The purpose of this study was to inquire the relationship between thinking education and psychology of school subjects. Thinking has been studied in two ways: general problem solving and domain-specific problem solving. Recently more emphasis has been given to domain-specific approach by information processing - oriented cognitive psychologists, because problem solving needs domain- specific knowledge. Each domain of knowledge can be classified into propositional or declarative knowledge and procedural knowledge. Declarative knowledge is represented by propositions and these form networks, while procedual knowledge is represented by productions and these form production systems. Expert and novice problem solvers show differences both in declarative and procedural knowledge. Experts’ declarative knowledge is better organized and elaborated than that of novices’, and the former ' s procedural knowledge is better automatized than that of the latter's. Thinking and knowledge acqusition of school subjects is closely related, and so recent cognitive psychologists investigate learning processes of school subjects such as reading, writing, mathematics, science(social and natural) , and so on. However, more research needs to be done in other fields such as art, music, ethics, and so on. If knowledge acquisition processes are known, better teaching methods would be implied in those subjects, and thinking education would be more effective. Studies are few which deal with the relationship between thinking and knowledge acquisition in Korea. Therefore, many studies are needed in this field. Researchers also have to attend to the study of wisdom, because wisdom is the crux of thinking and famous researchers such as Stemberg has begun to study wisdom only recently.