Topics and issues which are central features of current secondary school economics curricula can be used to develop two aspects of students' thinking skills: (1) the development of problem-solving skills, and (2) the recognition of logical fallacies. The efficacy of economics instruction as a vehicle for developing student problem-solving skills arises because the subjects' major concern is that of analyzing how scarce resources are allocated between competing needs. The core concept of the subject is therefore that of choice, which parallels the central problem confronting all decision makers, namely the choice of competing alternatives to achieve a given purpose. The second area, the development of students' understanding of logical fallacies inherent in economic dilemmas, results when students' initial attempts at an explanation of the causes of inflation, unemployment, and underdevelopment are met with explanations about the limitations of reasoning by analogy and generalizations from small samples. Case studies and readings which can be used to stimulate questions about logical thinking and problem-solving skills are provided in appendices entitled "Even Rationing is Better Than Nothing,""Air Bags May be Motorists Best Bargain Ever," and "Price Controls on Food." A bibliography of over 20 related resources concludes the publication. (LH)