MI+Chapter+14+Block+1


 * Abstract:** Chapter 14 introduces the idea of a potential ninth intelligence of Howard Gardner MI theory. The ninth intelligence or as Gardner often calls it the eight and a half intelligence is the existential intelligence. In the chapter both Gardner stresses that this is not a spiritual or moral intelligence, but rather explores “humanity’s long standing efforts to come to grips with the ultimate questions of life” (183). Here's a quick little link that touches upon the ninth intelligence, but also into very good detail about the types of students curiosity's that show each [|intelligence.]


 * Synthesis:**Most of the reflections discuss the definitions given by Gardner describing the existential intelligence. But one thing that Karina pointed out that was unique and very interesting is that in the chapter it described how the ninth intelligence can be part of all subject areas. In Karina's reflection she said this: "The science examples related to theories and cosmos. The math problems related to the history of Pythagoras and Plato as theorists. The art suggestions elaborated on the idea that you can immerse yourself or express yourself using art. The Geography suggestions relates to division of countries based on religions and beliefs. The history and English suggestions related to religion; the history of religion, and religion in literature." I also really like how Emily pointed out that it's very important to think about this and relate it to cultural diversity and that its important to know the world around you. This is a [|site] to check out.

//Synthesized by Sam Leal//

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Alex Randall
This chapter is all about the idea that there is a possible ninth intelligence in Howard Gardner's Multiple Intelligence Theory: Existential Intelligence. "Gardner defines existential intelligence as 'a concern with ultimate life issues'" (page 182). When I first read about it, I did not think that it made much sense, but then there is a section in the early part of the chapter defending Howard Gardner's position and reasoning on the new intelligence: "Gardner has considered this intelligence for inclusion into the MI Theory (at times he's quipped that he currently jas 8 1/2 intelligences) because it appears to fit quite well with most of his criteria for an intelligence; cultural value ... developmental history ... symbol systems ... exceptional individuals (savants) ... psychometric studies ... evolutionary plausibility ... and brain research" (page 183-184). So, since he seems to justify it, it makes sense that it should be considered. Existential learners would be concerned with the overall, broader view of the significance of a topic being taught/learned in a classroom. This sounds normal to me, as a lot of students have these questions, but might not focus on them directly. So, in the end, I can see why it's still a little up in the air.

Ethan Guthrie Herrell
Multiple Intelligences: Chapter 14

This attempts to sum up the debate over the possibility of an ninth intelligence, which has been called the “existential intelligence”. This is intelligence is supposed to be concerned with issues of life and death: why we exist, what our lives mean, and explanations of the universe as we know it. It is said that such an intelligence fits many of Gardiner’s criteria: value by culture, some scientific evidence, and intersections with other intelligences.

That all be admitted, I am firmly on the side against including the existential intelligence as being admitted into the pantheon, and this is from someone who often thinks about the meaning of the universe. The intersections with the other intelligences are exactly the problem. In too many ways does the existential intelligence seem to be acting through another: An astronomer can study about the Big Bang and thus be studying the beginning of the universe and hence the meaning of the universe. It may create a sense of wonder, but ultimately he is still on a scientific pursuit, using the cognitive techniques and processes that the logical intelligence embodies. He is using logic, not something exclusive to another intelligence. The scientific bedrock of the MI theory is that we can discern in each of the eight intelligence cognitive processes unique to each, and each yields truthful observations about the world around us. Musicians understand sound and how sound effects peoples’ moods, but whether the existential intelligence can tell anything that’s true is highly unlikely. Just because you wonder about the meaning of life doesn’t mean that there is one.

Sam Leal
Chapter 14: MI Theory and Existential Intelligence

Chapter 14 introduces a potential ninth intelligence, existential intelligence. Howard Gardner describes this ninth intelligence as, “the capacity to locate oneself with respect to the furthest reaches of the cosmos.” Also later addressing this as, “the capacity to locate oneself with respect to such existential features of the human condition as the significance of life.” It sounds pretty different and Gardner points out that it’s not addressing a spiritual concept or religion, just that students take a further look at things that surround them. Looking for deeply into the sciences, the maths, history, literature, geography, and the arts. Gardner considers it like the eighth and a half intelligence, because it meets much of his criteria for an intelligence. There are many things to pull from this and learn from that could potentially be used in the classroom.

Emily Haskell
Chapter 14: MI Theory Around the Globe

This chapter related very closely to the last chapter, which spoke about cultural diversity. The most important thing about this is that we remember differences not just across the US, but also across the world. What if we had exchange students in our classes? We would have to be sensitive to our “native” students and to our exchange students’ diversities as well. So it is important to remember that specific cultures value some of the multiple intelligences over others.

For example, in South Korea people value verbal, logical and mathematical intelligences over all others. The book also said that it is very often difficult to change parents’ minds when it comes to this topic. We as teachers have the responsibility to remember this and to be sure to respect the parent’s wishes while still teaching to a student’s differences.

This chapter also talks about the potential for a ninth intelligence, the existential intelligence. Though it is not as conventional as the other intelligences, there are a lot of characteristics that suggest this could be another intelligence. It explores humanity’s need to answer the ultimate questions of life. I think that right now this would cause too much debate in a classroom simply because a religious debate would ensue.

Cidney
Chapter 14 identifies a possible ninth intelligence in Howard Gardner’s model: the existential intelligence. Though it does not have the full trappings of any of the other intelligences, there are a lot of characteristics that point to its merit as a possible intelligence. Both Gardner and Armstrong stress that this is not a spiritual or moral intelligence, but rather explores “humanity’s long standing efforts to come to grips with the ultimate questions of life” (183).

