MI+B1+Chapter+14



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[|Abstract and Reflection]
This chapter of MI gives a great overview of a potential ninth intelligence: [|existential]. Gardner defines this new age intelligence as a "concern with ultimate life issues." The existential intelligence seems to have a lot to do with human origin, philosophy, and to some extent, spirituality. This chapter discusses what makes the existential a potential intelligence. Gardner goes through and gives a rationale for each of the criteria that were mentioned earlier in the book. For example, regarding cultural values, Gardner believes that most cultures have spiritual aspects that allow its members to deal with whatever life decides to throw at them. It then goes on to give techniques on how to use it effectively in the classroom. It is great how they broke it down by subject and used specific examples.
 * ABSTRACT**-Stephanie L

REFLECTION- Stephanie L According to the 50% of the people in here who aren't slackers (just kidding, kind of), the idea of having a ninth intelligence is very interesting! A few of us also connected it to our subject and how it would affect our classroom. There are a number of different ways for us to[| incorporate]this mysterious ninth intelligence into our classroom.

Jen T
Wow. So the chapter starts off saying that we should take existential intelligence seriously, then goes right on to say how it should never be used in school. This chapter is a waste of time. It’s not an intelligence, and until it is, I’m not talking about it.

Rachel B.
I thought that this last chapter was an interesting way to end this book. It left the reader thinking, and pondering over the idea of an existential intelligence. I do agree with Gardner on this intelligence and all that he had to offer on it, but it seems difficult to assess. The main idea I got from the author, Armstrong, bringing //Multiple Intelligences in the Classroom// to an end like this, is to leave us thinking. Maybe there are too many intelligences for us to even name them all. Maybe as teacher, educators, we need to just remember to always remain open and constantly seeking to see where an individual students strengths, connections and true understandings lie.

Rachel F.
This chapter is very cool in that it introduces a ninth possible intelligence which is existentialism. Existentialism is about the origin of our universe, world, and species as well as many other ultimate life issues. He discusses many great reasons why this should be the ninth intelligence but also discusses the problems that could surface from teaching it in the classroom. No one person knows for a fact how our universe, world, or existence came into being so this idea brings up many controversies. Families have many different religious beliefs as well as none at all which they feel very strongly about. Armstrong emphasizes that existentialism isn’t about religious or spiritual beliefs but rather just an emphasis on the bigger picture of life. The unit that I am creating in Grace’s class consists of two lessons about the origin of the solar system. My focus is on the many different theories of origin but more on the one theory that is supported more scientifically. I think that this new intelligence is important no matter what controversies arise because it is somewhat vital for students to think about the bigger picture. It might allow them to appreciate life more and be grateful for everyday of their lives.

Megan
Chapter 14 talks to about a possible 9th MI: existentialism. Existentialism is described as pondering life’s issues or the ultimate questions to life. In my opinion, this chapter can be summed up in one word: ridiculous. It lists all the reasons why existentialism could be an intelligence but doesn’t list the reasons why it can’t be an intelligence. Also Armstrong is constantly contradicting himself. One minute he’s telling us “to take this intelligence seriously” and that we shouldn’t be afraid of violating our or our students’ belief systems (pg 128). But then the next minute Armstrong says he “doesn’t see any particular advantage in attempting to apply [this intelligence]” (pg 128). I don’t understand the point of this chapter if existentialism is not “at all productive or useful in an educational context” (pg 128). It sounds like Armstrong isn’t even really sure whether or not existentialism should be used in the classroom. I know that I, personally, will not actively look to include it in my lessons.

Courtney
This chapter introduces the ninth intelligence that Gardner has come up with and is debating on whether it should be included with the others. He explains this intelligence as the way a person may try to interpret their life and what it means. I think it is very interesting that he would come up with an intelligence such as this. Every person tries to come to terms with death or love, and everyone defines it in their own way and has a different understanding of it. I think this intelligence doesn't really fit in with the other ones all that well. Especially when relating it to the classroom, I think it would be very difficult, because there really is no answer to some of the things this intelligence explores, it's more about personal identity and thoughts. I know the chapter gives ideas as to how to integrate it into the classroom, I still feel that this is more of a personal intelligence that should be left to each individual. The existential intelligence is too vague and undefined to really grasp within a classroom.

Sara
Say what? There is a ninth intelligence. I wish they had talked about this in the beginning of the book! The existential intelligence is an intelligence with “a concern with ultimate life issues.” This does not mean specific religious or moral ‘truths’ established by individuals but is indicating a sector of the intelligence model that address the ‘big’ questions such as “who we are,” or “are we inherently good or inherently evil?” This intelligence takes into account culture, society, psychology, and other big question areas. This intelligence can be taught to in the classroom through scientific exploration, common literature (Lord of the Flies), and even mathematics. I think this is a great intelligence and should be explored more closely.

