MI+Chapter+14+Block+1

[|Synthesis MI C14 B1]


 * **Names** || **Abstract** || **Reflection** ||
 * Archambault Michael || There exists a possible ninth intelligence that deals with existentialism and ultimate questions. This intelligence fits Gardner's criteria as an intelligence, but has some draw backs and rebuttal for not being legitimate. Including the existential intelligence in the classroom could be difficult on the surface, but in classes such as science and math, which seem like they are opposites of religious and spiritual ideals, actually are only around because of existential intelligence. The use of this intelligence will allow the students to delve more deeply into the content of the unit and do some higher order thinking on the material being studied. || This is my favorite chapter of this book. It explained some things in my content area that I was clearly concerned about. I'm not sure if I buy into existentialism as an intelligence, but it is a huge motivational tool to use if you can get your students thinking about why your subject is important. The ideas for a broad range of subjects were right on point for me, and I will most certainly try to use this "intelligence in my lessons. ||
 * Audy Melissa || Chapter 14 in Multiple Intelligences explains that Howard Gardner has been contemplating the idea of defining a ninth intelligence: existential intelligence. This intelligence is for those who question the meaning of life and other philosophical thoughts—not so much about religion or spirituality. Gardner has criteria for his intelligences, and this ninth intelligence meets many, but not quite enough to be an official intelligence. The chapter goes on to list areas of study and ways in which this ninth intelligence can benefit understanding of material. For example, in literature, biblical and spiritual happenings are often referenced to. Without considering the meanings of these events, one can not take in the whole value of the given literature. The chapter ends by saying that the use of this intelligence in the classroom will help students grow a different perspective on culture. || I found this chapter interesting. I can see how this could be considered as a ninth intelligence, but I lean more toward the fact that it is incomplete. Perhaps I would be more convinced if I knew more about philosophy. This chapter made me want to learn more about philosophy, something that I have little to no background in. I was confused about the example given for literature, which spoke of religion, though the introduction stated that this was not the meaning of the existential intelligence. Most of the other areas of study seemed to make sense to me. I find that the incorporation of such existential questions within the classroom will encourage deeper thinking and analytical skills. ||
 * Boulter Elizabeth || This chapter explores Gardener’s discussion of the existential. He defines this as the “concern with ultimate life issues”. Although he says the existential does not meet all the requirements that the rest of the MIs do, it is worth focusing on in the classroom. It discusses existential intelligence in the classroom in culture, symbols, literature, and much more. It is such a large part of everyone’s life that teachers can’t help but put some emphasis on understanding it. Teachers should be exploring how they can incorporate this aspect into their class as a lot of their learners will be in tune existentially. || I found this chapter really interesting. I never thought of this one but it is really true! Religion, philosophy, the greater good, is such a large part of our society and so many others that teacher need to acknowledge that this will be in the classroom and we need to come up with ways to support this type of thinking and foster it in our classrooms. ||
 * Brown Ryanne ||  ||   ||
 * DePue Margaux || Chapter 14 discusses the possibility of the Existential intelligence, a questionable yet feasible ninth intelligence suggested by Howard Gardner. This intelligence is not meant to be viewed as one of religion or spirituality, but one that allows us as human beings to ask and explore the ultimate questions of life, so teachers should not allow their own beliefs to get in the way of the exploration of this intelligence. Gardner made the argument that this could be considered an official intelligence because of its history of cultural value and evidence of this intelligence could be seen as far back as prehistoric humanity when human beings first used burial rituals, suggesting there was some sort of afterlife. Though the existential intelligence cannot be applied to all concentrations, it would be helpful to integrate some topics where existential teachings can be applied. || This is probably one of the most intriguing possibilities to me. I have always wondered why humans question life and what it means and why we seem to be the only creatures who do such a thing. I want my students to have the ability to create meaning in their own lives, but I am also worried about not clearly showing the difference between existential questions and spiritual questions, which teachers are supposed to remain neutral in to some degree. In my future classes, many of the novels and literary pieces that I will have to teach deal with existential themes, such as //Moby Dick//, so I will need to become more literate in this topic. ||
