This article, written for psychologists, educators, and allied health professionals, is both a review of the "Handbook of Human Intelligence" Robert S. Sternberg, editor, and an essay in response to it. Following a note on the contributions made to the field of cognitive psychology by Sternberg and the Handbook, chapters of the book, which include conceptual issues, multiple definitions for intelligence, and a taxonomy of cognitive competencies, are reviewed. The contributed chapters in the Handbook, which focus on various aspects of intelligence are reviewed separately, with specific consideration as to how each aspect contributes to and broadens the definition of and research on intelligence. Areas which are covered include: psychometrics, perception and attention, learning and memory, intelligence as reflective thinking, mental retardation and the instructability of intelligence, education, intervention programs, the cultural relativity of intelligence, and intellectual development. The paper concludes with reflections on two issues that were generated by the author's reading of the book. The first issue is whether intelligence research exists as a separate field of inquiry within the broad study of cognitive psychology. Arguments in favor of a separate subfield as well as potential dangers (e.g., stagnation and research issues) are presented. The second concern focuses on a need for the teaching of intelligence in light of the information processing and transmission revolution. The movement of teaching, from specific skills, which are being taken over by computers, to skills in how to learn, and adaptation, is recommended. (BL)