Academics From The United States

"Analysis of a system reveals its structure and how it works. It provides the knowledge required to make it work efficiently and to repair it when it stops working. Its product is know-how, knowledge, not understanding. To enable a system to perform effectively we must understand it—we must be able to explain its behavior—and this requires being aware of its functions in the larger systems of which it is a part."

"A change of world view not only brings about profound cultural changes, but also is responsible for what historians call a "change of age." An age is a period of time in which the prevailing world view has remained relatively unchanged."

"Every culture has a shared pattern of thinking. It is the cement that holds a culture together, gives it unity. A culture's characteristic way of thinking is imbedded in its concept of the nature of reality, its world view."

"Over time, every way of thinking generates important problems that it cannot solve."

"Systems science and technology constitute one aspect of systems thinking, but the humanities and arts make up the other. The fact that design plays such a large part in the systemic treatment of problems makes it apparent that art has a major role in it as well. Ethics and aesthetics are integral aspects of evaluating systems... the systems approach involves the pursuit of truth (science) and its effective use (technology), plenty (economics), the good (ethics and morality), and beauty and fun (aesthetics). To compare systems methodology with that of any of the so-called ‘hard’ disciplines—for example, physics—is to misunderstand the nature of systems. The worry is not that the systems approach is not scientific in the sense which physics or chemistry or biology is, but that some try to make it scientific in that sense. To the extent they succeed, they destroy it."

"Data is raw. It simply exists and has no significance beyond its existence (in and of itself). It can exist in any form, usable or not. It does not have meaning of itself. In computer parlance, a spreadsheet generally starts out by holding data."

"The effectiveness of any model used to describe and understand behavior of a particular system as a whole ultimately depends on the degree to which that model accurately represents that system. Nevertheless, there have been and are situations in which application of deterministic or animate models to social systems have produced useful results for a short period of time. However, in a longer run, such mismatches usually result in less than desirable results because critical aspects of the social systems were omitted in the less complex model that was used."

"The effort to get rid of what we do not want is reactive, retrospectively oriented problem solving. The effort to obtain what we want is proactive, prospectively oriented problem solving."

"In reactive problem solving we walk into the future facing the past — we move away from, rather than toward, something. This often results in unforseen consequences that are more distasteful than the deficiencies removed."

"In proactive problem solving we specify where we want to go, and we try to get there. Although such an approach does not eliminate the possibility of overlooking relevant consequences of our solutions, it reduces the probability of doing so. The more ultimate the desired outcome we specify, the more likely we are to consider the intermediate and long-run consequences of our immediate actions. The more immediate the source of dissatisfaction we try to get rid of, the less likely we are to take account of relevant consequences. Therefore, the chances of overlooking relevant consequences are minimized when we formulate a problem in terms of approaching one or more ideals."

"Managers are not confronted with problems that are independent of each other, but with dynamic situations that consist of complex systems of changing problems that interact with each other. I call such situations messes. Problems are extracted from messes by analysis. Managers do not solve problems, they manage messes."

"When a mess, which is a system of problems, is taken apart, it loses its essential properties and so does each of its parts. The behavior of a mess depends more on how the treatment of its parts interact than how they act independently of each other. A partial solution to a whole system of problems is better than whole solutions of each of its parts taken separately."

"Most corporate mission statements are worthless.... [Corporations] often formulate necessities as objectives: For example, 'to achieve sufficient profit.' This is like a person saying his mission is to breathe sufficiently"

"A good deal of the corporate planning I have observed is like a ritual rain dance; it has no effect on the weather that follows, but those who engage in it think it does. Moreover, it seems to me that much of the advice and instruction related to corporate planning is directed at improving the dancing, not the weather."

"In the Systems Age we tend to look at things as part of larger wholes rather than as wholes to be taken apart. This is the doctrine of expansionism. Expansionism brings with it the synthetic mode of thought much as reductionism brought with it."

"A system is a set of two or more elements that satisfies the following three conditions. (1) The behavior of each element has an effect on the behavior of the whole. (2) The behavior of the elements and their effects on the whole are interdependent. the way each element behaves and the way it affects the whole depends on how at least one other element behaves. (3) However subgroups of the elements are formed, each has an effect on the behavior of the whole and none has an independent effect on it."

