Re-examining the Foundations of Instructional Design: Toward a Conscience of Craft Russell T. Osguthorpe Brigham Young University Richard D. Osguthorpe University of Michigan

What are foundations? “The underlying principles or logical basis (of a subject), esp. as a separate matter for study” (Oxford English Dictionary)

Foundations of Instructional Design We believe that there are at least four primary domains in which we can investigate foundational assumptions and beliefs in the field of instructional design: (1) historical, (2) psychological, (3) sociological, and (4) philosophical.

Philosophical Foundations The role of philosophy in the field of Instructional Technology has not been explicated. Exploratory studies that investigate philosophical assumptions about the theory and practice of Instructional Technology are rare (David Solomon, 2000, pp ).

A Framework for Examining Philosophical Assumptions and Implications

Linking Foundations to Practice Designer: Personal Beliefs Theorist: Foundational Assumptions

Linking Foundations to Practice I used to use token economies in my classroom, but then I noticed what was happening to relationships, and I decided that I had forgotten the dignity of the children I was teaching. I’d learned about token economies in a class I’d taken, but my own beliefs told me that it wasn’t a good thing for my children (Lois Bobo, personal communication, October 22, 2002).

Episteme and Phronesis Episteme: Generalizable principles Phronesis: Practical reasoning

Prudence The more highly developed one’s practical reason (phronesis), the more prudence one acquires as a result of practicing the profession.

Prudence “ability to discern the most suitable, politic, or profitable course of action, especially as regards conduct; practical wisdom, discretion.” (OED)