MI+B2+Chapter+14



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Abstract
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].

[|Sythesis:] We have a couple of competing views in this chapter, it seems. Some of us feel that the existential intelligence is something we could and want to incorporate into our classes and see it's value in helping students explore deeper life questions (not necessarily religious ones). On the other hand, some of us feel like bringing existential intelligence into the classroom is like opening a can of worms due to it's possibilities for controversy, or aren't sure how it might apply to their subject, or feel that it's not totally appropriate (separation of church and state). While I think it will be hard to reconcile people's feelings on the subject (because it is controversial and can be extremely personal) I think we can all agree that philosophy, spirituality, and/or religion, as well as a desire for answers about life, are all parts of life and we need to be aware that there [|students who may possess this intelligence]. = =

Kirsten
The idea of existential intelligence gets me really excited. I think some people truly have a stronger connection to their spirituality or personal philosophy than others. It was helpful to read Armstrong's suggestions on how we can include existential intelligence into our cirriculum, but I feel like he fell too heavily into religion. Existential knowledge can stem from things other than religion, but also from science and philosophy. I also think any good teacher sort of automatically comes back to this intelligence because it's something ingrained in all of us. We all want to know, to some extent, more about our deeper selves, our relationship to the world around us, and how //this// (our lives, human existence on this planet) all works. A good science teacher should be able to describe the creation of the universe or the evolution in such a way that it gets his students thinking about their origin. A good English teacher needs to take the broader, abstract ideas behind great philosophical texts and apply them to Jane Eyre or even Harry Potter. Most of all a good teacher, in any subject, should maintain the general connectedness to the universe that comes from existential intelligence.

Jordan
Armstrong dedicates this chapter on the reorganization to Gardner’s possible ninth intelligence, the Existential Intelligence. The Existential Intelligence deals with “a concerns with ultimate life issues” (Armstrong 127) and is concerned with the ultimate questions of life. It is important to realize, however, that the Existential Intelligence does not deal with religion, spirituality, or any sort of belief system. This intelligence would have to be “handled with care” in the classroom; if teachers wanted to solely address this intelligence the curriculum would be narrow and it would be hard to assess students for these intelligences. Instead, Armstrong suggests that teachers integrate the Existential Intelligence into the classroom by addressing “big life” questions to pre-existing curriculum. By doing this, students will be exposed to the intelligence and teachers will be able to take their students more deeply into their lessons. As a student, I think that I would have liked to have these questions asked to me because not only does it get me thinking on a different level, it makes me evaluate the information that I already know. As a teacher, I think it is a good method to use because it makes students evaluate what they have learned and think about it in an original situation.

Ryan Snowman
This chapter discusses a possible ninth intelligence, and the implications that it has on education and the MI Theory. The new intelligence is called existential and is described as having “the capacity to locate oneself with respect to the furthest reaches of the cosmos…” (p.127). In other words, the existential intelligence focuses on questions of life and death and how humanity comes to grips with these questions. Addressing this intelligence could foster some controversy in the classroom because of the spirituality and religious implications. However, it can be applied in a lot of areas free of controversy. For instance, a person who uses this intelligence would be particularly interested in the separation of the Church of England from Roman Catholicism, and they would also be interested in reasons why religious groups from England sought religious freedom in America. I think there is room for this intelligence. I think that people who fall under this category ask very deep questions that could foster deeper understandings. However, in some cases, those questions should be handled with care.

Leah
In previous chapters a ninth intelligence, existential, has been mentioned, but not looked at that closely. The proposed existential intelligence is defined as "a concern with ultimate life issues." I think this intelligence is very alive in some people, and should be acknowledged. For instance, my friend told me a cute anecdote about how she worked at a summer camp and was pushing this five year old boy on a swing when he just turned to her and asked "why are we here." She asked if he meant at the swing set and he clarified by saying on the earth. I feel like this boy clearly showed a strong inclination for existentialism. While I understand the controversy around religion in schools I think trying to teach students to think about larger issues is essential to helping an individual become a life long learner. By focusing on the big ideas of existential questions one can avoid conflicting with the law of separation of church and state, and other religious controversies.

Mykayla
Armstrong dedicates his last chapter to the eight and a half intelligence: the existential intelligence. I personally do not believe this should be completely used in a classroom. I know it is important to look into all the aspects that are in incorporated into this intelligence, but I think it would disrupt a classroom by using it. When my teachers used to talk about abortion and other current controversies, my classmates would go off on tirades to defend their point and the class would get completely out of hand. If the point in this intelligence is to have students think deeply about the world it should be dedicated to a separate class and not the typical classroom. This keeps those students, like myself, who do not care for debating out of that situation, but still allows those students who want to discuss those topics to have the opportunity to discuss them.

Brittany
Howard Gardner is exploring the idea of a ninth intelligence, existential intelligence. Existential intelligence is explained as “a concern with ultimate life issues” (127). This intelligence targets the questions of life and existence. One concern about this intelligence is the potential of the influence of religion as motivation. Students of this intelligence concern themselves with the humanity aspect behind the topic. This means that this student will look into the details of how the subject matter plays a part in the everyday person’s life. Although it is not officially the ninth intelligence, teachers should be aware that some of their students are thinking in this way. With this awareness, teachers can take the necessary steps to direct some of the lesson planning to that strength of intelligences as well.

