i32 intelligence tests

by Dr. Lousky Daniel

A complete personality test
is now possible for you

Intelligence tests

Do you want to know what you are good at?
Do you want to know what you are even better at?
What path should you choose in life?
What to fix and what to strengthen?

Intelligence tests
The benefits of i32 intelligence tests
 
The i32 intelligence tests check personality structure and a graded intelligence profile in each of the thirty-two intelligences in four levels – spiritual, mental, emotional and physical. The combined result of the tests improves the predictability in relation to the subject’s ability to succeed in life’s tasks – health, money, career, love and vocation, thus contributing to his ability to live a full and happy life.
 
i32 intelligence tests do not compare one person to others and therefore encourage cooperation between people and countries to strengthen human peace and unity between nations.
 
When every person can excel in something they know and love to do, there will be far fewer people with low self-esteem, thus avoiding a long series of malfunctions and illnesses that result from low self-esteem.
 
It is possible to find a profile of abilities in which a person excels, thereby enabling each person to realize himself in the work he can and likes to do, to fulfill himself and his vocation for the benefit of society as a whole.
 
The fact that each person will be able to fulfill himself will allow the development of new professions that people will be proud to practice. as well as the development of new human abilities for a correct balance between technological development and the development of human abilities that have been neglected for hundreds and thousands of years.

What will you get after registration?
1. Complete personality test
2. Results of all 320 questions
3. Results of all 32 intelligences
4. Results of personality tests on a clear and comprehensive graph

recommendation

After the exams, it is recommended to take the Secrets of Creation course and use it to make corrections for intelligences that require correction

Intelligence tests

The Tree of Knowledge


The awareness of the desire to receive and the desire to give in every action motivates the force of life (free will) and makes every simple human action into a ‘medicine’ (Lousky, 2005).

Table Number 3: The Tree of Knowledge

Desire

Spiritual Dimension – Improvement of Ability to Define Desire & Its Direction

Free will

Know that the world is a void that seeks to be filled with free will

Desire to give

Know that to give is a lofty goal & is the secret of the overall world repair

Desire to receive

Know that the scope of desire to receive is the scope of pleasure & ruin.

Teachers

Intellectual Dimension – Improvement of Ability to Change Approaches & Beliefs

Wisdom

Know that wisdom is found through the timing of the chosen way

Richness

Know that your happiness does not depend on what you have but on what you don’t have

Seed

Know that your intent & motive create the obtained result

Life

Know that inner change is the secret to a long & good life

Self-Governance

Know that knowledge, over-righteousness, & unending desire are your prison

Peace

Know that peace in the world begins with your peace with yourself

Charm

Know that charm & ugliness are in you, inside, & in the observer’s eyes

Forces

Emotional Dimension – Improvement of the Ability to Identify Lacks

Light

Know that darkness is an illusion that you create to see the light

Beginning

Know that the spirit is eternal & at any given moment life begins anew

Love

Know that love is the cause of all causes & the medicine of all medicines

Freedom

Know that freedom is found in your ability to be or to be where you are

Thought

Know that thoughts shape beliefs that create reality

Unity

Know that the contradictions & diversity are what create unity

Observation

Know that your experiences & those of people around you are your mirror

Healing

Know that as you learn more, you know less

Immunity

Know that to learn how to learn is your inner teacher

Discovery

Know that life is the result & discovery of what is concealed from you

Senses

Physical Dimension – Improvement of the Ability to Determine & Realize Goals

Sight

Know that sight is like a miracle, like a teacher, like illumination, like a sign

Hearing

Know that hearing from discipline creates meaning

Smell

Know that smell is what leads you to truth or lie

Speech

Know that speech liberates thoughts, feelings, truth & lie

Taste

Know that good or bad taste in essence create the point of life

Deed

Know that an initiative to do opens doors for you towards what is right and what is wrong

Touch

Know that touch balances & heals & creates order in your living library

Way

Know that a goal’s purpose is to create a process like death’s purpose is to create life

