MI+B1+Chapter+14

Jake:
Abstract: This chapter discussed a [|possible ninth intelligence]. Gardner has not incorporated this possible piece because it's definition is not as finite, however he states that it does have the majority of the characteristics of an intelligence. This possible ninth piece is [|existential intelligence]. Existential intelligence is "a concern with ultimate life issues and knowing oneself with respect to the furthest reaches of the cosmos, the infinite, and existence.” It's a dimension of spirituality, not necessarily religious, though religion does fall under the umbrella. The book uses the example of Forrest Gump as someone with a well developed existential intelligence, as he does not possess much worldly intelligence but he does have a deeper element of wisdom. He defines people like this as "savants"; people with a deeper wisdom. Existential intelligence is the simple incorporation of broader, "meaning of life" questions into the classroom. Armstrong states that he does not believe that this intelligence should be incorporated into all curriculum, as he devalues it and does not see how it could possibly be applicable in all dimensions of education; "notice the absurdity, for example, in trying to teach multiplication, phonics, sentence structure, class rules, state government, or the different food groups through existential intelligence!"

Synthesis: As a class there seems to be a few qualms with [|Armstrong's] limited view of existential intelligence. Many people in the class seem to express that existential intelligence seemed to be what it was all about in the first place, and that such questions should be analyzed at the heart of curriculum. Also, it seemed that some classmates seemed to think that subjects like math, have significant connection to the existential, a subject that Armstrong thought had no connections. There was some concern about the belief systems often attached to existentialism; that such discussion could ultimately turn into a teacher imposing his or her beliefs, which is indeed a legitimate concern. There is a very fine line where the existential crosses into religion, however the original questions still stands. If this is the question that asks "why we learn" than why is it not at the center of our learning. There was a lot of correlating existential to the various subject concentrations, and if this subject really does connect with each one should it not be considered even deeper than the rest? However, it never will be; people are far to afraid of making an imperative statement that will make someone else uncomfortable. Much of the class pointed out that this could help teachers to get to know their students better, and help students get to know themselves on a deeper level. Thus, it could be a very powerful tool in helping students grow. However, it would require people to dig deep and examine their identity, and perhaps that's to much learning for the classroom.

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Jake
Armstrong does not put nearly enough of an emphasis on existential intelligences. He states early on “Notice the absurdity, for example, in trying to teach multiplication, phonics, sentence structure, class rules, state government, or the different food groups through existential intelligence!” (185). First off, it’s ridiculously easy to relate something like religion and spirituality through something like class rules or state government. Secondly, why in the world would this not be given the priority in all classrooms? As Armstrong discusses each subject he states something resembling “the meaning of life”, which seems pretty important. We can put an emphasis on a variety of different intelligences, but why are we doing that in the first place? What greater purpose does Knowledge have when ultimately each of us has the same fate? If we can’t address this question of “why” in the classroom then something is really missing. We are constantly saying how we need to apply what we’re teaching to the real world. Do we really mean that? Or are we going to be content in simply applying it to the surface level of existence and only apply it to the tangible. If this chapter pointed out anything to me it’s that as a culture the western world is lost when it sets it’s priorities, and as an educator I’m going to see to it that I do everything in my power to change that. Armstrong doesn't get it, but I will see to it that my students do.

Caleb
Existential intelligence is the intelligence that revolves around spirituality as well as those heavy questions that cause us to think about our own existence. These questions such as “Why is their evil?” and “Who am I?” are vastly important to education. Thus, I do agree that teachers need to be thinking about new ways to incorporate these sorts of lesson into their classroom. However, I do not agree that it becomes absurd not to tie in these lessons into every lesson. It may seem a bit hard and quite odd, especially when we are trying to answer a life question by using the multiplication system. But, there is still an opportunity to allow a student to actually think with that style of thought. That style of thought is extremely important, I cannot stress enough how learning how to answer those big questions can change a entire student’s world. If we are not letting them figure out why they are here and how they fit into the world then what is the point in teaching them how to use the tools that we’ve taught them. This is what I’ve been waiting to incorporate into my math class. Talks about spirituality and the answers to those questions are what have fueled me into the field of teaching. I want to take a student’s mind and allow it to open itself up and shine so bright that it realizes what he can do to change the world around him. The student will not be able to do this if he is held back by the swirling mass know as “caution.” Speak your opinion but make sure that it respects everyone. By this I mean you can’t go into a room and start spotting off that turkey sandwiches are the best without allow others to question you and figure out what you are getting at.

