Spiritual Intelligence vis-à-vis’ Existential Intelligence

Dr. Mariamma Mathew

Associate Professor in Physical Science
Peet Memorial Training College
Mavelikara

Abstract
Spiritual Intelligence is a term used to indicate a spiritual correlate to IQ (Intelligence
Quotient) and EQ (Emotional Quotient). SQ is becoming more main stream in scientific
inquiry and philosophical/technological discussions. Howard Gardner, the originator of
the theory of multiple intelligence, chose not to include spiritual intelligence amongst his
intelligence due to the challenge of codifying quantifiable scientific criteria. Instead,
Gardner suggested ‘existential intelligence ‘as viable. Gardner’s peers have responded
with research that existential thinking as fundamental to spirituality.
Existential intelligence can be defined as the ability to be sensitive to, or have the
capacity for, conceptualizing or tackling deeper or larger questions about human
existence such as the meaning of life, why are we born, why do we die, what is
consciousness or how did we get here. There are many people who feel that there should
be a ninth intelligence, existential intelligence, the possibility of which has been alluded
by Gardner in several of his works.
Introduction
The roots of the word existential are existence and exist. To exist means to live and so to
think about your existence means to think about your life. Existential Intelligence is one
of Howard Gardner’s nine multiple intelligences. It involves an individual’s ability to
use collective values and intuition to understand others and the world around them.
Philosophers, theologians and life coaches are among those that Howard Gardner sees as
having high EI. Existential learning styles, or intelligence, refer to a person’s ability to
reflect inwardly when learning and interacting with others.
Characteristics of Existential Learning Style

Existential learning styled people are highly introspective and attuned to their inner
selves. They have a firm understanding of their own personal beliefs, preferences, and
convictions. Existential learning styled people enjoy school activities that allow them a
choice of activities. They prefer to express themselves and their opinions as opposed to
memorizing facts and information. They are frequently motivated and good at evaluating
their own work. People with existential learning styles learn best when they have
opportunities to express their preferences and act on their opinions. They enjoy managing
their own learning and in most cases are good at evaluating their own performance. The
typically work well independently and are motivated to do well. On the negative side,
however, they may have difficulty accepting their own mistakes and conforming to
others' expectations. The existential learning styled student may be drawn to careers such
as counselors or psychologists, social workers, motivational speakers, human resources
workers, independent business, ministry, philosopher, theoretical scientist, or psychiatrist.

Students who are strong in EI enjoy working on charity work and focus attention on
social issues and causes along with solutions. Strategies for incorporating EI into lessons
involve action projects within a community and volunteering work-community service.

Ways to enhance EI

 Make connections between what is being learned and the world outside the
classroom

 Provide students with overviews in order to support their desire

 Have students look at a topic from different points of view

 Have students summarise the information learned in a lesson

 Have students create lessons to teach their classmates information

Conclusion

Existential Intelligence draws on several other forms of intelligence, so that the

individual can combine multiple abilities and make them work together synergetic
ally. EI controls the other forms of intelligence and may even give them ethical and
metacognitive meaning.

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