This chapter examines the relationship between education, educational technology, and instructional development. The Universe of Learning model and the China Syndrome (i.e., the tendency to see oneself, one's activities, or one's interests as being at the center of things) are discussed in relation to student development, faculty development, organizational development, developer development, and context development. These forms of development are also considered in relation to each other, to the cybernetic model, and to education. It is argued that education is not centered around instructional development, as some in the field seem to think, but around student learning, with instructional development as one important component. Seven figures are provided. (20 references) (Author/EW)