Abby
Chapter 14 addressed this idea of a possible ninth intelligence. Existentialism is thought to be the part of intelligence that deals with the questions of life and is where things like religion, morals, meanings, and life itself come into question. Armstrong admonished that existentialist thinking should not be brought up in every lesson and that teachers should be careful to remain unbiased and proceed with caution when presenting material from an existential view. However, it is important to look at the bigger picture of things. Armstrong often talks throughout the book about making real world connections and connecting with students on a personal level, but then belittles this idea of existential learning and its importance. Don’t we want students asking the big questions? Don’t we want them to make connections between all the different aspects of life? Isn’t it important for them to understand why things are important and what motivates people’s actions as well as our history and how people who ask these existential questions have shaped it? I think that it is important to talk about how religion or lack there of or the contemplation of life effect history, science, works of art and literature, music, and just society on the whole. I want to have my students ask the difficult questions. I want them to look for meaning and discover how they fit into the bigger picture of this world. How did we get to where we are today? It was not by simply thinking inside the box all the time or by not challenging people to think about the meaning of life in fear that it might offend someone.

Ally
This chapter was about Gardner’s possible ninth intelligence called the existential intelligence. This intelligence is “a concern with ultimate life issues and knowing oneself with respect to the furthest reaches of the cosmos, the infinite, and existence.” (182). Many people would take this for religion but it isn’t, it deals with finding oneself in the world. Many students going through middle school and high school are searching for that answer. They wonder whom they are and where they belong in order to fit in. This intelligence is made up with biographies, themes of existence, and individuals. The book then goes on to the different subjects and how they relate to this self-intelligence. I thought each were interesting especially math because I never would have used numbers to describe the harmony of cosmos. Using this intelligence is a lot about self-discovery. Many teenagers want to know who they are and this intelligence will help you put in perspective who you are whether it is science, math or music. I think this will help me as a teacher because not only will my students find out about them but also I will as a teacher. It suggested in the beginning of the book that observation helps teachers know their students. Using this intelligence in the content will also help you make discoveries about your students. This will help my classroom because they can use self in the subject. This will help them make connections to themselves, which will help them understand the content.

Jasmine
Existential Intelligence proves that multiple intelligences are important to several aspects of life. Most cultures have belief systems, myths, dogmas, rituals, institutions, or other structures that attempt to grapple with ultimate life issues. This is related to MI because the variety of structures appeals to different types of learners and different types of people. Exceptional individuals otherwise known as savants are said the the local people to possess a deeper wisdom or understanding, or capacity to ask existential questions, while at the same time having a low IQ or lacking in the capacities of other intelligences. An example of this would be Forrest Gump. People are judged when people just don’t understand their intelligences. It is unfair to the people as individuals. Science and mathematics can be addressed existentially in the classroom, as well. Science in particular there could be discussions about the origins of the universe, subatomic physics and others as well. It is interesting for teachers to incorporate techniques and subjects into the class that are not necessarily specified in the curriculum. In math, teachers can create a multicultural emphasis in mathematics to address some of these historical connections. All teachers know that students learn better when they actually feel a connection to the material that is being discussed. In Geography, there can be some existential connections made as well. Teachers can help students better understand how the landscape has been formed and reformed by spending time discussing how differences in attitudes on issues of ultimate life concern can change geographical boundaries dramatically.

Jenn
Howard Gardner’s final, and not fully considered intelligence has to do with existential thinking. I think that this chapter does an excellent job at explaining what it is, why it is almost considered an intelligence and how it can be used in the classroom. I like that the chapter specifically mentions that this intelligence is not limited to religion or spiritual concerns, but I think that for most people, when looking at life questions it is related. One of the very interesting things I found in this chapter was that people have been found throughout the world who appeared to be savants in this intelligence, and I loved the example of Forrest Gump. I feel like I have met several people in my life who, wouldn’t necessarily be savants, but would be classified under this intelligence, and that example helped clarify those qualifications for me.