Gut

Know that an act from belief prevents anger & bellyaches

Mind

Know that life is a serious game – remember, it is only a game

Heart

Know that friendship, commitment, & compassion are the secret of healing of illness

Cell

Know that human dignity & liberty are the dream & wish of every person

6.2 Self-Image and the Intelligences

          People who work in a place of work only because of the need to earn their livelihood, without joy of life and without interest, eventually will develop illnesses so that they can avoid the frustrating work. Society can and should evaluate abilities according to the profile of personal intelligences and thus it can create openness and acceptance of many diverse occupations such as poetry, dance, acting, sport, healing, carpentry, machinery, etc. In this way, it is possible to allow many people who do not want to be engineers, lawyers, or physicians to feel worthy and wanted in society and to allow them to excel in the area in which they can best express themselves. This issue is a main aspect in integrated medicine and seeks to address the prevention of illnesses and mishaps through the reinforcement of the self-image.

            Every intelligence is related to an environmental aspect and therefore it is necessary to examine it in an aspect familiar and suitable to a person and to provide optimal environmental conditions, which extend the expression ability of the intelligence.

            The role of the therapist is to identify the person’s abilities, to help him reach an area that suits his abilities, an area that allows him effectiveness and competition ability, satisfaction, and reinforcement of the intelligences in which he excels. This will contribute to the promotion of his self-image and to the realization of his personal potential (Walizer, 1999).

            Despite the differences among people and the infinite variety of the ‘profile of the intelligences’, evaluation is still performed using uniform  ‘conventional’ tests. In this strange situation, the abilities that primarily are based on two intelligences – lingual intelligence and logical-mathematical intelligence – are emphasized. The meaning is that people who excel in these two intelligences are considered strong and successful, while others are considered to have difficulties, to be weak, and to fail to meet requirements. They just have a low self-image and are caught in a frustrating cycle of mediocrity or failure.

            The therapist’s role is to allow every person a stage and window for opportunities to express the diverse texture that characterizes intelligences, which sometimes are latent and are not expressed. As the therapy is more diverse in terms of the activities and learning materials, the more it will be possible to discover interest and motivation, to express the self in the context of the remedial activity, in diverse ways suited to the personal profile of intelligences. Beyond the experience of such learning, the therapist will be allowed to ascertain reliability and validity, on the basis of the patients’ performance, if indeed they understand what is learned and can intelligently use the knowledge they have acquired. The therapist can assess abilities, tendencies, strong points, and fields of interest, alongside points that require improvement and mistaken perceptions. In light of this assessment, the therapist can design the continuation of the treatment so that he will encourage patients to emphasize their strong abilities and fields of interest. From this positive perspective, it is important that the therapist will be helped by strong points as an impetus for the promotion of other abilities, which are not sufficiently developed and should be improved or so that mistaken perceptions will be uprooted (Walizer, 1999).

            If we adopt this ‘educational’ approach in integrated medicine, it is possible to create optimal conditions that inspire motivation and that encourage the patients’ growth and the realization of their innate potential. This treatment approach, which enables the patient to present himself in diverse ways that suit his personality, his inclinations, and his abilities, according to his choice, may instill a sense of efficacy and belief in his ability. Thus, we will cause the increase of their security and self-image. All these will lead to motivation and openness to personal learning, which will help them leave the circle of failure or mediocrity in which they are caught.

            The educational process is a process of self-healing (Lousky, 2005). Exposure, stimulation, practice, and training of intelligences will help the development of the effectiveness of the intelligences (Gardner, 1996), for the purpose of self-healing as well.

            When a person does not excel in the intelligence of speech (and therefore has difficulties phrasing verbal responses), but is talented in intelligences of touch, it is possible to encourage him to evince the knowledge he has acquired through drawing, sculpting, construction of a model or presentation, in a process or action of his choice.

            A patient who has received the recognition and esteem of the uniqueness of his developed intelligences will display greater interest in further learning and improvement in his less well developed areas (Walizer, 1999).

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