This session extends a prior analysis in which four gatekeepers of the literature in gifted education used an investigative framework borrowed from the humanities and social sciences to study four levels of our field (practice, research, theory, philosophy). Discovering that gifted education is fractured, conflict-ridden, and porous instead of unified, insular, and firmly policed, the analysts now employ the construct of cognitive diversity to extend their analysis. Cognitive diversity strengthens problem solving by applying diverse perspectives or interpretations, heuristics, and predictive models to analyses of complex problems. Implications for theory, research, and practice are developed.