There has been a flood of publications concerned with the teaching of thinking and problem solving, a great many exploring definitions and approaches to instruction. This book explores the implications of recent theoretical positions as in the work of Elliott Jaques, Joseph Walters, and Howard Gardner; examines the long interest and study of intellectual development with the gifted and talented, which has occupied Harry Passow's attention for more than a decade; and examines specific theoretical and related curricular approaches described in the essays by Allan Glatthorn, Robert Sternberg, Frances Link, and Garry McDaniels. Wherever possible, these authors analyze how their ideas might contribute to thinking about educational planning. (JD)