The fundamental needs and urges of undergraduate students should and can be accommodated in the curriculum. However, the large body of information on student development is little reflected in curricula, college organization or instruction. Revitalized instruction depends upon the teacher's acceptance of certain postulates: that students have drives which operate toward healthy development if given opportunity, encouragement and freedom; that learning is not necessarily logical but psychological and gets direction and energy from the learner, not the discipline; that cognition and emotion are equally valuable and should be cultivated; that the interaction of peers is a much greater force than interaction between younger and older. Present faculty training and interests, the reward system, admissions process, organization of the curriculum and rules governing it all work to distort and hamper personal development. The curriculum should include: general courses providing a common body of allusion, illustration and principle necessary for people to communicate and share the same culture; liberal studies enabling students to sample different fields; contextual studies; and specialized courses. A much greater use of "affectively charged" courses would be appropriate, especially during the early years. Recognition should also be given to student desires for personal identity and satisfying interpersonal relationships and to the need to educate for the use of leisure time. Recommendations and a model curriculum are included. (JS)