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Kaitlyn Bartlett
Abstract- Chapter 14 of Multiple Intelligences introduces the idea of a ninth intelligence, existential. Armstrong talks about how Gardner doesn't feel that he can count it as an intelligence yet because he cannot clearly justify it in all of his criteria. The book gives a somewhat unclear explanation of this intelligence because it's defined as, "a concern with ultimate life issues" (182). Students that are strongest in this intelligence tend to think deeper about the subject matter and need to find meanings behind. The controversy that Gardner has found with this new intelligence is that because students need a more in depth explanation of material, it would seem to bring up the idea of religion into the classroom which most teachers avoid because of the reactions posed by the community. Armstrong worries that it will be hard for teachers to incorporate this intelligence into their lessons because it will limit the material, although he does feel that teachers could include, "existential dimension" (185) into their lessons.

Synthesis- Throughout all our responses to this chapter, most people seem to think that existential [|intelligence] is concerned with life issues such as the meaning of life, death and love. There is a toss up between the class about how they feel about incorporating this intelligence into the classroom because of the controversy with religion. Most liked the idea of having a [|lesson] which allowed students to think more in depth about the material although they couldn't think of ways to really incorporate this intelligence. The challenge that some seem to think would arise was that assessing students would have the potential to become more difficult. Some just didn't feel as though this is an intelligence because if students are thinking more deeply about the material it still shows an understanding of the content.

Brody
Upon reading //Multiple Intelligences in the Classroom,// I have wondered if there could be other possibilities for more intelligences. As if he were reading my mind, Thomas Armstrong proposes the possibility of a ninth intelligence: existential. Existential intelligence refers to the concern with ultimate life issues such as the meaning of life and death as well as love. Though it does fit in with most of the criteria used to determine if an intelligence is legitimate, it does have its fallbacks. Existential intelligence can’t particularly be measured and it’s not appropriate to use in many circumstances. Furthermore, controversy would likely erupt if it were integrated into the classroom as exploring this intelligence could make students with differing belief systems feel uncomfortable. I am conflicted on this intelligence as it is already used in Social Studies classes. After all, many wars and conflicts have come about partially due to religion. Students must understand the nature of these religious conflicts in order to think about the big picture. Though I do believe religion should be explored in History lessons when it is appropriate, I wouldn’t feel comfortable exploring it as an intelligence on a larger scale in my classroom. I believe public schools should make everyone feel comfortable and exploring student’s religious beliefs would only make students feel uncomfortable. I think the fact that I’m not a veteran teacher has a large impact on my feelings. Perhaps if I had more experience in the matter, I would feel more comfortable about this issue.

Brittany
Does existential intelligence count as one of the multiple intelligences? I am going to have to say no. From what I have seen of this particular intelligence, it seems to enhance the intelligences that a person already has. It prompts an individual to ask the difficult or complicated questions that other people may not ask. A work of art or literature can be elevated to a level that might not exist except for those who are able to think of how the spiritual side of humans can interact with the world and how we relate to the cosmos. The ability to see something that is bigger than what exists right in front of you, I believe, is a sign that one has gotten somewhat of a firm grasp on what is and they are ready to move onto what might or could be. It is taking your imagination and letting it affect the world in ways that no one else has thought of before while using the intelligence you have been gifted with.

**Mike**
This chapter talks about a new intelligence which is called existential intelligence. This new intelligence raises the questions about who we are? and why are we here? What is also new about this intelligence is that it makes you think about different things associated with life. I also like learning about this new intelligence because it deals with different social topics like religion. I feel that I might have a difficult time teaching to a student of existential intelligence because I feel that potentially a student with this type of intelligence might get other students off task with certain discussions. With good classroom management skills though things should run smoothly. I feel though that everyone is an existential learning because we are always thinking and talking about things that are related to our lives and how they affect us.

Seth
The book is right when it says, “it is simply not possible to discuss human history in any ‘intelligent’ fashion without bringing in factors related to existential concerns, especially those involving religion” (187). Sure a lot of significant things in history happened because of religion but not //all things// happened because of religion. I’m not really sure what I’m trying to say. Religion is an important aspect of history, but does it belong in the classroom? Probably not. You have your essentials you have to teach like the Holocaust but students already know (from elementary school) that the colonies were settled by the Puritans who were seeking religious tolerance. Religion should really only be “explored in the classroom” in a private school or class designed specifically around religion such as philosophy.

