Chapter 14

Abstract:
This chapter dealt with a possible ninth intelligence, the existential intelligence. This intelligence is not about any specific religion as some people might assume. Instead, it focuses on ultimate life questions such as who we are and what the meaning of life is. The chapter explains how this possible intelligence meets all the criteria and how it connects to a variety of difference subject areas. It also references the necessity to not mix church and state if using the existential intelligence in the classroom. The chapter concludes with examples of integrating this intelligence theory into the classroom.

Reflection:
Both Audra and Chelsae thought that this chapter was interesting. The information presented made Chelsae wonder about what is allowed and what is not when dealing with the separation of church and state. Chelsae didn't know how she felt about considering it to be one of the intelligences but did agree that it fit into all of the requirements. She also felt that regardless of what your personal beliefs are, it is important to at least acknowledge that different religions exist. Audra also thought that Gardner makes a strong case of inclusion of the existential intelligence but thought that the idea of it being hereditary might be flawed. She did agree with the book on thinking that educators still need to be aware of a possible ninth intelligence. Matt, overall did not like the chapter because he felt that there was too little information and was not worth his reading it.