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  1. #51
    Senior Member sculpting's Avatar
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    Jan 2009


    Quote Originally Posted by King-Of-Despair View Post
    You're right though, MBTI isn't really useful to us at all, it's more like a toy for adults
    YES! hehehe.....

  2. #52
    Priestess Of Syrinx Katsuni's Avatar
    Join Date
    Aug 2009


    There's probably a few reasons, really...

    First and foremost, children really don't "know" themselves, nor do they have any real inclination or desire to do so. They know whot they want, but not why they want it; the why there is irrelevant to them. A baby screams because it wants food; it doesn't care about the specifics that it's hungry, or whot hunger means, it just knows it wants to not feel in pain anymore. So, too, does this carry over to psychology... they know whot they want in life, generally "to have fun" or "a million jillion ice cream cones". Past that, they don't see much reason to understand their motivations behind such, or the mental processes that led them to such a desire, because it's irrelevant to them.

    Adults, conversely, have developed their brains farther, as well as their social requirements. Most adults aren't really any better than children, honestly though. In my class at school, we had to do similar stuff, not MBTI directly, but same general concept... noone cared, they didn't see any connection between how they understand themselves and others relating to being capable of working together. MBTI and all other personality tests are just an attempt to quantify and explain the way the mind works, for ourselves, and others. If we understand how we think differently, and how we interact due to such, we can take advantage of this understanding and use it to better ourselves and those around us. Most adults don't progress past childhood in that manner, however. They know whot they want, and don't care why they want it. If yeu knew WHY yeu wanted it though, yeu might not need to continue to want it; or may find better ways to sate that desire indirectly.

    There's also the matter that, as adults, we've been conditioned through school, government, parents, society as a whole, to classify and structure things, rather than understand it. The question of a child is "why?", the question of the adult is "where does it go?". It's strange, then, isn't it? That those who are least able to utilize the answer to 'why' are the ones most interested in asking it? Whereas those who could make use of such information, have been systematically conditioned to avoid such.

    Strange stuff really.

    But anyway, adults tend to try to rationally explain their world; the human brain is designed to create order from chaos anyway. As yeu grow older, it gets better at doing so, and doesn't accept "no clue, it just does!" very well anymore. If yeu look at a cloud, yeu can see 'order' appear... faces, shapes, whotever, clouds turn into things because yeur brain tries to craft order from chaos. As we progress, we are taught how to create order by labeling things into nice, tidy little bins. If it has a name and a number, then it is ordered.

    Take for example, even myths, legends, and religions; many of these exist merely to explain that which we can't understand. Alot of the bible isn't direct religion, it's just mythology in large portions of it. Any time yeu see something explained by rather fanciful reasoning, it's generally just something people didn't understand and are trying to make sense of. The whole thing about like... how snakes have generally lost their legs, but some have vestigial remains, is explained back in the whole adam & eve story. It's not likely that happened at all, and it wouldn't make any sense anyways, since it'd require god to be an idiot for that to have occurred in that manner.

    But anyway, these things are meant to explain things in an ordered sense. As we grow older, we require more in depth explanation. For a child, it's alright to just know "I don't like her >=O " but never have a reason as to WHY yeu don't like that person. Scoot forwards 20 years, and yeu want to understand whot exactly it is about her that yeu don't like. With that additional definition and clarification, yeu can perhaps learn to like her, or understand why certain behaviours irritate yeu and can recondition them to no longer exist. A child can't do that, usually.

    So why don't kids need MBTI? Because it's abstract enough they can't understand it, because it doesn't hold direct relevance to their desires that they can see, and because they really don't need to know the intricate details of their own mind or others. They just don't care.

    And so, they don't really value it. Because they have no need to understand themselves or others around them.

    When they require that need, they'll explain things in their own way, whether it's through religion, MBTI, some other psychological profile, or whotever. They will order and categorize people as required.