 * Dunne Kaisha || Chapter fourteen discusses the possibility of a possible 9th Multiple Intelligence. Howard Gardner defines it as “a concern with ultimate life issues”. He states that this is not simply a religious or philosophical matter, but rather that it incorporates both of them. This chapter goes on to describe the traits that a student with existential intelligence would have, mostly deep connections and understandings; which is pretty deep itself. The existential intelligence isn’t really considered to be a part of the MI’s, because it does not fully fit the criteria that Gardner is aiming for. The idea of the existential intelligence being applied in the classroom worries some people because of it’s religious aspects, and how it might go against some of the belief systems of educators and learners, also that aspect makes it very difficult to tap into as well. Then at the end of the chapter it gives some examples just to cure curiosity. || I found this to be very interesting to know. I do believe that this would be a hard intelligence to be able to apply, not only because of the risks to do with applying it but with its deepness. I feel like this seems to be a very spiritual and hard to tap intelligence that would be hard for a teacher to take on in a classroom and also it would be risky with students and parents feelings about this 9th intelligence. I guess I don't fully understand the 9th Intelligence and I can kind of see why Gardner wouldn't full include it because it is difficult to understand and people may be skeptical about it, such as myself. ||
 * Hudson Kimberly || According to this chapter, there is a ninth intelligence that is possible. It is called the existential intelligence which is concerned with ultimate life issues. It fits the criteria of cultural value, developmental history, symbol systems, exceptional individuals, psychometric studies, evolutionary plausibility, and brain research. There are ways to include this into the classroom. For example, in science the core of science is related to the ultimate concern of life. || This is interesting to find out that there is a possible ninth intelligence. This one, however, seems to be more with spiritualism and wisdom, which is harder to incorporate in the classroom. This generally just confused me. I am not really sure what exactly this intelligence is, which is probably why it is not considered an intelligence yet. Who knows? Maybe by the time I am teacher, it will be established and I can learn more about it. ||
 * Korn Shauna || This chapter was about the perhaps next MI, Existential Intelligence. This intelligence is more of the philosophy type of thinking where the beyond is always thought of. Those that always wonder, who have continuous open minds to everything. There were seven factors that went into potentially making this an MI. the first is “Cultural Value” which explains that almost all cultures have some sort of spiritual belief system that goes beyond reality; “Developmental History” is those who are in the records of having a spiritual background that have explained a growth of intelligence from infant to adult; “Symbol Systems” explains that society uses symbols that have to do with some extensional way of thinking and many other topics that back up this theory that maybe there is another MI that needs to be added in. || I took a philosophy class last year and loved that way of thinking. I know some of my friends who truly think this way all the time and are always looking for that outside of the box way of thinking. I myself think that it’s a great idea to add this in, because then my friends, who have seemed to have a weird way of thinking, would be able to explain their ideas in a classroom that not only supported it but encouraged it. This to me would be important especially for those who don’t have a philosophy way of thinking, because I feel that it would get the other students thinking outside of the box as well. ||
 * LaRose Rebecca || Chapter 14 was about the possibility of a ninth intelligence known as "Existential Intelligence". It seems as though this intelligence deals with even higher abstract thought and has to deal with the sense of wonder. Students that often find themselves look beyond the realm of concrete thought and look into a philosophical way of thinking. The seven factors of intelligence has yet to allow this to be made into an official intelligence, but it is on its way. The book has a few ideas about how to integrate existential intelligences into the classroom. || I found this chapter sort of difficult to wrap my head around. I suppose that because I don't have a grasp on this intelligence in my own leaning, I don't really understand how to cater to those students' needs. I have a great sense of wonder, but fear that it is not in the philosophical thought enough to understand where students are coming from. I like the examples that it gave and I believe that they will be helpful in my future teaching. ||