"The Machine Age’s commitment to cause and effect was the source of many dilemmas, including the one involving free will. At the turn of the century the American philosopher E.A. Singer, Jr., showed that science had, in effect, been cheating. It was using two different relationships but calling both cause and effect. He pointed out, for example, that acorns do not cause oaks because they are not sufficient, even though they are necessary, for oaks. An acorn thrown into the ocean, or planted in the desert or an Arctic ice cap does not yield an oak. To call the relationship between an acorn and an oak ‘probabilistic’ or ‘non deterministic causality,’ as many scientists did, was cheating because it is not possible to have a probability other than 1.0 associated with a cause; a cause completely determines its effect. Therefore, Singer chose to call this relationship ‘producer-product’ and to differentiate it from cause-effect."

"I began graduate work in the philosophy of sciences at the University of Pennsylvania in 1941 where I came under the influence of the “grand old man” of the department, the eminent philosopher E.A. Singer, Jr. Because of the informality of the department he created I began to collaborate with two younger members of the faculty, both of whom were former students of Singer, Thomas A. Cown and C. West Churchman. Three aspects of Singer's philosophy had a particularly strong influence on me. First, that the practice of philosophy, its application, was necessary for the development of philosophy itself. Second, that effective work on “real” problems required an interdisciplinary approach. Third, that the social area needed more work than any of the other domains of science and that this was the most difficult. We developed a concept of a research group that would enable us to practice philosophy in the social domain by dealing with real problems. The organization we designed was called “The Institute of Experimental Method.” With the participation of a number of other graduate students in philosophy and a few other members of the faculty we started this institute on a completely informal basis."

"In the spring of 1951 Churchman and I accepted appointments to (then) Case Institute of Technology in Cleveland because Case was committed to establishing an activity in Operations Research and Churchman and I had come to believe we could probably work better under this name than under the cloak of academic philosophy. By the end of 1952 we had formal approval, but not without faculty opposition, for the first doctoral program in Operations Research. From then on the Group and the program grew rapidly and flourished. Case became a mecca to which pilgrimages of operations researchers from around the world came. In 1958, Churchman, for personal reasons, migrated to the University of California at Berkeley where he established a similar activity. Academic Operations Research activities began to proliferate and flourish, many of them modeled on those at Case."

"In June of 1964 the research group and academic program moved to Penn bringing with it most of the faculty, students, and research projects. Our activities flourished in the very supportive environment that Penn and Wharton provided. The wide variety of faculty members that we were able to involve in our activities significantly enhanced our capabilities. By the mid-1960s I had become uncomfortable with the direction, or rather, the lack of direction, of professional Operations Research. I had four major complaints. First, it had become addicted to its mathematical tools and had lost sight of the problems of management. As a result it was looking for problems to which to apply its tools rather than looking for tools that were suitable for solving the changing problems of management. Second, it failed to take into account the fact that problems are abstractions extracted from reality by analysis. Reality consists of systems of problems, problems that are strongly interactive, messes. I believed that we had to develop ways of dealing with these systems of problems as wholes. Third, Operations Research had become a discipline and had lost its commitment to interdisciplinarity. Most of it was being carried out by professionals who had been trained in the subject, its mathematical techniques. There was little interaction with the other sciences professions and humanities. Finally, Operations Research was ignoring the developments in systems thinking — the methodology, concepts, and theories being developed by systems thinkers."

"[The environment of a system is] a set of elements and their relevant properties, which elements are not part of the system, but a change in any of which can cause or produce a change in the state of the system."

"A subject may be said to be in such a state if he (it) wants something and has unequally efficient alternative ways of trying to get it."

"The synthetic mode of thought, when applied to systems problems, is called the systems approach. In this approach a problem is not solved by taking it apart but by viewing it as a part of a larger problem."

"Because a cause was taken to be sufficient for its effect, nothing was required to explain the effect other than the cause. Consequently, the quest for causes was environment-free. It employed what we now call 'closed-system' thinking. Laws. —like that of freely falling bodies—-were formulated so as to exclude environmental effects."