Jen P.
This chapter talks about the possibility of a ninth intelligence called Existential Intelligence. I learned that Existential Intelligence is “a concern with ultimate life issues” (page 127). I learned that this is mainly a focus on the big picture. Questions that someone who is Existential Intelligence might ask include, “Who are we?” and “Where is humanity heading?” (page 127). For my content, history, I learned that it is pretty much impossible to leave out existential thinking. I agree with this, since not only are we learning to use Essential Questions in Practicum, but the reasons that people do things (which in turn form our history) tend to be big ideas.

Jordan
In this chapter, Armstrong introduces the reader to Gardner's "eighth and a half" intelligence- the existential intelligence. This intelligence is defined as being "a concern with ultimate life issues" (127). A person demonstrating an existential intelligence asks questions relating to "whats it all about," "where is humanity heading," and "is there meaning in life?" I appreciated the fact that examples as to how to integrate this possible new intelligence into the classroom were given and explained relating to content area. I can see how the existential intelligence can be implemented into the curriculum, possibly by discussing the Puritans and why they originally came to America.

Karin
This chapter focused on an intelligence that isn’t yet officially part of the list of Multiple Intelligences – that is existentialist intelligence. This intelligence isn’t spiritual or religious intelligence, as the book stresses. Instead, it is an intelligence that deals very strictly with the issues that are concerned with our existence as humans. Although Howard Gardner cannot officially say that existentialist intelligence is one of the multiple intelligences, it does fit many of the characteristics of MI Theory. Existentialist intelligence may not be official, but the book warns that this does not mean that teachers should not be prepared to use it in the classroom. Not all lessons can or should include this intelligence, but existentialist intelligence should be watched closely and carefully. This is very important for my classroom because I was not even aware that this intelligence even existed. I will make sure that I am prepared to deal with this intelligence in the future.

Stephanie L.
I am psyched that this chapter also provided us with a way to incorporate this mysterious intelligence known as the "Existential Intelligence" into the classroom. Because quite frankly, I'm having a hard time wrapping my mind around it. From what I get out of it, it seems to be having knowledge about really random things that the average person wouldn't know much about. It seems to have a lot to do with human origin, philosophy, and to some extent, spirituality. Having techniques for each content area is a very helpful resource. For the literature section it recommends encouraging students to make connections between literature and religious works (Bibles, for example). I'm not sure how I feel about that. If certain students don't know anything about certain religious works, how can teachers expect them to make connections? I thought religion was a no-no in the classroom.

Geoff
Overall, chapter 14 of //Multiple Intelligences in the// Classroom is a very brief discussion over the possibility of a ninth intelligence—existential, and its potential implication in the classroom. Armstrong writes of certain content fields where we see the application of existentialism, but also notes that there is no advantage to applying it in every aspect of education. I agree with this notion, and I strongly agree with his application of existentialism to History (I would also add its importance in a civics class, especially if you believe James Davidson Hunter’s assertion that America is entangled in a culture war over the right to claim moral authority and define how Americans are to live (Hunter, 1992)). But I also believe that existentialism should be applied as part of a required philosophy class in high school. I feel that students should take an active part in the discussion about the meaning of life and how we are supposed to live it; they should be active in their criticism, acceptance, or denial of how other people tell them they are to live, and not passive in blind acceptance of what people tell them to do. They should also have a forum, a place in school where they can make their own conclusions about life as well. Sadly, my school lacks any sort of philosophy class, and I feel like I am late in my own pondering of life and our collective existence in the universe as a result. While not applicable in all situations, existentialism, in my opinion, is a very important thinking process that all students need to develop; therefore it is important that we try to include it in our classrooms. Hunter, James Davidson (1992). //Culture wars: The struggle to define America//. New York, NY: Basic Books.

Tracey Hollingsworth
Chapter 14 – MI and Existential Intelligence

Could there be a ninth intelligence – existentialism? Armstrong describes this intelligence as a persons ability to comprehend something bigger than themselves. Someone who can locate themselves in reference to “the human condition as the significance of life, the meaning of death, the ultimate fate of the physical and the psychological worlds, and such profound experiences as lover of another person or total immersion in a work of art.” Although existentialism meets most of the criteria of being an intelligence, applying it like the eight other intelligences seems confusing, impossible, and a bit immoral. This “intelligence” should be left to the student to discover and explore for themselves. Although, I believe that existentialism is important and we all can benefit from exploring what our purpose in life is, I do not believe that it has a place in the school. Just as it is not legal for teachers to impose religious beliefs on students, teachers should not be forcing //any// of their personal beliefs on students.

John
I am having a hard time understanding what this chapter is even doing in here. It has been hard enough for me to sit through 13 chapters of MI **//__THEORY__//** but now we are faced with another, seemingly useless intelligence. I suppose Gardner didn't want to alienate all of the aspiring philosophers in middle school? And what's with making it essentially a part of every other intelligence? Bogus.