Abstract

This paper argues that Philosophical Intelligence is an important form of human intelligence best developed in children through philosophical dialogue. Howard Gardner’s theory of Multiple Intelligences (MI) is critically reviewed. MI theory, it is argued, requires clearer definition and a theory of pedagogy to make it practical and applicable in school settings. This paper focuses on redefining the concept of existential intelligence and on identifying a workable pedagogy through which it can be developed. Gardner’s ‘existential intelligence’ is redefined in terms of Philosophical Intelligence and linked to the historical tradition of philosophical enquiry. The community of enquiry provides a pedagogical basis for developing Philosophical Intelligence. Ways that Philosophical Intelligence can be developed through communities of enquiry are illustrated with recent research using ‘Stories for Thinking’ and other forms of stimulus.