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Abstract
Chapter 14 took a look at Gardner's possible ninth intelligence. This intelligence is called existential intelligence, otherwise known as spiritual intelligence. These are characterised by the questions: Who are we? Where did we come from? What is my purpose in life? Naturally when people think of questions like this the issue of religion comes up, because it is what people generally try to use to answer those questions. Most of us thought that this was interesting and that it would be of some merit to try and incorporate it into the classroom, but it would spark a lot of controversy because of the “r word”. However it does have limited applications in the classroom, most of the social studies concentrations noted that it can be used in the subject of history. If you want to learn who you are where you came from a natural avenue is to look down the family tree.

[|George]'s Synthesis
Since this is not a formal intelligence and it's a controversial one at that resources were pretty sparse. However, I did discover [|a website] that describes several indicators that one has a strong existential intelligence. I also decided to focus on the history aspect and provide a resource to help students look at their [|family genealogy]. It might be that family's might not have a detailed family history beyond three generations, or some might have a detailed one and students can look at that. I think it's great because I can look at myself and see that I am a lot like my mother in organization and untimely forgetfulness. My brother however, is a lot like my grandfather. They both know their way around a workshop and build most anything and both are excellent cooks. Looking at things like that might show that I myself have a strength in the Existential.

Darren
Howard Gardner's Existential intelligence revolves around the idea that human beings continually question the fundamental questions of life, like the meaning of life. This intelligence has not yet been included in the MI model, but I think it most certainly should be. I think that these questions are the most important a human being can consider, no matter their religious affiliation. I, for one, think about these things everyday. I wonder exactly what I should be doing, why I am here, and if this can be incorporated into the classroom, the loneliness that these questions can illicit will be distinguished by the kids surrounding them. In fact, teachers could create a great support system that delves into these ideas head-on in the content area. Tons and tons of books can provide different opinions on these matters and the direction in which the author thinks we're heading, and the connection doesn't have to be only the Bible's impact on an author. It is everywhere. There are so many spiritual debates and questions that these kids will encounter; they should be educated and have an opinion, or at least know how to respond to others. Too much of our world is science versus religion, and people are often blind to the other side. Therefore, by developing this intelligence early on, it will create less ignorant people and keep kids in touch with what is important in their lives. I think extrinsic intelligence should most certainly be included in the MI model.

Cassandra
Most teachers would shy away from the existentialist intelligence. However, wondering and searching is a part of who we are as humans. Spirituality is found in diets for Health Class, battles in History, and theories in Science. English is riddled with the different morals and beliefs that are contested between the different beliefs. Even those who claim to not believe in God spend time wondering why we do what we do, what makes us different from dolphins, and why we even wonder! If evolution was the only answer then it wouldn't be called a theory; I would even go so far as saying that teaching evolution as a fact is teaching a religion because it negating all religions that believe otherwise. There was a **brilliant** Catholic girl in my Biology class that failed the class just because on every assignment she would make it a point to say //theory// and //if.// The different beliefs should be embraced, because they define many students.

Amy
CH. 14 Existentialists are people that spend the majority of their time asking questions such as, “why are we here, what is the significance of my life, what happens when we die” (127) and a plethora of other life questions. I understand that these thoughts are on the mind of most every person at one time or another regardless of their spiritual beliefs. On the other-hand, I feel as though Existential is not an intelligence, but rather thoughts of a person that are usually very private.Bringing this type of “intelligence” into the classroom may cause some students to feel uncomfortable, and may make them feel like they have to take into account the spiritual thoughts and ideas of peers. While I personally would not have a problem expressing my views and religious beliefs, I know many individuals that would have a problem doing so. The classroom should be a comfortable environment, and if a new intelligence of such high-controversy were to be brought in, the comfortable environment would dissolve and high quality learning would not take place.

Dan
This chapter focuses on three other ways to apply MI in the classroom. The first is with computers, the second is with cultural diversity, and the final is with career counseling. The computer application gives different games or software a student can use that hits a certain MI. Word processor (linguistic), math blaster (Math-logical), tetris (spatial), golf pro (bodily-kinesthetic), garage band (musical), sim city (interpersonal), Oregon trail (intrapersonal), and amazing animals (Naturalist). I have played everyone of these games or one very similar to it in school. I guess computers are not just for the math students anymore. With cultural diversity it is important for students to see important figures from each of the intelligences because it won't give off stereotypes. With the career counseling it is important for students to see the different careers that correspond with their MI. As teachers we can't stress to them a certain career choice just because they are that MI. We can show them examples and tell them that they are going to want to do something that makes them happy.

Ethan
The idea of a ninth intelligence is presented in this chapter. Armstrong talks about the idea that there is a ninth intelligence that relates to existential thinking, that is why are we here, what is the meaning of life, etcetera. I can understand why this would be considered an intelligence because for thousands of year’s humans have been developing their own ideas and beliefs so much so that wars have be waged because of differences in thinking. This, for me, exemplifies the differences in the existential intelligence. That would then in theory make it a whole separate thing from the eight multiple intelligences because within the existential intelligence there are a multitude of different ways of thinking. I feel like this would be a hard concept to integrate into the classroom, but the ideas they gave on teaching it mathematically were very helpful and I feel I could use those ideas in my classroom.

