MI 14

This whole chapter deals with the possibility of a ninth intelligence, an existential intelligence. This intelligence is not wholly about religion or spirituality, but focuses more on the great questions of humanity, such as; “Why are we here?” and “From where did we come?”. This intelligence does not perfectly fit all of Gardner’s criteria for an intelligence, but it does raise questions about how as teachers who are confined with laws governing the separation of church and state we could integrate the existential intelligence into our classrooms. Different examples are given in different areas, suggesting that math could be taught from the angle of mystics like Pythagoras, or English could be taught focusing on the Bible or the works of Dante.

We felt that this should indeed be considered an intelligence. The only issue that it brings up is how to bring it into the classroom without preaching and without breaking laws of church and state separation. A Catholic family will not be thrilled if their child brings home an assignment asking, “Why are we here?” because to Catholics, this is written clearly in the Bible and is not to be questioned. We feel that this intelligence is not as valuable in the classroom as the other eight. Adam thinks that it would violate consciences.