This paper considers the role philosophy plays in model construction, focusing on the re-visioning of the classroom, an emerging philosophy influencing the perception of instructional development (ID) models. The constructs of paradigm, model, theory, philosophy, and phenomenology are presented as a way of reflecting on the philosophical origins of a model. An overview is provided of the history of ID and the underlying elements of analysis, design, production, evaluation, and revision. A taxonomy for classifying ID models is then suggested. This taxonomy is a matrix relating the three classes of models (classroom, product, and system) to the following selected characteristics: (1) typical output; (2) resources committed to development; (3) team or individual effort; (4) ID skill/experience; (5) emphasis on development or selection; (6) amount of front-end analysis/needs assessment; (7) technological complexity of delivery media; (8) amount of tryout and revision; and (9) amount of distribution/dissemination. The conclusion discusses current visions of ID theory and practice and affirms the relevance of the ID process and existing models. (Contains 19 references.) (MES)