This presentation is based on two essays by the author (P. K. Jamison): (1) "Providing Alternative Views of Contexts, Instruction, and Learning in Graduate and Continuing Professional Education Courses in Instructional Development"; and (2) "How Is Instructional Development a Social Practice?". The first essay presents a critical inquiry, qualitative, action research framework for exploring instructional development with teachers, developers, and other professionals; the second provides discourses on the theory and practice of instructional development from a postmodern stance. Both address the question of how instructional development is a social practice. Elements that are impacting society and require educational reform are examined: instability and uncertainty of the future; information technology movement; sociocultural and demographic changes; and lifestyle changes. Three programs and the social practices involved are described, and primary outcomes of a critical/postmodern approach are identified: greater social interaction; improved student and faculty well-being; movement and integration across disciplines; formulation of ideas for action research and innovative projects; improved feedback and communication; desire for social and professional development; increased motivation and commitment to educational activity; empowerment of the educational community to take responsibility and ownership of educational issues; improved environments and leadership; and thoughtful and dynamic educational programs. (AEF)