In this paper, we present Gardner's conception of the ethical mind; make the case for adolescence as an important period for fostering the development of the ethical mind; and present obstacles that can thwart this development. We conclude with recommendations to parents and educators working with gifted adolescents that can be useful in surpassing these obstacles. Specifically, we suggest that parents and educators develop curriculum and discussion topics about ethical issues that make use of young adults' intense focus upon the self; offer opportunities for direct interaction with struggling fellow citizens; and present content about ethics in a variety of formats that play to differing critical thinking abilities. Each of these strategies can play an important role in fostering the ethical minds of gifted adolescents.
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