An approach to teaching introductory psychology is presented, stressing depth over coverage and giving power and authority to students rather than to the teacher and the textbook. The typical introductory class is dedicated to the notion of coverage, and textbooks and tests are material artifacts supporting the ideal of coverage. Also in most introductory courses, students assume an acquiescent and non-authoritative status vis-a-vis the authority of the text and the teacher. The proposed approach involves studying in depth one "eminent contributor" to the field of psychology. For 8 weeks of the course, students write short reports on several contributors, recommend papers for other students to read, and write position papers explaining the pros and cons of studying the various contributors. Following "campaigning" and a series of votes, the class chooses one contributor to concentrate on. Students then conduct an inquiry into that individual, reading works by and about him/her, and writing papers. Course grades are based on the students' degree of participation in the project and their peers' perceived value of each student's participation. Limitations of the technique are noted, and six references are cited. (JDD)