Building on the assumption that the most important skill for the future is the ability to think, an initial framework for an intellectual processes curriculum theory is described. A definition of intellectual processes is formulated first: Intellectual processes are those mental operations that enable one to acquire new knowledge, apply that knowledge in both familiar and unique situations, and control the mental processing that is required for knowledge acquisition and use. Five dimensions of thinking can be used as the focus for an intellectual processes curriculum: thinking processes, core thinking skills, critical and creative thinking, metacognition, and the relationship of content to thinking. Intellectual processes, however, cannot be taught separately from subject knowledge. A framework for the development of an intellectual processes curriculum would: (1) identify goals; (2) develop an instructional model; (3) build on five instructional principles for developing intellectual processes (help students organize their knowledge; build on what students already know, facilitate information processing, facilitate deep thinking, and make thinking processes explicit); (4) enhance the role of the teacher as facilitator; and (5) develop an evaluation process. Constraints to developing an intellectual processes curriculum include criticism for the narrowness of the curriculum, charges of "playing school or scientist," and apparent neglect of content knowledge. (24 references) (KC)