"Successful problem solving requires finding the right solution to the right problem. We fail more often because we solve the wrong problem than because we get the wrong solution to the right problem."

"Man seeks objectives that enable him to convert the attainment of every goal into a means for the attainment of a new and more desirable goal. The ultimate objective in such a sequence cannot be obtainable; otherwise its attainment would put an end to the process. An end that satisfies these conditions is an ideal... Thus the formulation and pursuit of ideals is a means by which to put meaning and significance into his life and into the history of which he is part."

"The measure of information to be developed here will also be related to freedom of choice; that is, it will be a function of the probabilities of choice associated with the alternative courses of action... The measure developed here is a function of m, the number of alternative potential courses of action."

"Prior to his introduction to combat, the average flier possesses a series of intellectual and emotional attitudes regarding his relation to the war. The intellectual attitudes comprise his opinon concerning the necessity of the war and the merits of our cause. Here the American soldier is in a peculiarly disadvantageous position compared with his enemies and most of his Allies. Although attitudes vary from strong conviction to profound cynicism, the most usual reaction is one of passive acceptance of our part in the conflict. Behind this acceptance there is little real conviction. The political, economic or even military justifications for our involvement in the war are not apprehended except in a vague way. The men feel that, if our leaders, the “big-shots,” could not keep us out, then there is no help for it; we have to fight. There is much danger for the future in this attitude, since the responsibility is not personally accepted but is displaced to the leaders. If these should lose face or the men find themselves in economic difficulties in the postwar world, the attitude can easily shift to one of blame of the leaders. The the cry will rise: “We were betrayed—the politicians got us in for their own gain. The militarists made us suffer for it."

"There is much that is lacking in the political education of American troops, for which army policy cannot be criticized in view of the similar apathy on the home front. Late in the struggle the army became aware of this weakness among our soldiers. The Information and Education Division was then organized to repair this gap in the psychological preparation for combat. Some progress in the face of considerable resistance has been made by this service, but at the time of writing the men still have only a dim comprehension of the meaning of the fascist political state and its menace to our liberal democratic government. The war is generally regarded as a struggle between national states for economic empires. The men are not fully convinced that our country was actually threatened, or, if so, only remotely, or because of the machinations of large financial interests. In such passive attitudes lie the seeds of disillusion, which could prove very dangerous in the postwar period. Certainly they stand in startling contrast with the strong political and national convictions of our Axis enemies, which can inspire their troops, when the occasion demands, with a fanatical and religious fervor. Fortunately, strong intellectual motivation has not proved to be of the first importance to good morale in combat. The danger of this lack seems to be less to the prospect of military success than to success in the peace and to stability in the postwar period."

"The formation of such feelings of obligation and loyalty to any group with which one is identified is of the highest significance to good morale. It is the essence of the powerful patriotic feelings which are stimulated in times of war, but which have their origins in earliest childhood. …Not all Americans have been able to develop a range of identification large enough to include the nation and thus to develop strong feelings of loyalty and obligation. To some extent this ability seems to be a measure of social maturity."

"The men seldom have any real, concrete notions of what combat is like. Their minds are full of romanticized, Hollywood versions of their future activity in combat, colored with vague ideas of being a hero and winning ribbons and decorations."

"Combat leaves a lasting impression on men’s minds, changing them as radically as any crucial experience through which they live."

"[Roy R. Grinker's Psychiatry in Broad Perspective]... provokes us to more thinking and, one hopes more research..."

"In this book, we have reported on a behavioral research study of hospital patients that included a post-hospital follow-up and an investigation of patients'families, We have in brief attempted to state what the borderline syndrome is and speculate on the how and the why."

"Although depression as an affect is found in several of the borderline categories, it does not correspond with that seen in the depressive syndrome. The borderline depression is a feeling of loneliness and isolation."

"In his attempt to produce an integrative overview of twentieth-century psychiatric history and thought, Grinker has given us a book that is full of broad generalizations about the importance of an interdisciplinary approach to mental health and psychiatric research."

"The emotional stress is a complex network of unusual strains inherent in the combat situation. The stress is derived from different sources, which again mutually reinforce each other."

