Unlike other revolutions, the information revolution is not grounded in ideology but rather science and technological developments. The episteme of science has an historical legacy that is well documented by contested and often conflicting accounts. In this paper, a thesis for the dis-aggregation of scientific knowledge (meta narratives) is adopted to tease out a framework for contemporary analysis of social spaces and the self. The sub-text is a testing of knowledge acquisition, validation, and representation claims, against the inferences, explanations, and uncertainty beliefs elaborated in recent textbooks used in the teaching of information systems. The problem is 'the present'.