Kim
This chapter poses the idea of an additional intelligence that Gardner is working on. This new intelligence is existential intelligence, which is “a concern with ultimate life issues” (182). Armstrong suggests that this can be used in the classroom by asking students to think more about certain topics and delve deeper into the meanings behind them. This intelligence is seen in classrooms that analyze literature a lot because students are always asked to think further about topics such as theme and meaning when reading a text. I know I will be finding ways to use this intelligence in my classroom because it has such an influence in the way literature is analyzed and interpreted. I think it will be somewhat easy to incorporate this intelligence into my classroom in ways that might not be as obvious to students like some of the other intelligences (kinesthetic) might. It is important to work with this intelligence, whether it is considered one or not, because it teaches students to think deeper about every topic.

Max
This chapter introduces the concept of maybe a 9th intelligence. This intelligence is called existential intelligence. Not that we need to target this when we teach but it is a cool concept to think about. It targets more difficult questions like the meaning of like and death. It seems like an issue in an English class but if I teach the concept of the material, then it may target this 9th intelligence. My favorite teacher from high school, Mr. Gates, loved problems like this. He started his new classes of with the question, "if 1/3 is .333.... and 2/3 is .666... is 3/3 or 1=.999... I liked thinking about these kinds of things. Maybe that's one way I learn. The intelligence deals with concepts even bigger than that. Existential intelligence is about understanding the meaning of life or some huge topic like that. A lot of poetry is trying to reach out this sort of intelligence. Poetry is about love and death. It is a very strange concept to think about.

Kaitlyn Bartlett
In chapter 14 of Multiple Intelligences, the author talks about the possibility of a 9th intelligence. Those with strength in the 9th intelligence seem to have a need to know depth behind reasoning and basic understanding. This will have an impact on my classroom because if I have a student with this strength I will need to tailor my lessons to a newer depth that still engages everyone. Although it may be difficult at times, it will be fun to put a little history to concepts. It might make students appreciate the knowledge of revolutionaries in the field, showing how people of ancient times might have contained this intelligence too.

Lily
This is a great book and ends with a bang. It introduces a 9th intelligence, the Existential Intelligence. This intelligence is “a concern with ultimate life issues” (182) these learners focus less on the topic and more on how it became that way and the history behind it. IT fits in with the criteria of the other intelligences but some do not look at this as an intelligence. I think that as teachers we should incorporate this into our planning and be able to give a little history behind the topics. This can only help us dig deeper into finding out who our students are and why there emotions make it easier to learn one way rather then another.

Jasmyn
The purposal of a 9th intelligence “comes to light’ in chapter 14, the existential intelligence. Existential is not yet consider an intelligence even though it fits most of the criteria for being an one. After reading this chapter I would have to say that even thought I think this has a great potential for being an intelligence thought should be developed further in most human beings, I think that it really just helps us to develop the intelligences that already exist.

Casey
This chapter is a great way to end the book. It brought up the idea of there being a ninth intelligence, ninth intelligence, that being the existential. This means “the capacity to locate oneself with respect to the furthest reaches of the cosmos” and then continues on saying that it’s related to “the capacity to locate oneself with respect to such existential features of the human condition as the significance of life” This is not advocating for religion in the classroom, but for students to be comfortable asking themselves questions like “who are we?” I think this is a good idea as long as the idea of religion is not being forced into a student’s brain and it truly stays focused on what this student feels comfortable with.

Jen
This chapter discusses the multiple intelligences in the classroom and the feelings the teachers have on them. I thought it was really interesting that the teachers did not find it particularly helpful or beneficial to use the intelligences in assessments or in making it a major part of the objectives of their classroom. It seems like it would make things more difficult and cause more stress and problems in the classroom. Teachers feel that assessing students on their intelligences would limit their grading and I would agree that I think it would be challenging to do because it would seem like criteria would have to be more specific to various learning styles and that would separate out the students and the way each of them was evaluated. (185).

Leighlan
Existential intelligence may someday be considered a ninth intelligence. It satisfies most of the criteria to be an intelligence, but some parts don’t quite fit to the satisfaction of Gardner. Existential intelligence is how people confront and deal with some of the more human, painful, and difficult questions in life, like why is their hate, poverty, war, sickness, and death. These questions are every bit as important and valid as questions in science, history, or english and often overlap with them. Teachers are often afraid to address them though, because they do not want to offend and get in trouble. Thinking about existential questions can motivate students to learn and get them interested. It can also help them process some of the harder things in their life. I know that I have a lot less difficulty coping with life when I’m in a class where the teacher has the guts to ask some of these questions and connect it to what we are learning.

Jasmyn
The proposal of a 9th intelligence “comes to light’ in chapter 14, the existential intelligence. Existential is not yet consider an intelligence even though it fits most of the criteria for being an one. After reading this chapter I would have to say that even thought I think this has a great potential for being an intelligence thought should be developed further in most human beings, I think that it really just helps us to develop the intelligences that already exist.