Existential intelligence is the ability to use intuition, thought and meta-cognition to ask (and answer) deep questions about human existence (…) An element of existential intelligence, is recognizing and understand our interconnectedness with the world around us and the universe at large (…) being able to perceive the bigger picture or in other words, to conceive our lives and every-day actions in the context of the grand cosmic arena (…) It involves acknowledging our place in the cosmos and stepping back and contemplating our purpose in the grand scheme of things (…)
One of the most important components of effective 21st-century teaching, is recognizing the different forms of intelligences and catering to the unique abilities of all students. Howard Gardner, a pioneer of this perspective, differentiates intelligence into distinct ‘modalities’, as opposed to a single general ability. These include: musical-rhythmic, visual-spatial, verbal-linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic. Based on two decades of brain research, the theory suggests that we all have all these intelligences in varying degrees (…) not many students are empowered to realize that their above-average athletic (bodily-kinesthetic) or social abilities (interpersonal), are an extension of their intelligence. In recent years, Gardner has introduced a ninth, and possibly most significant, form of “smarts” referred to as “existential” intelligence. It is also referred to by others as “cosmic” or “spiritual” intelligence.
when we demonstrate that we can have an influence on the world by observing it, what are the implications of it on our “objective” reality?