 * Murphy Amber || This chapter introduces the idea that there maybe another intelligence out there call the existential intelligence. Gardner defined this intelligence as “a concern with ultimate life issues”(127). This intelligence fits the criteria in many different ways by cultural value, developmental history, symbol systems, exceptional individuals, psychometric studies, evolutionary plausibility and finally brain research. This intelligence isn’t quite a perfect fit, but it does reach these criteria there is still enough proof for educators to take this intelligence serious. || I had no idea all the criteria for defining weather the category falls under one of the intelligences. I believe that this chapter opens a new idea just at the very end of the entire book and I believe that this is saying that things are constantly changing and developing and it is essential for teachers to be open minded to change. Teachers can never learn enough and this last intelligence just proves that there is always someone developing or researching new ideas and topics to bring into the classroom. This final intelligence strikes me as a bit weird and I don’t completely understand the concept behind it, however this is one reason why it isn’t a completely defined intelligence yet. ||
 * Nieuwkerk Hannah || John Gardner has recently introduced a possible ninth intelligence: the existential intelligence, which he defines as “a concern with ultimate life issues”. He says that the existential intelligence fits well with the other eight. It cannot be taught or assessed, it’s just there. In schools, students can use it when thinking about existential dimensions of what they are studying. The existential intelligence is more for looking at the broader efforts of people who try to address concerns in diverse ways. The book then goes on to give examples of integrating existential intelligence in the classroom in the areas of science, math, history, literature, geography, and the arts. || I, myself, feel a little skeptical of this ‘ninth intelligence’. I have never seen or heard of a student saying, “my strongest intelligence is existential.” I feel like with more research and proof this could be something real, but for now, I think that the existential intelligence is something that is more like looking at the big picture and thinking about it. I liked how it gave examples for the classroom, it made it seem more like a real-life thing. I wouldn’t call it a ninth intelligence, but it definitely an interesting idea and worth looking into. ||
 * Scheffler Erich || This last chapter was about a new, ninth intelligence Howard Gardner has been considering adding to his list of multiple intelligences: an existential intelligence. This new intelligence is similar to the intrapersonal intelligence, but different because it focuses instead of on only oneself, but about focuses on things like the meaning of life and love. The chapter then went to talk about why this intelligence may be important and how teachers can use it in the classroom. || I found this chapter extremely interesting. I thought this new intelligence was really interesting to learn about. I also liked reading about how teachers can incorporate this new intelligence into the classroom, because it would probably be very difficult. While I was reading that part, I just thought about a teacher handing out a test, and an existential learner handing it back and saying, “Why do I have to take this? This will have no profound impact on the universe,” or something deep like that. Then I laughed a little. ||
 * Simoneau Andrea || This chapter explores the possibliity of the existence of existential intelligence as a ninth intelligence. They're not quite sure how to fit it into Gardner's criteria, but they're almost sure it is one. They then provide a list of subjects and argue the point on each subject. For history their argument is that its impossible to discuss history without bringing in existential factors. [130] such as the impact of the French Enlightenment on the French Revolution, the reason for Puritans coming to America in the first place, etc. || This is by far my favorite chapter. I am extremely excited about the possibility of existential intelligence. I would think that every single human being possesses at their core a sense for their own mortality, and exploring the possibilities of what lies beyond, how it all fits together, what the meaning of it was. It is fundamentally human to question our reasons for being here, and how we got here. Indeed, does not education itself seek to answer those questions? Why do we bother teaching kids about anything at all? Why do we bother with history, with science, with literature? To pass on to the next generation an understanding thus far of why we as humanity are here, how we came to be here, and how the world around us works in relation to us. Existential intelligence makes perfect sense, therefore. ||
 * Stevens Newcomb || This chapter introduces a possible ninth intelligence: existential intelligence. The qualities of this intelligence involve more aspects of spirituality and the concept of infinity. Gardiner is not confirming that this is a new intelligence entirely but he is exploring the possibilities. There are actually ways to integrate this into the classroom but these ways are rather hard and obscure. In all, this intelligence deals with the concepts of humanity and the infinite. || This was perhaps the most interesting chapter in the book and I think this intelligence actually exists. There is some evidence that there is this ninth intelligence in my opinion. This chapter may have opened a Pandora’s Box or another dimension of intelligence because spirituality and humanity is sometimes a controversial topic. I think that everybody may have this intelligence: it almost seems to be the ultimate intelligence. One of the reasons I am in education is due to what I believe is some divine intervention: I kind of believe that I was meant to be a teacher in my life. ||