MI- Chapter 14

This chapter was incredibly interesting because it introduced a new intelligence that is not mentioned in the rest of the book. Howard Gardner proposed this intelligence, called existential, in 1999 and it revolves around how a person deals with major life questions such as the meaning of life or life in relation to death, many questions that no one has an answer to. Gardner believed that it fit all of the requirements, all seven, that are considered when dealing with intelligence, but also believed that it may not fit all seven exactly right. One of the major reasons why he believed that the addition of the existential intelligence is up for major debate is due to the ever debatable topic of religion in schools. Application of this intelligence carries through on almost every level within schooling. However, even thought this intelligence could have significance in each subject area and could help to emphasize the motivations behind the acts of history, science, math, and literature, it seems to be lacking something, maybe just more evidence. Howard may have had valid points and reasons for this intelligence but maybe just understanding that each child or student has the ability to be on an existential level and learn that way is enough.

I believe that this is more of a belief than an intelligence. I believe that if someone where to have an inclination towards one intelligence almost everyone could have a tendency towards this one as well as their other dominant intelligence. I believe that all other intelligences could be improved upon for others and within others but this seems to be more of an internal feeling not an outward idea that needs to be solidified and taught to within schools. This idea seems a littler out of reach considering it in relation to the other intelligences.