I also really appreciated how the book recognized concerns that teachers might have about incorporating this into their classroom. I think that tying in existential thinking into any topic can be beneficial to students, especially ones who are affected greatly by these ideas. In a way I think that this intelligence should almost be considered an emotional intelligence because all of the relations it has to beliefs. Regardless, it is an extremely useful tool to utilize in a classroom. I can only imagine how much more engaged I would have been if some of my teachers had taken more time with this in my classes. I think that this adds a whole new level to content matter in the classroom, and it’s more than something that should just be considered; it should be used.

Tyler
Chapter 14 talks about the possibility of a ninth intelligence, existential intelligence. Gardner explained existential intelligence as, “a concern with ultimate life issues.” This intelligence is like a philosophical view on life and humanity. Gardner has been considering this as an intelligence because it fits seven of the criteria needed to be classified as an intelligence. Existential intelligence has the ability to address myths, rituals, and life issues(Cultural value), it has a developmental history through artists and apprenticeships(developmental value), many cultures have existential symbols(symbol system), it is possible to have great wisdom but low IQ(exceptional individuals), there are personality assessments that include existential traits(psychometric studies), there is evidence of existential behaviors evolving over time(evolutionary plausibility), and existential behaviors can be the result of brain damage(Brain research).

Existential intelligence can be applied to science, math, history, literature, and the arts. Modern science was born out of philosophy, religion, and and other existential issues. Many of the greatest scientist known to man discovered what they did because they wanted to know more about the cosmos. In history, many important events and wars were fought over religion. The Crusades in the Dark Ages, the differences between Catholics and Protestants, and the fact that America was settled for the reason of religious freedom. There are many pieces of literature that can spawn existential debates, such as __Moby Dick__ or any of Shakespeare’s plays. Music, much like modern science, was created because of religion. There are so many types and variations of music, creating an existential discussion based on a song would be very do-able.

Dan
The idea of a ninth intelligence has been speculated for some time known as existential, which is known as “a concern with ultimate life issues” (p.182). It is not intended to be a spiritual or religious intelligence, but rather an intelligence that tries to better understand the purpose of humanity and the reasons why we are here in the world. Because it did not meet all of Gardner’s standards for intelligence, it is still a serious contender that educators see fitting. Existential intelligence can be weaved into important parts of a curriculum effectively. For instance, existential intelligence can be used in literature, as existential themes entail themselves within many works. Shakespeare’s play Hamlet can incorporate such themes, as Hamlet questions the meaning of life and why we choose to live when dying seems so simple. It can also be a part of history, especially with the study of different religions and their impacts and beliefs. The Holocaust can also bring existential forth, for the nature of evil that lurks within humanity is questioned. Questions like that evoke the existential intelligence, but I do see potential problems promoting this intelligence. Some parents and faculty members could consider this intelligence as religious influence and spirituality, and rather than promote learning, it promotes problems. Even with this barrier, I believe it is still possible to incorporate existential without labeling it as such. By sampling asking big picture questions of life, and relating to the subject at hand, the birth of existential can be brought forth, evoking much thought and learning.

Lizz
Howard Gardner as hinted toward there being a possibility of a ninth intelligence, which is called existential. Existential intelligence is a concern with ultimate life issues. Gardner however says that he currently has 8 ½ intelligences because existential fits well in most of the different criteria for an intelligence. Although it is not officially apart, of the different intelligences some teachers and educators in general take it seriously and consider it the new intelligence to come. There is some speculation among teachers and educators because there is a fear of running into controversy from the community revolving around the separation of church and state. However, the intelligence does not actually involve promoting religion or anything similar. In the science, content teachers can address science existentially in the classroom but talking about the theories about origins of the universe, subatomic physics, and so forth. In math, existential themes can be touched upon when the teacher discusses concepts like zero, infinity, irrational numbers, probability etc. In geography the teacher can help students better understand how the landscape has been formed and reformed by spending time discussing how differences in attitudes on issues of ultimate life concern can change geographical boundaries dramatically. When it comes to one of my favorite content areas the arts teachers can help the students appreciate the finer dimensions of the arts. Teachers do this by having the students express their own existential concerns by creating their own works of art. All of these different examples help me become a better teacher because they make me think of how existential can fit in the subject of health and how I can incorporate it into my classroom.

