Cronjé makes the case for instructional design that integrates both constructivist and objectivist approaches, the two of which have most often (or, perhaps, traditionally) been perceived and deployed (by theorists, teachers, etc.) as oppositional and mutually exclusive. Instead, Cronjé proposes making these two approaches complementary, placing them at 90 degrees to one another on an axis and creating four quadrants (of representing different pedagogical methods) in which one can plot the multifarious nature of any given–in his terming–”learning event”: “not…a single iteration of stimulus/response/reinforcement, but rather as a series of interventions that are designed to reach a specified objective” (p. 6). Cronjé (citing a couple of case studies and commentary provided by professionals in the field on such) then concludes that, even though the extremes of objectivism and constructionism may not be compatible in any learning event, the majority of learning events can and do contain elements of both of these approaches. This more peaceable coexistence, Cronjé argues, is a more logical and productive view than the more traditional, oppositional view that many in the field have adopted.