This chapter poses the idea of an additional intelligence that Gardner is working on. This new intelligence is existential intelligence, which is “a concern with ultimate life issues” (182). Armstrong suggests that this can be used in the classroom by asking students to think more about certain topics and delve deeper into the meanings behind them. This intelligence is seen in classrooms that analyze literature a lot because students are always asked to think further about topics such as theme and meaning when reading a text. I know I will be finding ways to use this intelligence in my classroom because it has such an influence in the way literature is analyzed and interpreted. I think it will be somewhat easy to incorporate this intelligence into my classroom in ways that might not be as obvious to students like some of the other intelligences (kinesthetic) might. It is important to work with this intelligence, whether it is considered one or not, because it teaches students to think deeper about every topic.
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