Roger
The fourteenth chapter of MI dealt with a new topic. That’s right, a //new// topic. The chapter focused entirely on a possible ninth intelligence – the existential intelligence. The author described this as an awareness that an individual has of life’s major questions. Mostly this deals with personal beliefs, ideals, and faith. This intelligence deals with a person’s ability to handle questions like the meaning of life. The author was able to back up the possibility for the existence of the existential intelligence by using the same criteria that was used in the development of the other eight intelligences.

Later in the chapter, the author goes over the possible difficulties with teaching to the existential intelligence. Since this intelligence does refer heavily to personal beliefs (religion, or lack thereof), it poses a very controversial edge between church and state. In order to resolve these issues, the author came up with several ideas for dealing with this intelligence across multiple subjects. Mostly this involves figuring how religion played a role in things like the development of science, mathematics, as well as influences in history, geography, literature, and the arts. Each of these subjects has deep roots going back hundreds of years, if not thousands for most. These subjects have seen the effects of every major religion today, plus a few more from ancient times.

Katie
Chapter 14 of the MI book better explained the idea of Howard Gardner’s thoughts on a ninth intelligence which he calls existential. He believes that the idea of existential intelligence is students knowing and wondering about life beyond ourselves as human beings. Armstrong seems to be against the idea of this ninth intelligence, but I am curious as to why he is against it besides the obvious that other people may not like the religious ideas that follow the intelligence and parents may be upset and begin thinking that the teachers in the classroom are now teaching their kids about a certain belief. Isn’t this intelligence only stating that students who have this ninth intelligence are the ones asking the question of why do we exist? This question of why things are the way they are in the world is the reason why we as teachers are incorporating real world scenarios into the classroom. Students always ask the question why and if Armstrong would focus more on the students in this chapter than on the parents or the state, maybe he would also see that this ninth intelligence isn’t such a horrible thing to address. Teachers know how to side step the religious talks in the classroom and how much is too much. School is all about giving students the ideas and materials so they are then able to ask the bigger questions and I myself have even addressed some of these questions in my career as a student by creating a speech based on the idea of following ones bliss. Students need to be asking questions such as ‘why is this like that?’ and ‘why is the universe infinite?’ These simple questions lead to bigger class discussions and causes the bouncing of ideas and it’s how students work together to get the answers to their questions; by asking the bigger questions.

Brittany
This chapter discusses the possibility of a ninth intelligence that Gardner as not yet fully incorporated but is still exploring. The ninth intelligence would be existential, which is "a concern with ultimate life issues" students with this intelligence are highly self aware in their place withing the universe and are constantly wondering of "why". While it would seem that this intelligence is solely a religious and spiritual one, the chapter states that it can also be approached in Science and Mathematics. The chapter gives some ideas on how the existential student would show their strengths in different courses, but also states that this intelligence comes with some controversy. The controversy lies within the seperation of Church and State, because there is obviously going to be existential students who are not strong in Science and Mathematics, but are strong in Religions or Spirituality. There could be conflict among the school, state and parents that could lead to the removal of the incorporation of the existential intelligence because of the fear of offending students and families. Personally I think I would have to learn more about the intelligence if it were to be added to the list and how I could incorporate it because I am not very strong in the areas it covers. While I am not against the addition of existential intelligence being added, I am someone who is concerned with how to approach it within the classroom, but I am more than willing to learn how to do so. ===

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Alex Slack
MI Chapter 14 – This chapter really hit home with the idea of multiple intelligences, multiple learning styles, and just multiple of ways that tour students can be different and you not even know it. The biggest realization that I could deduct from reading this chapter was that every single student is going to be different therefore the old ideas of conformity and making all kids learn one way is so far out of my class room ideas that I could probably teach it in a ancient history class or in my world cultures class as old outdated sources of education. Reading this chapter makes me excited to see what and where I am placed and the kids that I get in my teaching jobs. Makes me want to go out and test the boundaries of what is out there in the world and what can I bring to the table in the category I love and that would be educating the youth of the world. Maybe it is time that I step outside my comfort zone and really push the envelope in the ideas if education, by this I mean what is there out there for students, how do they learn, and what can I do to help? This can all be answered by me now it is time to take the steps that I need in order to become a teacher. It all starts here, thumbs up let’s do this.