    For their age, however, all they need is "Nice, bully, mean, whiny, tattletale" and several other broad reaching terms that don't really accurately describe the person as a whole, merely just key aspects they've noticed.

    They do still categorize people, obviously, it's just not as in depth because it's not required.

  3. #53
    #005645 phthalocyanine's Avatar
    Join Date
    Jun 2009
    9w1 sx


    as an elementary/middle school student, i tutored younger kids in reading and english and i remember trying to formulate different methods for different learning styles...i think i was certainly aware that not everybody utilised the same skill sets equally....that strengths were more individual than universal... though i don't remember really going into depth as far as thinking about personality types or personal motivations. i didn't identify a need for that at that age, really. it was enough to identify strengths and weaknesses and to play upon the strengths to help others see what they really could do... it did make me a little upset to realize that teachers who only used one or two different methods might have been really alienating students who were simply not attuned to those learning styles, and as a result felt stupid because they struggled. it's hard to know what will be easy or hard for whom, and it's hard to accommodate everyone in a large group, of course....but i remember feeling very sad when i realized that school wasnt naturally as easy for others as for me (that it wasnt simply a question of attention or effort on their part), and that in some cases smart kids felt worthless as students because they didn't have the nurturance they needed to thrive.

    but i don't think i would have understood MBTI well enough at that age. to gain something from any such system requires perspective that most kids (even the pretty clever ones) don't have.

    "We are all in the gutter, but some of us are looking at the stars.."
    -Oscar Wilde

  4. #54


    Quote Originally Posted by skin View Post
    Why do adults have the need to compartmentalize every concept into something intellectually understandable?

    As an example you can throw around a word like communism, and the underlying theories, yet ask any citizen of a communist country and they know what it entails with a lot more clarity than your average educated economist.

    Not being able to verbalize an idea, don't exclude the understanding of it

    Most healthy children who interact with others know who the ESTP or the INFJ is in the flock, intuitively.
    Does the popularity of MBTI and other similar systems stem from the fact that adults distrust their intuitive instincts and try to apply 'logical and rational' systems wherever possible?
    Does the popularity of MBTI and other similar systems stem from the fact that adults fear nothing more than chaos and the uncontrollable?

    A system like MBTI strips away the direct and transcendental character of a personality type, and place it into an easy computable and understandable, yet faulty idea, for rational, western adult consumption.

    Which brings me back to the thought that personality types simply transcend for children. And healthy adults.
    Some people are actually made healthier by using consumable symbols such as MBTI to categorize their surroundings. The western world has been forming these kinds of nomenclatures, which deviate from standard language, for universal use in fields of science. This is why MBTI is considered to be a modular system - and no model accurately depicts what it is meant to.

    You realize that you distinguish these transcendental characters because you're an INFP, and your most preferred function is Fi, a function that is antipodal to Ti, which focuses on models such as MBTI, correct?

    If your personal preference is to assess people by their individual characteristics, the by all means, throw MBTI in the garbage - as it fails to encapsulate any sort of objective realism. But, just to be consistent, you should stop speaking all together, since our entire language mechanic is based on models such as MBTI. And don't tell others that they would otherwise be healthy, because there are some of us who find that models are the essence of how we learn.

  5. #55
    Join Date
    May 2009
    6w7 sx
    SEE Fi


    Quote Originally Posted by Orobas View Post
    (His best year was in 2nd grade with an ENFP with no meds. He sat under his desk and played legos after finishing work. He would also work in the tee-pee sometimes. The children sat in the "family circle" and sang the "we are all together today" song to take attendance. Instead of christmas they celebrated the winter solstice. As an ENFP, this craziness worked very well for him.)
    Sounds like a very cool teacher. There should be entire schools like that. I would still want to teach if there were.

    It is less about classifying the kids-which as the OP points out they already do naturally-and more about educating the teachers. That way children are not classified as "bad" but instead "different".
    I think you make an excellent point here.

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