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Existential intelligence involves contemplating philosophical arguments related to human existence. It draws on existentialism and is associated with Howard Gardner’s theory of multiple intelligences, although it is not officially included. Some argue for its validity in education, but others believe it is not suitable for children.
Existential intelligence is the ability or ability of an individual to understand and contemplate philosophical arguments related to the existence of mankind. According to existential intelligence theory, it is easier for some individuals to conceptualize deep philosophical questions, such as the origin of humanity, what constitutes consciousness, and man’s purpose on earth. Those individuals with a strong tendency towards existential intelligence are, according to some experts, more prone to ask questions about these ultimate realities, including the meaning of life.
In terms of the origin of the phrase, the concept is related to philosophical theories and the theory of multiple intelligences. As far as concept definition goes, this type of intelligence draws on many of the same questions and arguments associated with existentialism, a method of philosophical inquiry popular in the 1940s and 1950s. Existentialism proposes that human existence cannot be defined by currently existing spiritual or scientific categories, but rather requires a deeper understanding. Using existentialism as a basis of understanding, the concept of existential intelligence is then associated with Gardner’s theory of multiple intelligences.
Howard Gardner of Harvard University first presented the idea of multiple intelligences in the early 1980s. Education and psychology experts had sought a better understanding of the natural way children think and learn, so Gardner developed a theory to help identify stronger tendencies in school-age children. Initially, Gardner presented the concept of seven intelligences, including logical or mathematical, spatial, musical, and others. The theory of multiple intelligences was designed to explain different types of ways of learning and thus allow educators to develop learning plans to work with each child’s strengths.
After introducing his theory of multiple intelligences, Gardner and other education and psychology experts continued to research the concept. Several practitioners, including Gardner, have subsequently proposed additional types of intelligence. Although Gardner did not publicly or officially include existential intelligence in his revised theory, he and other practitioners have debated its existence. While remaining unofficial in terms of including this concept in his theory, Gardner has proposed a definition for the concept if it should be included with other intelligences than him.
Because the theory of multiple intelligences centers on early childhood education and psychology, some experts argue for the validity of including existential intelligence with Gardner’s other intelligences. The profound philosophical questions surrounding the existence of humanity often spark intense and passionate debate, a perspective some experts argue has no place in child education. Avoiding such debates is the main reason most experts refuse to add this concept to the larger theory of multiple intelligences.
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