Traditional views in instructional technology are often based upon the application of scientific knowledge. An alternative paradigm, post-modernism questions whether science alone offers the best approach to teaching and learning. Post-modernism offers alternative perspectives on the theory and practice of instructional technology; however, its potential contributions to the field require clarification. There are two major impediments to building a post-modern agenda in instructional technology. First, a widely accepted definition does not exist. Second, the implications for theory construction are unclear (perhaps as a consequence of poor definition). The purpose of this paper is to construct an integrative and cogent definition of post-modernism that will initiate dialogue among professionals in the field. Part One of this paper addresses several issues that are impacting the definition of post-modernism. Part Two presents general assumptions about post-modernism and constructs a definition of post-modernism that will promote communication within the field. Part Three explores the potential contributions of post-modern concepts in instructional technology. (Contains 80 references.) (AEF)