Educators in speech communication are confronted with determining what criteria comprise "disciplinary breadth" in basic courses. Such a course ought to teach students about the disciplinary perspective and process, promote active learning, emphasize methods of thinking characteristic of the discipline, and encourage life-long learning. Most basic courses tend to be behaviorally focused in applying knowledge to behavior and integrating that knowledge into students' life-long repertoires, but these courses neglect the methods of thinking characteristic of the discipline. Basic courses should be structured so as to help students understand how professionals in the discipline understand their methods. How professionals study must be the focus, not just what is studied. To teach such a course, educators need to become more aware of their own way of proceeding that may be largely intuitive or only tacitly understood. Furthermore, students need to be challenged to identify and understand their own "logic-in-use" and the different interpretations resulting from its application. (Twenty footnotes are included.) (KEH)