Recent theorists have begun to re-conceptualize the construct of "intelligence." This paper reviews recent theories of intelligence and indicates implications for practitioners, educators, and individuals. Theories and theorists discussed include the following: (1) Robert Sternberg has advanced the "triarchic theory" of intelligence with three subtheories (componential sub-theory, experiential sub-theory, and a contextual sub-theory). Of particular importance for education are Steinberg's conception of "insight," his components of "knowledge acquisition," and his conception of "automaticity." (2) Howard Gardner has indicated that there is no single intelligence, but that there are several types. These include linguistic, logical, mathematical, visual and spatial conceptualizations, body kinesthetic skills, inter-personal abilities and intra-personal knowledge. (3) Warren Dohemann and Melvin Suhd have removed emphasis from higher theoretical aspects of intelligence to the practical matters of learning and education. They point toward growth and the maximization of intelligence through the curriculum. (4) Alan and Nadine Kaufman have developed the Kaufman Assessment Battery for testing of sequential and simultaneous processing, in an effort to integrate theory and practice. (5) Feuerstein's Learning Potential Assessment Device also has a strong theoretical foundation. (6) Thorndike has advocated an information processing point of view toward intelligence. His processing perspective encompasses long and short term memory, neuristics, and speed of processing. (LMO)