Personally, I have a lot of concern with including existential intelligence in my classroom in the context of exploring some controversial questions. Debates between science and religion would be all too common in the class, and while some debate can be healthy and beneficial to students, it can also be severely damaging to classroom atmosphere. There is always the danger of the community warping the intentions of inclusion of existentialism in the classroom into something that it is not, such as the teacher pushing religion or atheism on students. However, there is some worth in introducing big questions into the classroom, and questioning the world around us. Starting off the day with an essential question appropriate to the day’s content is, I think, a good idea. However, you have to be careful of what questions you ask and keep in mind the sensitivity of some subjects.

Elizabeth Sargent
While this book is mostly about the eight multiple intelligences that Howard Gardner was created in the MI Theory, this chapter talks about a ninth: existential. This chapter focuses on how existential intelligence could be used in the classroom, and if it can be accepted as an intelligence in light of the requirements. Also, this chapter talks about how teacher could incorporate existentially developed students into the curriculum as the norm. While most teachers feel that existential intelligence involves religion and spirituality it is actually about the ways in which humans have addressed existential concerns in a diversity of ways throughout history.

While I cannot directly see myself incorporating existential intelligence into my classroom at the moment as a child I often wondered about things in the universe. There were so many different belief systems out there that it was hard to remember or categorize them into adherent categories. I do believe that it is important to get students to learn about how some artists, authors, poets and many other literary founders based there books off from specific beliefs, I don’t think it would work out if we made existential an intelligence. While things like this are important to know, and it has been found in a lot of our history, how do we incorporate existential things into today? Most of these theories are just that theories, they are not fact, nor would many cultures like that we are teaching some topics that have not been proven on the most basic level. But I do think it would be a good idea to incorporate some form of existential curriculum into schools.

Colby Hill
MI Chapter 14 I like the idea of this existential intelligence. One of the main reasons that put me on board with the other facets is the idea of the savants within them (discussed on page 183). Although this intelligence isn’t based the same way other intelligences are (in other words there has to be a lot of believing and not as much showing), it still makes sense. There has always been the tale of the one who has the deeper wisdom. To go along with this, also on page 183, is the fact that almost all cultures do have a belief system (even if those beliefs are knocking others), and each has their own answer or “attempt to grapple with ultimate life issues” (183).The evidence that supports this intelligence has been around for a while (burying rituals or even the idea of medicine men) and still exist today in a sense (exorcisms and other religious phenomena). This intelligence, to me, is on board with philosophy. This intelligence lies within that area along with life’s ultimate questions and religion. Incorporating this even a little would be a great idea just to include the possibility. It's not like it would hurt anyone to do so. It would just be important to keep it neutral and not offensive.

Karina Sprague
Chapter 14 discusses the ninth possible intelligence, which is existentialism. This chapter was very exciting to me because it reminded me a lot of my first year seminar class, The Meaning of Life. The premise of this intelligence is philosophy. Some of the characteristics of existentialism are spirituality, religion, and an interest/belief in things that are outside our world. This intelligence is controversial because many educators are afraid of crossing the line when it comes to religion. Religion is a touchy subject to teach because some people might interpret teaching as preaching. I think I will try to use existentialism in my class because I find it very interesting, but I do not think it is necessary, or even possible, to create each lesson so it can fit with this intelligence.

The author of the book gave different suggestions for use of existentialism in different classes. The science examples related to theories and cosmos. The math problems related to the history of Pythagoras and Plato as theorists. The art suggestions elaborated on the idea that you can immerse yourself or express yourself using art. The Geography suggestions relates to division of countries based on religions and beliefs. The history and English suggestions related to religion; the history of religion, and religion in literature. I think I would have to do a lot more research on this new intelligence before I would feel comfortable incorporating it in my class, but I think it is a definite possibility and I am anxious to learn more.

Jordan Hale
So this whole time I have been blogging, I should have put a star after the phrase //eight intelligences// because in chapter 14, Mr. armstrong introduces the readers to a ninth intelligence. Existential intelligence is defined as "a concern with ultimate life issues"(182). Basically, this intelligence has to do with intangible thought. Ideas about religion time and space are all attributes of an existential learner. In math, teachers could talk about the history of mathematicians. For instance, "Plato believed that mathematical reasoning was closer to ultimate reality that the unreliable data gather by our mere human senses"(186). In the arts, total immersion will satisfy an existential leaner. Throughout history, art has been about the meaning of life, death, suffering and other existential issues (188). An existential learner considers the abstract, religious and intangible trains of thought in order to succeed in the classroom. One concern I have with this intelligence is the barrier between education and religion. Religion is a very hot topic and I have never been the religious type. I would be very cautious about what was being said about religion so I can incorporate in my classroom to help existential learners. But, at the same time, if it can help my students learn that I am for trying it. Before beginning teaching towards the existential learner, I would want to learn more about the abstract and intangible. Existential leaners are a tough breed to connect with, but that is what makes the teaching profession so fun and enjoyable!

Spencer Hodge
Chapter 14 of Multiple Intelligence talks about the possibility of a ninth intelligence, called the existential intelligence. This potential intelligence focuses on thinking about life, death, morals, and other things that go on in their life; often bringing the why/ how are we here? This seems to be more or less religion/ philosophy as an intelligence however when looked at very closely. It definitely could lead to some debates about religion in the classroom, which I want to have nothing of when I’m teaching. I strongly believe in the separation of church and state, and thus this intelligence would seem to break that separation in my opinion.