Abstract
My original paper, “Toward a Post-Modern Agenda in Instructional Technology” (Solomon, 2000), was an interdisciplinary review of the literature and offered multiple perspectives of the subject, a post-modern approach sometimes referred to as multivocality. I found several themes inherent in the literature, which I presented as eight general assumptions about post-modernism for consideration, discussion, and adoption. Then, I concluded the paper with a discussion about the potential contributions of post-modern concepts in instructional technology. In a reaction to my paper, Voithofer and Foley (this issue) misinterpreted some of the purposes and assumptions expressed, by seeing my view as an effort to construct a model of a post-modern agenda, which could not be further from my original purpose. This paper serves to clarify my position as a sequel to their response.
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