid management errors, Warfield suggests trying the Interactive Management process as described in his journal article “Twenty Laws of Complexity.” This process uses "carefully structured patterns" (which are the results of IM workshops) produced by lower-level personnel to provide recommendations and options for higher level executives. See also, “Stalking the Killer…
Transparencies used for talk given at plenary session of United Kingdom Systems Science conference on 14 July 1995. Summary of why Warfield believes the newly developing discipline known as "Systems Science" can be brought to a fruitful, useful maturity. Displays a matrix showing the interrelations of the "17 Laws of Complexity." Reviews the distinction between "ordinary" and "complex" situations and asserts that an adequate Systems Science is not being used in modern higher education. Graduating…
Cell-pack for talk in which Warfield outlines the ideas behind his proposal for a new tri-partite university structure, composed of a "University College", a "Professional College" and, for doctoral students, a design-oriented "Horizons College." Presented at the George Washington University Center for Social and Organizational Learning, 28 March 1995.
Panel presentation with John N. Warfield, Scott Cawelti, and Michael Litzelman. Presented before 17th Annual Meeting, Association for Integrative Studies, Arizona State University West, Phoenix, Arizona, 30 September 1995. For further information, see Warfield’s book manuscript “Complexity and Drummers.”
A chapter from Warfield’s manuscript “Work Program of Complexity.” Summary of why Warfield believes the newly developing discipline known as "Systems Science" can be brought to a fruitful, useful maturity. Displays a matrix showing the interrelations of the "17 Laws of Complexity." Reviews the distinction between "ordinary" and "complex" situations and asserts that an adequate Systems Science is not being used in modern higher education. Graduating students are, therefore, not equipped to deal with huge…
Set of transparencies Warfield took with to China and used in talks in Beijing and Shanghai. Also used for October 1998 talk for TIPP Colloquium. See also, “Stalking the Killer Assumptions”
Talk given at plenary session of Fourth Annual Meeting of the United Kingdom Systems Society, University of Humberside, Hull, United Kingdom, 9-13 July 1995. Includes detailed talking points keyed to the transparencies which he had prepared for the presentation. For a list of the transparencies, see “Demands OF COMPLEXITY on Systems Science: Presentation Components”
More...
Short Course taught at The Institute of Public Policy from 18-22 May 1998 (PUBP740 (850). Taught by Warfield and Roxana Cardenas. Covered many of the same themes discussed in lecture entitled “The Demands of Complexity Meet the Killer Assumptions” given in Shanghai and at the GMU TIPP.
Describes seven excerpts from the videotaping of the Ford Product Information Management (PIM) workshop held 14-16 January 1994 in Dearborn, Michigan. The excerpts were drawn from video tapes produced by Ford's video team. The workshop was organized by Scott M. Staley, Ph.D. while working in Ford's Research Laboratories. See also, “Excerpts: Interactive Management (IM) Workshop - Product Information Management System (PIMS): A First Look” and “Notes on the Ford Product Information Management (PIMS) Workshop Held…
A paper in draft form, which explains the history of the development of the situation room (DEMOSOPHIA) used in the Center for Interactive Management and tells why it incorporates certain features. Also included is a discussion of the 'grades' of use of this room, explaining why activity in the room should be subject to a priority scale.
Describes for general audiences the several different interpretations of what is meant by Environmental Education. Discusses: (1) who is active in environmental education; (2)comparisons between formal and informal environmental education; (3) the normative model of environmental education and comparison of environmental education, as it exists, with the normative model; (4) the need for change strategies; (5) some potential change strategies; and (6) conclusions and recommendations. Written as part of a large environmental education project sponsored…
Page 62 of 119
- You are here:
-
Home
- Show All Catalog Items