The desire to render college curricula and college teaching more
effective has resulted in ever increasing debates about content
and method of instruction of the Economic Principles Course. The
purpose of this thesis is to examine the behavioral approach to
the subject matter of a one quarter macro-principles course. In
addition to the question of method the problematical aspects of
content and purpose are also examined. The question of what to
teach and to whom to teach it has not been resolved and an attempt
is made in this thesis to provide a rationale for the development
of a substantive content which would provide the student with means
to make relatable interpretive use of the knowledge gained.