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: Presentation Components,” “Demands of Complexity on Systems Science (Chapter 14),” and “Demands of Complexity on Systems Science (Talk Outline).”

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,” “Demands OF COMPLEXITY on Systems Science: Presentation Components,” “Demands of Complexity on Systems Science (Chapter 14),” “Demands Imposed on Systems Science by Complexity (Abstract only)” and “Demands of Complexity on Systems Science (Talk Outline).”

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."

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."

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 set. Finds that skills for managing complexity exist but have not entered the mainstream of higher education. Presented at the Colloquium of The Institute of Public Policy, George Mason University, 6 April 1995.

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.

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. Belvoir, VA and occurred on 15 September 1990.

A proposal for a reorganization of the basic concepts underlying higher education through the use of the `golden triad' of Context, Content and Process.

An article for an Academic Press Encyclopedia. Warfield presents formal academically structured review of the topic of Cybernetics. Provides a glossary, a discussion of its origins and definitions, a list of learned societies involved in study of the topic, a look at the varying uses of the word to refer to automated control, robotics, communication/information, and the sociotechnical and biological systems. He closes with description of what he believes to be key issues yet unresolved in the field, e.g., Integration of Knowledge, Cognition, and Cyclic Closure. He advocates a "Domain of Science Model" to resolve these issues.

Paper written with Lynn Weaver, Warfield’s office-mate at Purdue during the 1956-1957 academic year.