ABSTRACT
My task in this concluding chapter is-to the extent possible-to integrate the accounts of extracognitive aspects of high ability encountered in the preceding chapters into a single story. I hope that readers, and the authors themselves, will forgive me if I fail to address some of the subtleties in their work, or if I bend their views to fit into my own story of how these ideas fit together. This is especially true of the detailed case studies provided by Subotnik and by Shutte, Soloman, and Gardner. Let me begin by making a basic point endorsed by all the authors of the volume: Human flourishing and all exceptional achievement requires more than just expert knowledge.
