Following the publication of David Solomon's winning young Scholar paper, "Toward a Post-modern Agenda in Instructional Technology," in issue 48(4) of ETR&D, several readers inquired asking for more concrete information on the meaning of postmodernism and its implications for practice and research in instructional technology. One reader in particular, Rick Voithofer from Ohio State University, asked if he could submit a reaction to Solomon's paper. I agreed to examine a draft, on which I provided feedback and encouragement to continue. I then invited David Solomon to provide a brief rejoinder. The products of these efforts follow.
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