MI Chapter 14: MI Theory and Existential Intelligence

           In chapter 14 of MI, Armstrong reveals how Howard Gardner always thought there was a ninth intelligence known as existentialism. This idea is that existentialism is “a concern with ultimate life issues” (Pg. 182). It is not really a perfect fit into the other eight intelligences which is why is hasn’t been incorporated with the others. However, you can see how it does seem to fit in some aspects of the content areas of a school classroom. Armstrong believes the best way to integrate existential intelligence into the curriculum is by “integrating content into the curriculum that helps students think about existential dimensions of whatever they are studying” (Pg. 185). For instance, in science there is plenty of room for existential intelligences to be incorporated in the curriculum because science is full of unanswered questions. Existential themes can be brought into math when discussing concepts like zero, infinity, etc. in history existentialism fits well because there were many wars fought over religious views. Geographic landmarks were also changed due to religious views thus bringing existential intelligence into geography classes. Many artists used existential view to make their artwork and many students can do the same in their artwork as well. Armstrong reflects on how many great works of literature must deal with existential views. This caught my eye since I plan on being a teacher of literature. This part informed me of the need to include some form of existential intelligence in my classroom. One way Armstrong gave me to do so is by addressing what pieces used existential themes and then have my students talk about these ideas in relation to other course objectives.