Towards a philosophy of instruction

What is the nature of instructional design? Is instructional design merely the practical application of learning theories to learning situations? What elements form the building blocks of instructional design theory and research? What assumptions about the nature of people and society are behind theories, principles, and practice? These questions occur in the context of international discussions about foundation issues in instructional design, partly as a result of new perspectives and approaches, and partly in association with doubts and musings at the beginning of a new millennium. In this paper I argue that there is an identifiable landscape (context, perspectives, sets of issues, methods, and values) associated with instructional design. Key features of that landscape include assumptions about the nature of being a person and living in society. Finally, I argue that without some identifiable instructional landscape that there is little possibility for progress in educational research