Corinne
While previously there were only eight intelligences discussed, another one is presented in chapter 14. Existential intelligences is intelligence in the human condition and big life issues. This new intelligence is interesting, because I could immediately relate the intelligence to my unit I am currently developing. Existential intelligence students would be interested in my overall theme of what causes change in history. It is concerned with ultimate life issues, in the past and in the changes that are occurring around us today. Armstong outlined that another concern is with religious conflict, and trends in philosophy. Both of these work into my unit, with the schism between the Catholicism and Protestantism, and also the re-birth of ancient Greek and Roman philosophy and ideals. It is exciting that existentialism can be classified as the ninth intelligence, because it is so relevant to the subject that I am passionate about.

Ryan
This chapter discusses the possibility of a ninth intelligence. This ninth intelligence is called existential intelligence and deals with the topic of life and death and how everyone deals with lose of a love one. There are too many negative side effects with this multiple intelligence that could cause many problems in the classroom. Some of the negative side effects deal with religion and the beliefs of God. I feel that this is too much of a controversial subject that I would not incorporate it in to my classroom as a teacher.

Scott
The last chapter basically just through a wrench into everything. Howard Gardner defines existential intelligence as "a concern with ultimate life issues." The existential intelligence has not yet been included in the line up because it does not quite fit perfectly with his criteria, nevertheless, we still need to be aware of it and prepare some possible applications. Something that is constantly reiterated is that the intelligence need not be associated with religion or any type of spirituality. In the realm of history education, it is suggested that it is almost impossible to teach history without running into some sort of issues surrounding religion. An understanding of existentialism is important when discussing cultural and political shifts in geography.

Jennie
This chapter introduces the idea of a ninth intelligence, the existential intelligence. This intelligence deals with the big questions in the world, "who are we," "what are we doing here," "how did we get here," etc. As of right now it is a very controversial thing because it deals with religions and such. Although it doesn't have to deal with it. A couple of job options other than a priest, or rabbi are philosopher, writer, and scientist. I think that I may touch on this idea because it is involved a lot in literature but since it is such a controversial topic I don't think I would dwell on it but make sure that my students are aware that it is there.

Rachel
There is a proposed ninth intelligence, existential, that focuses on discovering who we are, what life is about, and other life questions. In a science class, teachers could discuss theories of the creation of the universe. History deals a lot with religions and religious differences, so this could apply to them as well. I feel that, if the choice to make this an official intelligence were put on my shoulders, I would say no. Just because it meets the criteria for MI’s doesn’t (in my mind) put it in the same category as visual and intrapersonal learning. The who idea seems to hokey that I feel I would not have an easy time meeting the needs of an individual student with this intelligence.

Drew
Chapter 14 finally addresses the possible ninth intelligence. The existential intelligence is an intelligence that focuses on life questions such as who we are and what we are here for. I like the possibility of having this intelligence added to the list. I feel I use a lot of this not only in the classroom but in my free time. Some people just enjoy and are strong at philosophy in life. I feel like this could be included as maybe a sub-category to the intrapersonal learner on the basis that a lot of this style learning is done in a solo fashion. I can see this being done in a group fashion as well but not in a school. I feel like there is too much room to alter the perceptions students have on life and imposing beliefs about life on students is not the goal. The goal is to teach the student to think. I feel like this intelligence would be a dangerous item to play with in school. However, I do believe this exists. But, mommy always said not to play with matches. In this case, we as educators would be playing with matches near gasoline if we addressed this in the public school setting.

**Sarah**
Chapter fourteen explored the idea of a ninth intelligence, the existential. According to Gardner’s developing theory for this intelligence, the existentially intelligent are able to find their relationship among humanity, intertwining cultures and in the universe. Such an intelligence has been connected with a belief system or religion (although Gardner assures that religion is not the root of the existential learner, rather an objective analysis of humanity). The chapter then went on to discuss possible ways to incorporate this type of learner into the classroom. I have to admit that if the existential learner is deeply seated within a religious context, I would have a very difficult time trying to incorporate them into my class. I strongly believe in a separation of church and state and I have always found it ridiculous when religion manages to seep into government or education. This value that I hold in such high regard would be difficult to work with if indeed Gardner deems it as the ninth intelligence.

Tim
This chapter begins with the introduction of the potential ninth intelligence: the existential. This intelligence has been proposed by Gardner and is all about the big question in life like, who we are, where is humanity headed, is there any meaning in our living and so forth. While it is not yet a true intelligence, Armstrong still believes existential intelligence is legitimate enough for teachers to take seriously. Armstrong then finished up the chapter by showing how the ninth intelligence could be used within the classroom. The idea to me of this ninth intelligence is very interesting. First of all, the existential intelligence doesn’t seem at first to be a viable intelligence, but Gardner has laid down some legitimate arguments for it. And it seemed like an intelligence, such as this one, in no way could be integrated into the classroom. But Armstrong once again has been able to think up of some good ideas of how the ninth intelligence could be utilized. It will be very interesting to follow this intelligence to see if it is able to become the ninth intelligence.