"Jelliffe changed from an enumerator of visits to the out-patient dept to the most dynamic figure in American Psychiatry"

"This mechanistic approach to psychiatry is being used extensively at present; I think it can be stated unequivocally that it is fraught with extreme danger. There is not only an emotional but an intellectual change in the patients. Those who have seen fighters that have been in many battles know the 'punch-drunk' or 'slap-happy' conditions and may recognize a similar state in some patients after shock therapy."

"There is no single cause for any disturbance of the total organism, whether this be expressed as a behavior pattern often labeled psychiatric entity, or a physical disturbance classified as a somatic disease."

"Fatal heart attacks can be triggered by 'anger in all degrees, depression, and anxiety... This doctor states that anxiety places more stress on the heart than any other stimulus, including physical exercise and fatigue."

"I have tried to show that psychiatric research can be empirical and experimental, controlled, and operational and not dependent on inferences, analogies, or anecdotes. Hypotheses can be derived which are testable. Theory is a different matter. At the present we rely heavily on psychoanalytic theory or on still poorly formulated and defined general systems theory, information theory, or transactional theory. To explain the depth and variety of the interrelationship of somatopsychosocial facets of the totality of human behavior in process requires a unified theory of human behavior which we have not yet even approached. Integration or synthesis of biological, psychological, and social theory is not enough."

"Of the so-called global theories the one initially stated and defined by Bertalanffy in 1947 under the title of "general systems theory" has taken hold... Since then he has refined, modified and applied his concepts, established a society for general systems theory and published a General Systems Yearbook. Many social scientists but only a handful of psychiatrists studied, understood or applied systems theory. Suddenly, under the leadership of Dr. William Gray of Boston, a threshold was reached so that at the 122nd annual meeting of the American Psychiatric Association in 1966 two sessions were held at which this theory was discussed and regular meetings for psychiatrists were ensured for future participation in and development of this "Unified Theory of Human Behavior." If there be a third revolution (i.e. after the psychoanalytic and behavioristic), it is in the development of a general theory."

"The Society for General Systems Theory and its publication General Systems was a mixed bag. Few authors were actually doing research - they philosophized, and many prematurely resolved dilemmas by mathematical equations in a language poorly understood by the empirical investigator."

"Psychiatry is as broad as life"

"Psychiatry rides madly in all direction"

"Roy Grinker's life spanned nearly the entire 20th century, and his influence on the development of psychiatry during that century was profound... Roy Grinker was especially proud of his teaching and training, and many of his students went on to become chairs of departments across the country. He used to tell his residents who were anxious about graduating and going out into the world: "Well, you can always start the program over!" During his career, Grinker's interests ranged over neurology, psychiatry, psychosomatic medicine, clinical research, and psychoanalysis. Ultimately, he was a mentor and role-model for several generations of teachers and leaders in all these various fields."

"… All other languages can be translated into the thing-language, but the thing-language cannot be translated into any other language. Its terms can only be reduced to what are called "ostensive" definitions. These consist merely of pointing or otherwise evoking a direct experience. Hence, the thing-language is absolutely basic. Out of this basic language, we build up the other languages of the sciences, beginning with the language of physics, and proceeding to biology, psychology, and the social sciences."

"In the last two decades we have witnessed the emergence of the "system" as a key concept in scientific research. Systems, of course, have been studied for centuries, but something new has been added... The tendency to study systems as an entity rather than as a conglomeration of parts is consistent with the tendency in contemporary science no longer to isolate phenomena in narrowly confined contexts, but rather to open interactions for examination and to examine larger and larger slices of nature. Under the banner of systems research (and its many synonyms) we have also witnessed a convergence of many more specialized contemporary scientific developments... These research pursuits and many others are being interwoven into a cooperative research effort involving an ever-widening spectrum of scientific and engineering disciplines. We are participating in what is probably the most comprehensive effort to attain a synthesis of scientific knowledge yet made."

"The development (rather than the history) of operations research as a science consists of the development of its methods, concepts, and techniques. Operations research is neither a method nor a technique; it is or is becoming a science and as such is defined by a combination of the phenomena it studies."