Traditional intelligence testing (IQ and SAT, etc.) tends to focus on a limited range of abilities largely associated with left-brain thinking. Whereas there is no denying the importance of literacy, numeracy and sequential problem-solving, there is a wide diversity of other skills, talents and abilities that go to make up the whole person. Education should enable individuals to recognise and realise the full spectrum of their potential rather than restricting them to using merely a proportion of their capabilities.

It is a regrettable reality that many people have come to view themselves as failures when it comes to learning. This is often because they were not overtly successful in those limited areas of achievement valued by the educational establishment. The past (and present) emphasis on "the three R's" has merely served to reinforce their negative self-perception. By broadening the concept of intelligence, we can enable such "failures" to recognise that they have a different range of skills to offer - which are no less valuable for not being "academic".

It is well recognised that learners will be motivated by early success (and de-motivated by persistent failure). Despite experiencing difficulties with traditional academic subjects - often exacerbated by inappropriate teaching styles - most people have hidden talents of one kind or another. These sometimes become apparent in the home, workplace or community but, sadly, often remain unrecognised. Using a M.I. assessment tool can provide a means of identifying and validating existing abilities, thus providing potential new learners with "instant success".

"Whether you believe you can - or whether you believe you can't - you're probably right." (Henry Ford) Our self-perception of our abilities (and our prejudgement of the likely outcome) is a major factor contributing to eventual success - or failure. M.I. can be used as a positive factor, highlighting natural proclivities and thus developing learners' confidence before they even start on a task.

Occasionally, through a combination of circumstances (lack of opportunity; damaging initial experience; low self-image; poor teaching; etc.) individuals can be led to believe that they are unlikely to succeed in a particular area of study. Based on that misconception, they fail to explore that avenue - and the opportunity is lost. Because it focuses not on past or present achievement, but on natural inclination (as identified through associated behaviours), M.I. can turn up areas of strength that may previously have been unrecognised. For example, I have encountered a significant number of people with a logical-mathematical mind-set who nevertheless failed to achieve significantly in maths - until re-focused in that direction as a result of MI analysis.

Having discovered our preferred skill areas, many of us become quite adept at "playing to our strengths" to achieve a wide range of outcomes. However, we can sometimes become complacent. The M.I. model provides a new way of challenging the breadth of our development. As well as providing new scope for personal development, engaging in a broader spectrum of activities can also enhance learning and problem-solving skills by encouraging whole-brain development.

The key to successful engagement in an activity is to find the most appropriate "access route". For example, learning to play a musical instrument will obviously appeal to someone with enhanced musical intelligence, but may also appeal to other intelligences for different reasons. A person with enhanced logical intelligence might be attracted by the mathematical aspects of musical notation; whereas an individual with enhanced visual-spatial intelligence might respond to the patterns thus generated. Someone with enhanced interpersonal intelligence might relish the opportunity of playing with others; whereas an enhanced intrapersonal intelligence might be attracted by the opportunity of expressing emotions through the medium of music.

Traditionally, we have set about solving problems using a structured analytical approach. Whereas this serves well in certain contexts, it is not particularly useful for generating new ideas. Using the MI model as a starting point, it is possible to encourage usage of a wider range of creative thinking techniques that are more likely to generate innovative solutions. These techniques depend on establishing and harnessing more profuse neural connections by participating in a more diverse range of concept-building activities.