Chapter 14

Abstract:
This chapter introduces us to existential intelligence, Gardner’s latest idea in what might be a ninth intelligence. Existential intelligence is the concern with ultimate life issues. People who are existential intelligent ask “who are we?” “What’s it all about?” “Why is there evil?” “Where is humanity heading?” and “Is there meaning to life?” Examples include pastors, rabbis, priests, philosophers, scientists, and much more. The existential intelligence fits into many of the terms in Gardner’s criteria, yet it is not quit a perfect fit. Unlike all the other intelligences, existential intelligent is difficult to use in the classroom. Using this intelligent would force educators into creating a criteria that are far to limiting and artificial. Unlike the other intelligences, existential intelligence would not be pushed into lesson plans by educators, Gardner dedicated it more to examining the broader efforts of humanity and to address existential concerns in a diversity of ways. The chapter concludes by giving examples of how teachers can use it in the classroom.

Reflection:
A couple of us believed that existential intelligence could be part of the other eight, while the other two felt is should be something else, but not part of the intelligences. Either way, we all felt that it is very different in a lot of ways to the other intelligences. We feel that trying to teach this intelligence would be extremely difficult and hard to do without becoming bias or controversial. Other then history, it would be difficult for the other students to use and understand, especially when they are required to have strong feeling for something that they might not care that much about. We feel that if a student does have this intelligence, then they will be able to apply it to their work either way.

By: Tyler