Andy
Finally the last chapter of the book…quite interesting. I feel that this intelligence has some substance to it. By this I mean that it should be looked into further and possible be made a real concrete intelligence. As the author mentions, many other cultures have burial rights, myths, and structures that attempt to tangle with this idea. I feel that most people go through a stage in their life where they want to know what life means, what is this all about, or who are we? Although, coming from a teaching stand point it will be very, very difficult to incorporate this into the classroom. Although it is quite a concrete idea it is still very vague. Students may be able to understand the concept, but they may find it very hard to ground it on anything real. I could also see parents, administrators, or other teachers looking at this intelligence as a “fluff” intelligence. As I said early, I believe there is something with this and it should be looked into more.

George
Chapter 14 addressed a possible ninth or what Gardner likes to call his eight and a half intelligence. It's not developed enough to entire the MI theory, at least not yet, but it may at some point. That is Existential Intelligence. Sometimes refered to as spiritual intelligence it is characterised by the questions of who we are and how we got here. Then there was a list of several topics this theory could fit into and one was history. This struck a cord because I have always looked at history as the story of who we are and how we got here. I might have a bit of a showing in this ninth intelligence because I am always hungry to try and learn more about my family history. I had a good day when I found out I'm a descendant of a Medal of Honor winner. Also try to apply the people in the family tree because I think a little bit of each is in me, some more then others. I should try to be aware of students who have similar interests.

Josh
This chapter focuses on the potential ninth intelligence, Existential. The first part of the chapter covers how the intelligence mostly fits the criteria the other intelligences fit into, but it seems to be hard to fully chart aspects of the intelligence or find a way to evaluate students work as existential work. However, the book reminds us that it's important to keep this intelligence in mind, despite certain difficulties. The book gives suggestions on how teachers can incorporate existential intelligence in the classroom.

Damian
An existential intelligence? I suppose the reason it hasn’t made it into the list yet is because the existentialists out there are asking: What’s the point? Bad joke, I know. Just because it’s a widespread thought system though that can span religions and time does that warrant it as an intelligence? I would say not. There are several things like this that span cultures, time and spirituality but that doesn’t mean that they are intelligences as Gardiner proclaims, they are more like a sphere that encompasses the intelligences. Does it have merit in a classroom though? I would say yes. Teachers deal in information, and while this phenomenon is fascinating, I do not believe that teachers are ready to talk about the existential in a way that will benefit students or bolster their learning.

Sean
I lucked out here. Usually the chapters don't give much in the way of examples of how to integrate all of the intelligences into a History class. This chapter just gave straight up descriptions of how the Existential Intelligences can be tied into all the disciplines, including History. It gave a great example of how to tie it in to American History, as well as just reminding you that existentialism is a very integral part of history, if only to understand the why behind history, and give meaning to everything they are learning about, from the early wars and conquerors, to the Holocaust.

Brian
Existentialism seems to be a very personal issue. I feel like if we begin to teach existential beliefs in school, then we run the risk of over powering students individual thoughts on existentialist matters. During my schooling, I was able to see what and how some people thought, through novels and art, but was never told, this is wrong or crazy, or this is a great way to look at this, or what have you. I feel like if we are going to teach existentialism in school, we need to be very careful about how we go about it, so not to violate a persons individualism.

Zack
This chapter covers another MI which we have not covered yet, Existential. I personally believe this is a MI since, and the most important one, it is how well someone is in tune with the world. This is the humans first intelligence but is never focused on so students are unable to exactly use it correctly. All people are born with this intelligence, just as we grow up, unlike in prehistoric time when it was necessary it is no longer necessary in order to make it through life. Early years though relied on this one to find the right partner, and to make sure they are going to continue to live through out life. I personally believe that I am partially existential, and I believe this because as I was looking through other resources I love doing everything that they were talking about as ways to bring it into the classroom.

Jennifer
Along with the eight intelligences, Howard Gardner describes a possible ninth intelligence, the existential. This intelligence seems to fit the criteria according to Gardner, it has cultural value, developmental history, symbol systems, exceptional individuals (Forrest Gump!) psychometric studies, evolutionary plausibility, and brain research. At first I assumed that this was the "religious" intelligence and only had to do with religion. It seems like it is in the definition; however, looking at the questions "Who are we?", "What's it all about?", "Is there meaning in life?" (MI pg. 127) when answered by different people does not always have to do with religion. Some people could believe in a more scientific approach, or that everything is random. As teachers we still need to be careful when working with this intelligence so we do not show the students a bias towards certain ways of look at it (being to religious or to scientific). I thought that the different explanations for each intelligence showed a good variety.

Liz
This chapter discusses Gardner’s possible ninth intelligence the Existential Intelligence. It is the respect of the “outer-worldly” and how some people seem to experience this. According to Gardner it qualifies based on most of his expectations for an intelligence. Gardner fears that some people will take it as a religious intelligence. I guess this is important to remember as a teacher because there are some students that think like this and their learning style needs to be accommodated. This chapter further shows Gardner’s influences on this theory and how he will continue to be.